Attachment_48 _POI_List_Seven.pdf

Course Number Course Title

MGT‐300‐C Field Force Command and Planning Executive (FFCE)

PER‐906 Hazard Assessment and Response Management for CBRNE Incidents (HARM)

PER‐261 Hazardous Materials Technician for CBRNE Technician (HT)

PER‐904 Radiological Emergency Response Operations (RERO)

POI List Seven

Training Delivery Services

Attachment 48

Plan of Instruction Field Force Command: Executive

FFCE.IM.V09.0 Center for Domestic Preparedness

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Purpose

Although the Federal Bureau of Investigation (FBI) has jurisdiction over all criminal terrorist activities or criminal threats, non-Federal responders regularly play an active role in managing civil actions in threat incidents. This course provides management-level responders with the knowledge and skills needed to respond safely to a civil action or disorder. More specifically, responsibilities of management-level responders include analyzing the incident, planning the response, implementing the planned response, evaluating progress, and terminating the incident.

The Field Force Command: Executive (MGT-300-1) course provides emergency responders with the knowledge and skills to act at the management level. The training provided at the Center for Domestic Preparedness (CDP) is guided by the definitions and competencies provided within the National Fire Protection Association (NFPA®) 472: Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents (2013), and Hazardous Waste Operations and Emergency Response (HAZWOPER) 29 Code of Federal Regulations (C.F.R.) §

1910.120 (2013).

NOTE: The terms civil action, civil disorder, and civil emergency are all used synonymously throughout this course.

Course Goals and Learning Objectives

Course Goals

This course provides management-level responders with response skills that enable them to respond safely to an incident at the management level. The course provides management-level responders with information regarding riotous behavior and issues surrounding civil actions. This develops response managers who understand the appropriate planning actions to respond safely and appropriately to a civil action incident at the management level.

Learning Objectives

At the conclusion of this course, management-level responders will be able to accomplish the following:

• Apply lessons learned to current and future incidents involving civil actions/disorders.

• Develop comprehensive strategic and tactical plans for their organization when preparing for special events, civil disorders, and public assemblages

• Describe the tactics protest groups use during a civil action/disorder event that require a law enforcement response

Center for Domestic Preparedness FFCE.IM.V09.0

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• Associate and apply legal principles and applicable case and statutory law to their positions, as well as their departments’ mission in planning and executing the management of civil actions or disorders

• Apply available force multiplier options based on the purposes and circumstances surrounding their deployment

• Differentiate various Riot Control Agents (RCA) and Less Lethal Munitions (LLM) and determine their usage based on the potential liabilities and limitations of each

• Describe the equipment that could be used during a civil action/disorder to provide body and respiratory protection from chemicals

Prerequisites

To attend the Field Force Command: Executive course, it is recommended that candidates have successfully completed awareness training for CBRNE response through Standardized Awareness Authorized Training Program (AWR-160) or another certified awareness training program; ICS (IS) 100: Introduction to the Incident Command System; ICS (IS) 200: ICS for Single Resources and Initial Action Incidents; ICS 300: Intermediate IC; and IS-700: National Incident Management System (NIMS): An Introduction.

Scope of Course

Field Force Command: Executive is an 8-hour course that prepares the management-level responder to serve as a member of an incident management team during a civil action or disorder. The course provides instruction on incident management, incorporating planning considerations and other responsibilities of management-level responders during such an event.

The course also provides responders with the ability to develop a local Incident Action Plan (IAP) for a civil action or disorder and implement response actions from the management level.

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Recommended Schedule

Module # Module Title Time

Allocation Contact Hours

Session 1 Admin 0.1 Administrative Overview 0.25 hour 0.25 hour

Module 1 History of Riotous Behavior and Lessons Learned 1.00 hour 1.00 hour

Module 2 Planning, Training, and Intelligence 1.00 hour 1.00 hour Module 3 Demonstrator Tactics 1.00 hour 1.00 hour Admin 0.2 Question and Answer Session 0.75 hour 0.75 hour Session 2 Module 4 Legal Perspectives 1.00 hour 1.00 hour Module 5 Force Multipliers and Barriers 1.00 hour 1.00 hour

Module 6 Riot Control Agents and Less Lethal Munitions 1.00 hour 1.00 hour

Module 7 Personal Protective Equipment 0.50 hour 0.50 hour Admin 0.3 Question and Answer Session 0.25 hour 0.25 hour

Admin 0.4 End-of-Course Evaluation and Graduation 0.25 hour 0.25 hour

TOTAL CONTACT HOURS 8.00 hours

Evaluation Strategy

Level 1: Reaction

To evaluate management-level responders’ perceptions and satisfaction with the training and services, the CDP provides an opportunity to offer feedback on the course, course materials, and trainers through an end-of-course evaluation. All responders will complete this evaluation in conjunction with the course graduation.

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Module Summaries

Module 1: History of Riotous Behavior and Lessons Learned

This module provides management-level responders with an understanding of riotous behavior by examining historical case studies and identifying factors that can contribute to such behavior.

Module 2: Planning, Training, and Intelligence

This module introduces the necessity of comprehensive planning as it pertains to special events, civil disorders, and public assemblages. The material also covers intelligence operations, and training needed for such events.

Module 3: Demonstrator Tactics

This module provides management-level responders with the knowledge to describe demonstrator tactics and techniques that may be used during a civil disorder event. It also provides an overview of the Direct Action Network (DAN), a discussion of the roles used in these network groups, and methods used by the network groups to gather intelligence on law enforcement.

