Attachment_24 _POI_List_Six.pdf

Course Number Course Title

AWR‐160 Standardized Awareness Training (SAT)

PER‐260 Technical Emergency Response Training for CBRNE Incidents (TERT)

PER‐901

Threat Hazard Recognition and Emergency Actions Training for CBRNE

Incidents (THREAT)

PER‐264‐1‐C

PER‐265‐1‐C

PER‐200‐1‐C

PER‐901‐1‐C

AWR‐900‐1‐C

AWR‐901‐1‐C

Trainer Requalification for LEPM/LERA/FFO/FFOR/THREAT/FRAME/HERT

PER‐312 Vehicle‐Borne Improvised Explosive Device Detection Course (VBIED)

POI List Six

Training Delivery Services

Attachment 24

Standardized Awareness Training Plan of Instruction

Purpose Responders from a wide variety of fields will respond to the next emergency and/or disaster, be it natural or manmade in origin. Each responder needs to have the foundational knowledge of what may face him or her when confronting an act of terrorism or Chemical, Biological, Radiological, Nuclear, or Explosive (CBRNE) incident.

The Standardized Awareness Training course provided by the Center for Domestic Preparedness (CDP) is guided by documents, standards, definitions, and competencies, such as Hazardous Waste Operations and Emergency Response (HAZWOPER), 29 Code of Federal Regulations (C.F.R.) § 1910.120 (q)(6)(i) (2014); Pipeline and Hazardous Materials Safety Administration, 49 C.F.R., Parts 100–185 (2013); National Fire Protection Association® (NFPA®) 472, Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents (NFPA, 2013); and National Infrastructure Protection Plan (NIPP; Federal Emergency Management Agency [FEMA], 2013).

Course Goal At the conclusion of the Standardized Awareness Training course, participants are provided the knowledge about CBRNE hazards to make decisions at an awareness level.

Scope of Course Standardized Awareness Training, is a 1-day, 8-hour training course that includes facilitated discussions, activities, and case studies. Topics in this course include

• Prevention and Deterrence,

• Identification of Hazardous Materials and the ERG,

• Chemical Agents,

• Biological Agents,

• Radiological Materials and Nuclear Weapons, and

• Explosive Devices.

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Activity Number Activity Title Total Time

DAY ONE

Introduction and Overview 45 minutes Test 1 Pretest 30 minutes Module 1 Prevention and Deterrence 1 hour Module 2 Identification of Hazardous Materials and the ERG 1 hour Module 3 Chemical Agents 1 hour Admin 1 Lunch 45 minutes Module 4 Biological Agents 1 hour Module 5 Radiological Material and Nuclear Weapons 1 hour Module 6 Explosive Devices 1 hour Test 2 Post-Test 30 minutes

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

Admin 2 Graduation 15 minutes Total Academic Hours 8 hours and 15 minutes

NOTE: Nonresident and indirect training delivery will have the flexibility to conduct the 8-hour Standardized Awareness Training course over multiple days, based on jurisdictional need.

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Terminal Learning Objectives At the conclusion of this course, participants will be able to

• Identify terms and concepts that are applicable to the prevention and deterrence of terrorist and CBRNE incidents.

• Identify hazardous materials, hazard classes, and response information using the Emergency Response Guidebook (ERG).

• Discuss selected chemical agents including the physiological signs and symptoms of exposure, potential sources, indicators of an attack, physical characteristics.

• Discuss selected biological agents, including the physiological signs and symptoms of exposure, potential sources, indicators of an attack, and physical characteristics.

• Discuss radiation and radiological materials.

• Discuss explosives, including the characteristics and the effects of a detonated explosive device.

Target Audience The Standardized Awareness Training course is intended for personnel in the following disciplines:

• Law enforcement,

• Emergency medical services,

• Emergency management,

• Fire service,

• Hazardous materials,

• Public works,

• Governmental administrative,

• Public safety communications,

• Healthcare,

• Public health, and

• Federal, state, local, and tribal agencies.

Prerequisites To be eligible to attend the Standardized Awareness Training, participants must have successfully completed the following:

• IS-100.a Introduction to the Incident Command System or any of the available ICS-100 series; and

• IS-700.a National Incident Management System (NIMS), An Introduction.

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Participant Requirements To attend this course, participants must be first responders or receivers in their agencies or jurisdictions. Additionally, participants must score 70% or higher on the post-test to receive a certificate of completion for the course. If a participant does not successfully pass the post-test on the first attempt with a minimum score of 70%, a retest will be offered.

Methods of Instruction A variety of instructional techniques is incorporated throughout the Standardized Awareness Training course. Instructors use designated teaching techniques for each module. Participants are encouraged to ask questions to further their own learning. Each module incorporates one or more of the following methods of instruction.

Facilitated Lecture During a facilitated lecture, the instructor delivers course content via a lecture format. The lecture is enhanced through the use of visual aids, case studies, current events, and examples from the trainer’s professional experiences. Participants are encouraged to ask clarifying questions to ensure comprehension throughout the training.

Reflective Questioning Throughout the modules, there are suggestions for reflective questioning in the Instructor Notes sections. These reflective questions lead the instructor to ask questions that allow the participants to apply critical thinking skills. In addition, instructors ask questions throughout the course as needed to verify participants’ level of comprehension.

Written Responses Participants write responses to assignments based on specific module content. These assignments reinforce key concepts. At the appropriate time, instructors review assignments with participants. The written assignments allow instructors to verify participants’ comprehension of course content. In addition, written responses allow participants to clarify their thoughts and comprehension of content being presented.

Cooperative Learning Cooperative learning is a teaching strategy in which small teams or groups use a variety of learning activities to improve their comprehension and application of a subject. Each member of a team is responsible for not only learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Small-group work ensures active engagement of participants and enables them to move more readily from receiving knowledge to generating knowledge. Through discussion, participants may personalize knowledge and enhance their thinking process and understandings (Johnson & Johnson, 1988).

Participants engage in exercises and activities to use and apply knowledge and skills as taught in the modules. During these activities, they discuss their performance with instructors and peers in debriefing sessions at the end of the activities and modules.

Case Studies Case studies involve groups of students working together to analyze a “case” that has been written on a particular situation or problem to find a solution. Case studies allow students to apply new knowledge and skills for solving complex issues. The case study is completed by discussion of the case, allowing participants to debate their conclusions.

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Instructor-Guided and Collaborative Knowledge Checks Throughout each module as well as at the conclusion of each module, instructors pose objective-based questions to confirm participants’ comprehension of the module’s content.

When answering these questions, participants may work collaboratively with other members of the class as well as answer individually. When necessary, participants ask questions to clarify the module’s content.

Instructor Flexibility Statement The course lead/team lead and instructors for any CDP courses (resident and nonresident) have the approval and endorsement to follow appropriate adult education and learning principles by adapting, where and when appropriate, materials to better enable the audience to meet the specific learning objectives. However, before making any change, the course lead/team lead must approve and endorse the specific addition or change. Here are some examples of adaptability and flexibility:

• A misspelled word on a visual—Please change and ensure that participants make an ink correction in their materials.

• A current event that is relevant to the course is more appropriate than a historical event—Introduce the current event with documentation on same to the audience.

Provide the documentation to the course manager. Course manager ensures that curriculum receives same.

• An activity or exercise is not suited to the size of the audience—Modify the activity or exercise to meet a smaller or larger audience (e.g., adjust the number of injects or the group sizes).

• Modules do not flow well from one to the next—Move modules around to allow for better flow of the content.

• When conducting a precourse or module knowledge check (e.g., such as a pretest or a series of review questions), it is determined that a great percentage (such as 80%) of the audience has demonstrated mastery of the objectives—Adjust the time devoted to that module and move on in the course to allow more time to modules that cover new information and skills.

Any changes or modifications should be documented and provided to the training manager and curriculum manager. If it is decided to make a permanent change in materials, an erratum will be submitted and the materials changed for future offerings. Sometimes changes are very specific to an audience, so decisions will need to be made regarding wholesale changes to the materials.

NOTE: The objectives are not to be modified or altered. If something is not working for an audience, please discuss with course manager before changing. If the course manager needs additional guidance, please seek the appropriate government official to discuss options.

Evaluation Strategies Kirkpatrick (1998) specifies a four-level model for evaluation that includes the following two levels, reaction and learning, that are applicable to the evaluation strategy for the Standardized Awareness Training course.

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Level 1—Reaction A Level 1 evaluation is used to capture participants’ reactions to training, which includes the following:

• Degree to which course content supports the course learning objectives;

• Relevancy of course content to the participants’ job requirements and expectations;

• Usefulness of activities and exercises to reinforce course learning objectives;

• Value of course materials (guides, visuals, and exercises/training realism) in supporting overall course goals and module objectives; and

• Benefits of the training course, including the likelihood of applying course subject matter and skills to on-the-job situations.

Level 2—Learning A Level 2 evaluation, which assesses the extent to which participants have advanced in knowledge and skills as a result of training, is accomplished through the use of a written objective test and performance checklists. If necessary, remediation is provided prior to retesting. At the conclusion of each module, the instructor leads a discussion to review the key points presented from the content as well as review any additional participant questions.

Furthermore, throughout the presentation of each module, instructors use reflective questioning and observations to informally assess participants’ comprehension of key content.

Pretests and Post-Tests

• Participants are administered written objective tests to assess their comprehension levels.

• Participants are tested prior to and following the presentation of course material in order to provide a comparative measure of learning and identify a minimum threshold for participant achievement prior to granting a certificate of course completion. In addition, the comparative measure of pretest-to-post-test scores provides data on the efficacy of the course to improve participants’ knowledge and skills in the course subject matter, which will allow for course/program improvement.

Reflective Questioning Throughout the course, participants are encouraged to ask questions regarding the content being presented. At the conclusion of each module, instructors provide time for participants to ask questions about the content. Instructors also ask questions as needed throughout the course to ensure participants’ comprehension of the presented material and to challenge participants’ critical thinking skills.

After Action Review At the conclusion of the course, instructors facilitate an After Action Review (AAR), which includes discussion points on the effectiveness of the course and lessons learned.

Certificate of Completion Participants successfully meeting or exceeding the minimum score of 70% on the post-test receive a certificate of completion for the course. If a participant does not successfully pass the post-test on the first attempt with a minimum score of 70%, a retest will be offered.

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Introduction and Overview Duration: 30 minutes

Instructor-to-Participant Ratio: 1:60

Summary: Introduction, instructors introduce themselves and share their discipline qualifications with participants. The instructors describe the course goal, general expectations, and outcomes. Instructors provide a course overview that includes the administrative details of the classroom and facilities.

Activities: Introduction, instructors introduce themselves to the class and describe the course goal and administrative details.

Risk Assessment: Low

Methods of Instruction: Introduction, the instructor facilitate lecture and visuals to describe the course goal, expectations, and administrative details.

Required Reading: None

Evaluation Strategies: Introduction, the instructor uses questions to ensure participant comprehension of the administrative information.

Special Instructions: None.

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Module 1: Prevention and Deterrence Duration: 1 hour

Instructor-to-Participant Ratio: 1:60

Summary: Participants define terms and concepts applicable to the prevention and recognition of terrorist and Weapons of Mass Destruction (WMD)/CBRNE incidents. These terms and concepts include the definitions of terrorism and CBRNE. In addition, participants describe an object that might be suspicious. Participants identify the critical infrastructure and key resources (CIKR) sectors identified in the NIPP (DHS, 2013) and the potential impact of terrorists targeting the CIKR. Terrorist threat indicators, including suspicious persons and vehicles, are discussed. The “recognize, avoid, isolate, and notify” concept is also introduced.

Terminal Learning Objective:

At the conclusion of this module, given a modified classroom setting, that integrates activities, participants will be able to identify terms and concepts that are applicable to the prevention and deterrence of terrorist and CBRNE incidents.

Enabling Learning Objectives:

At the conclusion of this module, participants will be able to

1-1 Define terrorism and WMD as found in Crimes and Criminal Procedure, 18 United States Code (U.S.C.).

1-2 List the eight actions indicating potential terrorist activity.

1-3 Describe a suspicious object according to Jane’s Unconventional Weapons Response Handbook.

1-4 Identify CIKR sectors per the NIPP and why terrorists would target them.

1-5 Discuss the recognize, avoid, isolate, and notify concept.

Activity: In a large-group facilitated discussion, participants identify and describe an out-of-place object. Instructors facilitate a discussion on the similarities and differences in the participants’ responses. The time for this activity is approximately 10 minutes. Participants divide into small groups of six to eight and identify the CIKR in their local jurisdictions. They then compare the similarities and differences of their group and the rest of the class. The time for this activity is approximately 20 minutes.

Risk Assessment: Low

Methods of Instruction: The instructor uses a facilitated lecture format supported by presentation visuals to identify terms and concepts that are applicable to the prevention and deterrence of terrorist and CBRNE incidents. The Instructor also use reflective questioning to challenge participants’ critical thinking skills and reinforce the module’s content. Throughout the module, instructors engage participants in discussions in which participants define terrorism and WMD terms; list the four actions indicating potential terrorist activity; describe a suspicious object; identify CIKR sectors; and discuss the recognize, avoid, isolate, and notify concept. In addition, questions throughout the module enable the participants to apply the information.

Required Reading: None

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Evaluation Strategies: The instructor informally assesses participants’ comprehension of key material using instructor-guided and collaborative knowledge checks throughout the module. Based on the outcomes of these knowledge checks, the instructor reviews the material to ensure participants’ comprehension of key points. During the activities, the instructor informally assesses participants’ comprehension of the material and provides feedback and any necessary correction. Throughout the module, the instructor uses reflective questioning and observations informally assessing participants’ comprehension of key information. At the conclusion of the course, participants are evaluated using a written objective test.

Special Instructions: None

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Module 2: Identification of Hazardous Materials and the ERG

Instructor-to-Participant Ratio: 1:60 Summary: Participants define terms associated with a hazardous materials (often referred to as HAZMAT) incident, hazardous materials storage and packaging locations, hazard classes, and examples of hazardous materials. In addition, participants identify methods for HAZMAT identification. Participants also use the ERG (U.S. Department of Transportation [DOT], 2012) to identify potential hazards and the response actions associated with each hazard. Participants discuss the initial protective actions that may be taken according to the ERG. Participants identify shipping papers, Safety Data Sheets (SDS), and facility documents’ recognition method for hazardous materials.

Terminal Learning Objective:

At the conclusion of this module, given the ERG and specific information, participants will be able to identify hazardous materials, hazard classes, and response information using the ERG.

Enabling Learning Objectives:

At the conclusion of this module, participants will be able to

2-1 Define terms associated with HAZMAT/CBRNE incidents pertaining to awareness level personnel/responders according toHAZWOPER, 29 Code of Federal Regulations (C.F.R.) § 1910.120 and NFPA 472.

2-2 Identify the nine DOT hazard classes for hazardous materials according to Transportation, 49 C.F.R., Parts 100–185.

2-3 Discuss the hazardous materials recognition methods for markings and colors, and labels and placards according to the ERG, NFPA 704, Standard system for the Identification of the Hazards of Materials for Emergency Response (NFPA 704), and Hazardous Communication, 29 C.F.R. § 1910.1200.

2-4 Identify seven basic clues for recognizing a HAZMAT incident according to Noll and Hildebrand’s Hazardous Materials: Managing the Incident.

2-5 Discuss the initial protective actions that may be taken according to the ERG.

2-6 Identify the shipping papers, SDS, and facility documents’ recognition method for hazardous materials according to the ERG.

Activity: The instructor provides participants with a chemical identification number to locate in the yellow-bordered pages of the ERG (DOT, 2012). Participants identify the chemical name (e.g., 1017 is chlorine). Once the participants have located the chemical name, they are asked to search for the chemical name in the blue-bordered pages of the ERG (DOT, 2012) and find the guide number. Participants locate the guide number and turn to that guide number in the orange-bordered pages. Participants should notice whether the chemical is highlighted in green.

If so, they are directed to locate the chemical identification number in the green-bordered pages.

The time for this activity is approximately 15 minutes to include going over answers.

Risk Assessment: Low

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Methods of Instruction: The instructor uses a facilitated lecture format supported by presentation visuals to identify hazardous materials, hazard classes, and response information using the ERG. The instructor also uses reflective questioning to challenge participants’ critical thinking skills and reinforce module content. Throughout the module, the instructor engages participants in defining the terms associated with HAZMAT/CBRNE incidents pertaining to awareness level personnel/responders; identifying the nine DOT hazard classes for hazardous materials; discussing the hazardous materials recognition methods for markings and colors, and labels and placards; seven basic clues for recognizing a HAZMAT incident; and the initial protective actions that may be taken according to the ERG. In addition, participants independently complete a written activity identifying hazard class with material name.

Participants engage in a large group activity to gain knowledge on how to use the ERG.

Required Reading: None

Evaluation Strategies: The instructor informally assesses participants’ comprehension of key material using instructor-guided and collaborative knowledge checks throughout the module. Based on the outcomes of these knowledge checks, the instructor reviews the material to ensure participants’ comprehension of key points. Throughout the presentation of the module, the instructor uses reflective questioning and observations to informally assess participants’ comprehension of key information. At the conclusion of the module, the instructor leads a discussion to review the key points presented from the content as well as address any additional questions. At the conclusion of the course, participants are evaluated using a written objective test.

Special Instructions: An optional activity is included in the appendix. The instructor may use the case study to informally assess participants’ discussion of the material and provides feedback and any necessary correction during large-group discussions.

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Module 3: Chemical Agents

Instructor-to-Participant Ratio: 1:60

Summary: Participants discuss chemical agents (e.g., Riot Control Agents [RCA], Toxic Industrial Chemicals [TIC], and Chemical Warfare Agents [CWA]) that can be used as CBRNE weapons. Topics discussed include types of chemical agents, general signs and symptoms of exposure, physical characteristics, and control zones of chemical agents and TIC.

Terminal Learning Objective:

At the conclusion of this module, given information in the ERG and Jane’s Chem-Bio Handbook, participants will be able to discuss selected chemical agents, including the physiological signs and symptoms of exposure, potential sources, indicators of an attack, and physical characteristics.

Enabling Learning Objectives:

At the conclusion of this module, participants will be able to

3-1 Discuss chemical agents, such as TICs, RCAs, and CWAs, as well as the physiological signs/symptoms associated with them according to the ERG, Jane’s Chem-Bio Handbook, and other sources.

3-2 Discuss the advantages and disadvantages of using chemical agents for terrorist activity.

3-3 Identify potential sources in the community where chemicals are manufactured, transported, stored, used, or disposed per participants’ experience.

3-4 Discuss the Thermal, Radiological, Asphyxiation, Chemical, Etiological, Mechanical, and Psychological (TRACEM-P) acronym as outlined in the Emergency Response to Terrorism Job Aid.

3-5 Discuss the indicators of a possible criminal/terrorist act involving chemical agents according to the ERG.

3-6 Discuss the control zones used during a chemical agent incident in accordance with

NFPA 472.

Activity: A visual of the phosgene placard is displayed for this activity. The participant uses the ERG to locate the name of the chemical agent, a list of its hazard class(es), the guide number, potential hazards, evacuation, and first aid information. Participants work in small groups and provide their group’s answers during a large-group discussion. The time for this activity is approximately 15 minutes.

Risk Assessment: Low

Methods of Instruction: The instructor uses a facilitated lecture format supported by presentation visuals to discuss chemical agents. The instructor also uses reflective questioning to challenge participants’ critical thinking skills and reinforce the module’s content. Throughout the module, instructors engage participants in discussions in which the participants discuss chemical agents, such as TICs, RCAs, and CWAs, as well as the physiological signs/symptoms;

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the advantages and disadvantages of using chemical agents for terrorist activity; describe potential sources in the community where chemicals are manufactured, transported, stored, used or disposed; the TRACEM-P acronym; the indicators of a possible criminal/terrorist act involving chemical agents; and the control zones used during a chemical agent incident. In addition, using case studies, the instructor facilitates a discussion concerning two attacks using chemical agents (i.e., the Iraqi Nerve Agent Attack and the Tokyo Subway Attack) and discusses the implications and lessons learned from these episodes.

Required Reading: None

Evaluation Strategies: The instructor informally assesses participants’ comprehension of key material using instructor-guided and collaborative knowledge checks throughout the module. Based on the outcomes of these knowledge checks, the instructor reviews the material to ensure participants’ comprehension of key points. During the case studies, the instructor informally assesses participants’ discussion of the material and provides feedback and any necessary correction during the large-group discussion. Throughout the presentation of the module, the instructor uses reflective questioning and observations to informally assess participants’ comprehension of key information. At the conclusion of the course, participants are evaluated using a written objective test.

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Module 4: Biological Agents Duration: 1 hour and 30 minutes

Instructor-to-Participant Ratio: 1:60

Summary: Participants discuss biological agents, including the types of biological agents, general signs and symptoms indicating exposure, physical characteristics, routes of entry, occupancy and locations, and indicators of possible criminal/terrorist attacks using biological agents. Participants also discuss the advantages and disadvantages of using biological agents for terrorist activity. The potential sources of biological agents within a community are described as well as indicators of a possible criminal/terrorist act involving biological agents, and the control zones used during a biological agent incident.

Terminal Learning Objective:

At the conclusion of this module, given examples of biological agents and sources, participants will be able to discuss selected biological agents, including the physiological signs and symptoms of exposure, potential sources, indicators of an attack, and physical characteristics.

Enabling Learning Objectives:

At the conclusion of this module, participants will be able to

4-1 Discuss the general characteristics, routes of entry, and signs and symptoms of biological agents according to Jane’s Chem-Bio Handbook.

4-2 Discuss the advantages and disadvantages of using biological agents for terrorist activity.

4-3 Discuss recognition, identification, and classification as they apply to biological emergencies according to the Centers for Disease Control and Prevention (CDC).

4-4 Identify potential sources in the community where biological agents are manufactured, transported, stored, used, or disposed of consistent with NFPA 472, Section 4.2.1.

4-5 List three indicators of a possible criminal/terrorist act involving biological materials according to with the ERG.

Activities: The instructor releases a small amount of a nontoxic substance (dry fire extinguisher powder [siliconized sodium bicarbonate]) to illustrate how a biological agent could be dispersed. Participants determine the route of entry of a biological agent based on the reaction of the substance used. The instructor uses reflective questioning to solicit the correct route(s) of exposure for biological agents. The time for this activity is 5 minutes.

Risk Assessment: Low

Methods of Instruction: The instructor uses facilitated lecture format supported by presentation visuals to discuss selected biological agents. The instructor also uses reflective questioning to challenge participants’ critical thinking skills and reinforce the module’s content.

Throughout the module, the instructor engages participants in collaborative and instructor-guide knowledge checks in which participants discuss the general characteristics, routes of entry, and signs and symptoms of biological agents; the advantages and disadvantages of using biological agents for terrorist activity; recognition, identification, and classification as they apply to

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biological emergencies; potential community sources where biological agents are manufactured, transported, stored, used or disposed of; and five indicators of a possible criminal/terrorist act involving biological materials. In addition, the instructor uses case studies to facilitate discussions concerning two episodes using biological agents (i.e., anthrax and ricin) and discuss the implications and lessons learned from these episodes.

Required Reading: None

Evaluation Strategies: The instructor informally assesses participants’ comprehension of key material using instructor-guided and collaborative knowledge checks throughout the module. Based upon the outcomes of these knowledge checks, the instructor reviews the material to ensure participants’ comprehension of key points. During the case studies, the instructor informally assesses participants’ discussion of the material and provides feedback and any necessary correction during the large-group discussion. Throughout the presentation of the module, the instructor uses reflective questioning and observations to informally assess participants’ comprehension of key information. At the conclusion of the course, participants are evaluated using a written objective test.

Special Instructions: Before releasing any substance into the classroom, the instructor must ask and determine if any participant has allergies. If there is a participant with an allergy, the biological simulant (dry fire extinguisher powder) cannot be released. Instead, the instructor demonstrates particle dissemination by shaking the simulant in a large jar to allow the participants to see how the particles are suspended in the air. The instructor adds talking points about other routes of entry for emphasis.

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Module 5: Radiological Materials and Nuclear Weapons

Instructor-to-Participant Ratio: 1:60

Summary: Participants describe the basic concepts of radioactive materials, exposure, contamination, and physiological signs and symptoms and radiation exposure. Participants also discuss radiation exposure devices, Radiological Dispersal Devices (RDD), and radiopharmaceuticals. They differentiate between a nuclear weapons detonation and a conventional explosion and discuss the advantages and disadvantages of using radiological materials and nuclear weapons in terrorist activity. Participants describe potential sources in communities where radiological materials are manufactured, transported, stored, used, or disposed. They discuss the principles of recognition, identification, and classification and list the indicators of a possible criminal/terrorist act involving radiological materials.

Terminal Learning Objective:

At the conclusion of this module, given case studies, participants will be able to discuss radiation health effects, terminology, detection equipment, radiological materials and sources, and weapons.

Enabling Learning Objectives:

At the conclusion of this module, participants will be able to

5-1 Given case studies, describe radioactive materials, exposure, contamination, and the physiological signs and symptoms of radiation exposure according to the U.S.

Nuclear Regulatory Commission’s (NRC) Radiation Basics.

5-2 Given case studies, discuss radiation exposure devices, RDDs, and radiopharmaceuticals consistent with the Planning Guidance for Protection and Recovery Following RDD and Improvised Nuclear Device (IND) Incidents.

5-3 Differentiate between a nuclear weapons detonation and a conventional explosion consistent with the Planning Guidance for Protection and Recovery Following RDD and IND Incidents.

5-4 Discuss the advantages and disadvantages of using radiological materials and nuclear weapons in terrorist activity consistent with the Planning Guidance for Protection and Recovery Following RDD and IND Incidents.

5-5 Describe potential sources in the community where radiological materials are manufactured, transported, stored, used, or disposed based on participants’ experience.

5-6 Discuss the principles of recognition, identification, classification, and protective measures as they apply to radiological incidents in accordance with the ERG and other sources.

5-7 List the five indicators of a possible criminal/terrorist act involving radiological materials in accordance with the ERG.

Activities: Participants read case studies of radiological accidents provided at relevant points within the module. Participants discuss each case study in order to identify the type of

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radiation source and explain how they reached that conclusion. The time for each case study is approximately 5 minutes.

Risk Assessment: Low

Methods of Instruction: The instructor uses a facilitated lecture format supported by presentation visuals to discuss radiological materials and weapons. The instructor also uses reflective questioning and large- and small-group discussions to challenge participants’ critical thinking skills and reinforce module content. Throughout the module, the instructor engages participants in discussions in which the participants describe radioactive material, exposure, contamination, and the physiological signs and symptoms of radiation exposure; discuss radiation exposure devices, RDDs, and radiopharmaceuticals; differentiate between a nuclear weapons detonation and a conventional explosion; discuss the advantages and disadvantages of using radiological materials and nuclear weapons in terrorist activity; describe potential sources in the community where radiological materials are manufactured, transported, stored, used, or disposed; discuss the principles of recognition, identification, and classification; and list the indicators of a possible criminal/terrorist act involving radiological materials. Participants apply information from the module during small-group discussion using case studies.

Required Reading: None

Evaluation Strategies: The instructor informally assesses participants’ comprehension of key material using instructor-guided and collaborative questions and discussions. Based upon the outcomes of these questions and discussions, the instructor reviews the material to ensure participants’ comprehension of key points. During the case studies, the instructor informally assesses participants’ discussion of the material and provides feedback and any necessary correction during the large-group discussion. Throughout the presentation of the module, the instructor uses reflective questioning and observations to informally assess participants’ comprehension of key information. At the conclusion of the module, the instructor leads a discussion to review the key points presented from the content as well as address any additional questions. At the conclusion of the course, participants are evaluated using a written objective test.

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Module 6: Explosive Devices

Instructor-to-Participant Ratio: 1:60

Summary: Participants discuss potential explosive devices, including basic device type, design, construction methods, and components. In addition, the effects of explosions are described as well as how to recognize the indicators of a possible criminal/terrorist act involving explosives. Participants also discuss safety during incidents involving explosives and how awareness level personnel/responders might become targets of terrorists’ secondary devices.

Terminal Learning Objective:

At the conclusion of this module, given case studies, participants will be able to discuss explosives, including the characteristics and the effects of an explosion.

Enabling Learning Objectives:

At the conclusion of this module, participants will be able to

6-1 Discuss the types of Improvised Explosive Devices (IED) and the explosives and components used to make them according to Jane’s Unconventional Weapons Response Handbook and Emergency Responder’s Guide to Terrorism.

6-2 Identify the types of explosive incident response actions according to Jane’s Unconventional Weapons Response Handbook and New Mexico Tech’s Initial Law Enforcement Response to Suicide Bombing Attacks.

6-3 Identify potential sources in the community where explosive devices are manufactured, transported, stored, used, or disposed based on the participants’ experiences.

6-4 Identify the indicators of a possible criminal/terrorist act involving explosives in accordance with the DHS’s Advisory and Information Bulletin.

6-5 Discuss the protective actions for an explosive incident in accordance with NFPA 472.

6-6 Identify structural hazards and safety considerations for individuals during incidents involving explosives based on CDP instruction.

Activity: Participants are shown a visual image of structural hazards during a postblast response. The image should be displayed for approximately 5 minutes. Participants, working in small groups, are asked to list all the items they see in the image that would be characteristic of an explosives postblast structural hazard. Once the small groups have recorded their answers on paper, each group discusses the hazards found. Participants discuss how their answers may differ from the visual image. The time for this activity is approximately 10 minutes.

Risk Assessment: Low

Methods of Instruction: The instructor uses a facilitated lecture format supported by presentation visuals to discuss explosives, including the characteristics and the effects of an explosion. Throughout the module, the instructor engages participants in discussions of the types of IEDs and the explosives and components used to make them. Additionally, participants

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identify the types of explosive incident response actions and describe potential sources in the community where explosive devices are manufactured, transported, stored, used, or disposed and respond to knowledge checks and reflective questioning. The instructor uses case studies (i.e., Oklahoma City, OK; Madrid, Spain; Sandy Springs, GA) to discuss types of IEDs and protective actions for an explosive incident. Participants apply information from the module to the cooperative learning activity, identifying structural hazards in an image from an explosives incident.

Required Reading: None

Evaluation Strategies: The instructor informally assesses participants’ comprehension of key material using instructor-guided and collaborative knowledge checks throughout the module. Based upon the outcomes of these knowledge checks, the instructor reviews the material to ensure participants’ comprehension of key points. During the case studies, the instructor informally assesses participants’ discussion of the material and provides feedback and any necessary correction during the large-group discussion. Throughout the presentation of the module, the instructor uses reflective questioning and observations to informally assess participants’ comprehension of key information. At the conclusion of the course, participants are evaluated using a written objective test.

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Conclusion and After Action Review Duration: 15 minutes

Instructor-to-Participant Ratio: 1:60

Summary: AAR, participants engage in an AAR of the course to discuss its strengths and areas for improvement. Participants evaluate their learning experience at the CDP and make suggestions for course improvement. Participants describe lessons learned and the applicability of the training to their home jurisdictions or facilities.

Activities:

After Action Review, participants conduct a large-group AAR in the main classroom. Participants describe course components, specific lessons learned during the teach-back, and how they can apply the lessons learned in the performance of their duties. In addition, participants recommend how the course may be improved and evaluate their learning experience at the CDP. The large-group AAR enables participants to gain insight from their peers and instructional staff and possible implementation ideas for the Standardized Awareness Training course.

Risk Assessment: Low

Methods of Instruction: After Action Review, the instructor uses questions to enable participants to apply critical thinking skills.

Required Reading: None

Evaluation Strategies: At the conclusion of the course, instructors evaluate the participants’ comprehension of key material using a written objective test.

SAT.POI.9.1 POI-20

Required Resources:

Total Resources Required

Item Quantity Biological agent simulant (dry fire extinguisher powder [siliconized sodium bicarbonate])

1 per course

Box containing an assortment of 10 objects

• Cup

• Paper clip

• Pen

• Pencil

• Rubber band

• Ruler (6 inches)

• Small ball

• Small scissors (6 inches)

• Small toy car

• Yo-yo

4 per classroom

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per classroom Course presentation visuals CD 1 per classroom

Dry-erase board (4 feet x 10 feet) with markers 2 per classroom (with replacement markers)

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants

(with replacement pads and markers)

Emergency Response Guide (ERG) 1 per participant Instructor Guide 1 per instructor Jar, clear, filled with biological agent simulant (e.g., sodium bicarbonate) 1 per course

Projection screen large enough for classroom use 1 per classroom Projector with remote control device 1 per classroom Suspicious object prop (e.g., a backpack, a spray bottle filled with liquid, a gasoline can, or a powdered substance in a jar). 1 per course

Tables that can physically accommodate all class members Total suitable to accommodate total chairs (no more than 8 per table)

Tape 1 roll per 8 participants Videotaped presentation—DVD 1 per classroom Writing utensils (pen and pencil) 1 set per participant

SAT.POI.9.1 POI-21

Main Classroom Precourse Setup Item Quantity

Box containing an assortment of 10 objects

• Cup

• Paper clip

• Pen

• Pencil

• Rubber band

• Ruler (6 inches)

• Small ball

• Small scissors (6 inches)

• Small toy car

• Yo-yo

4 per classroom

Chairs suitable for classroom use 60 per classroom Computer 1 per classroom Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Instructor Guide 1 per instructor Projection screen large enough for classroom use 1 per classroom Projector with remote control device 1 per classroom

Tables that can physically accommodate all class members Total suitable to accommodate total chairs (no more than 8 per table)

Introduction and Overview

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per classroom Computer (laptop) 1 per participant Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom Instructor Guide 1 per instructor Projection screen large enough for classroom use 1 per classroom Projector with remote control device 1 per classroom

Tables that can physically accommodate all class members Total suitable to accommodate total chairs (no more than 8 per table)

Timer 1 per classroom

SAT.POI.9.1 POI-22

Module 1: Prevention and Deterrence

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per classroom Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Instructor Guide 1 per instructor Projection screen large enough for classroom use 1 per classroom Projector with remote control device 1 per classroom Suspicious object prop (e.g., a backpack, a spray bottle filled with liquid, a gasoline can, or a powdered substance in a jar) 1 per course

Tables that can physically accommodate all class members Total suitable to accommodate total chairs

Module 2: Identification of Hazardous Materials and ERG

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per course Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Projection screen large enough for classroom use 1 per course Projector with remote control device 1 per course Sample placards and labels for each hazard class 1 set per classroom

Tables that can physically accommodate all class members Total suitable to accommodate total chairs (no more than 8 per table)

Tape 1 roll per 8 participants Projector with remote control device 1 per course

Tables that can physically accommodate all class members Total suitable to accommodate total chairs

SAT.POI.9.1 POI-23

Module 3: Chemical Agents

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per course Course presentation visuals CD 1 per classroom

Dry-erase board (4 feet x 10 feet) with markers 1 per classroom (with replacement pad)

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Instructor Guide 1 per instructor Projection screen large enough for classroom use 1 per course Projector with remote control device 1 per course

Tables that can physically accommodate all class members Total suitable to accommodate total chairs

Module 4: Biological Agents

Biological agent simulant (dry fire extinguisher powder [siliconized sodium bicarbonate]) 1 per course

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per course Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Instructor Guide 1 per instructor Jar, clear, filled with biological agent simulant (e.g. sodium bicarbonate) 1 per course

Projection screen large enough for classroom use 1 per course Projector with remote control device 1 per course

Tables that can physically accommodate all class members Total suitable to accommodate total chairs (no more than 8 per table)

Tables that can physically accommodate all class members Total suitable to accommodate total chairs

SAT.POI.9.1 POI-24

Module 5: Radiological Materials and Nuclear Weapons

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per course Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Instructor Guide 1 per instructor Projection screen large enough for classroom use 1 per course Projector with remote control device 1 per course Tables that can physically accommodate all class members Total suitable to accommodate total chairs

Module 6: Explosive Devices

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per course Course presentation visuals CD 1 per classroom Dry-erase board (4 feet x 10 feet) with markers 1 per classroom

Easel with pad (2 feet x 3 feet) with markers 1 per 8 participants (with replacement pads)

ERG 1 per participant Instructor Manual 1 per instructor Projection screen large enough for classroom use 1 per course Projector with remote control device 1 per course

Tables that can physically accommodate all class members Total suitable to accommodate total chairs

SAT.POI.9.1 POI-25

Conclusion and After Action Review

Chairs suitable for classroom use 60 per classroom Clock 1 per classroom Computer 1 per classroom Course presentation visuals CD 1 per classroom Instructor Guide 1 per instructor Projection screen large enough for classroom use 1 per classroom Projector with remote control device 1 per classroom

Tables that can physically accommodate all class members Total suitable to accommodate total chairs

SAT.POI.9.1 POI-26

References NOTE: The following were used in the development of this course. Due to the variability of content on the Internet, the time that the referenced websites remain viable is unknown.

Alibek et al. (2005). Jane’s chem-bio handbook (3rd ed.). Surrey CR5 2YH, UK: Sentinel House.

Centers for Disease Control and Prevention. (n.d.). Emergency preparedness and response.

Retrieved from http://emergency.cdc.gov/

Crimes and Criminal Procedure, 18 U.S.C. § 2331 (2012).

Crimes and Criminal Procedure, 18 U.S.C. § 2332a (2012).

Dwyer, A., & King, C. (2006). Jane’s unconventional weapons response…