Module 4: Legal Perspectives

This module examines the legal aspects of civil actions/disorders during the planning, managing, and response phases.

Module 5: Force Multipliers and Barriers

This module introduces the management-level responder to force multipliers and barrier systems that can be employed during a civil action/disorder.

Module 6: Riot Control Agents and Less Lethal Munitions

This module provides management-level responders with an understanding of various RCA and LLM and the characteristics of each. This module also identifies different procedures for decontamination that may be required during a civil action/disorder.

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Module 7: Personal Protective Equipment

This module provides management-level responders with an understanding of Personal Protective Equipment (PPE) by examining the various components that comprise a PPE ensemble capable of providing protection to the body and respiratory system during a civil action/disorder.

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Duration: 1.00 Hour

Summary: This module provides management-level responders with an understanding of riotous behavior by examining historical case studies and identifying factors that can contribute to such behavior.

Terminal Learning Objective:

At the conclusion of this module, management-level responders will be able to apply lessons learned to current and future incidents involving civil actions/disorders.

Enabling Objectives: At the conclusion of this module, management-level responders will be able to accomplish the following:

1-1 Provide examples of and lessons learned from past civil actions/disorders

1-2 Differentiate how law enforcement inaction and over-reaction can contribute to unlawful riotous behavior

1-3 Identify the impact of alcohol and fire as likely ingredients of riotous behavior

1-4 Provide examples of successful operations

Practical Exercise: None

Risk Assessment: Low

Method of Instruction: Facilitated lecture format in a classroom environment

Instructor Ratio: 1:60

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Module 2: Planning, Training, and Intelligence

Duration: 1.00 Hour

Summary: This module introduces the necessity of comprehensive planning as it pertains to special events, civil disorders, and public assemblages. The material also covers intelligence operations, and training needed for such events.

At the conclusion of this module, management-level responders will be able to develop comprehensive strategic and tactical plans for their organization when preparing for special events, civil disorders, and public assemblages.

Enabling Objective: At the conclusion of this module, management-level responders will be

2-1 Provide examples of the elements of civil action/disorder planning

2-2 Identify five civil action/disorder preparedness operational objectives

2-3 Name command and management structures that could be used during a civil action/disorder

2-4 Distinguish how effective training can assist personnel involved in a civil action/disorder incident

2-5 Describe the role of intelligence operations in the three phases of civil actions/disorders

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Summary: This module provides management-level responders with the knowledge to describe demonstrator tactics and techniques that may be used during a civil disorder event. It also provides an overview of the DAN, a discussion of the roles used in these network groups, and methods used by the network groups to gather intelligence on law enforcement.

At the conclusion of this module, management-level responders will describe the tactics protest groups use during a civil action/disorder event that require a law enforcement response.

3-1 Discuss past terrorist events attributed to the Animal Liberation Front (ALF), the

Earth Liberation Front (ELF), and anarchists

3-2 Describe the philosophy and mission statement of the DAN

3-3 Describe direct action operational elements

3-4 Identify individual roles within protest groups

3-5 List demonstrator tactics that may be used at a civil action/disorder event

3-6 Recognize violent demonstrator tactics that may be used at a civil action/disorder event

3-7 Identify countermeasures used by demonstrators against law enforcement

3-8 Recognize other activist issues

Risk Assessment: Low

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Module 4: Legal Perspectives

Duration: 1.00 Hour

Summary: This module examines the legal aspects of civil actions/disorders during the planning, managing, and response phases.

At the conclusion of this module, management-level responders will be able to associate and apply legal principles and applicable case and statutory law to their positions, as well as their departments’ mission in planning and executing the management of civil actions or disorders.

4-1 Describe the legal standard for law enforcement failure to train

4-2 Describe the implications of use-of-force policies during a civil action or disorder

4-3 Identify the elements of the First Amendment to the U.S. Constitution that relate to a civil action or disorder

4-4 Describe the impacts of the Fourth Amendment to the U.S. Constitution during a civil action or disorder

4-5 Describe the impacts of the Fourteenth Amendment to the U.S. Constitution during a civil action or disorder

4-6 Describe how the Civil Rights Act can impact operations during a civil action/disorder

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Summary: This module introduces the management-level responder to force multipliers and barrier systems that can be employed during a civil action/disorder.

At the conclusion of this module, the management-level responder will be able to apply available force multiplier options based on the purposes and circumstances surrounding their deployment.

Enabling Objectives: At the conclusion of this module, the management-level responder will be able to accomplish the following:

5-1 Describe force multipliers that can be used during a civil action/disorder

5-2 Describe barrier systems that can be used during a civil action/disorder

5-3 Describe the uses of barrier systems

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Module 6: Riot Control Agents and Less Lethal Munitions

Duration: 1.00 Hour

Summary: This module provides management-level responders with an understanding of various RCA and LLM and the characteristics of each. This module also identifies different procedures for decontamination that may be required during a civil action/disorder.

At the conclusion of this module, management-level responders will be able to differentiate between various RCA and LLM and determine their usage based on the potential liabilities and limitations of each.

6-1 Describe delivery systems for RCA and LLM used in civil action/disorder events in the United States

6-2 Recognize the criteria for selection of RCA and LLM

6-3 Identify policy issues associated with RCA and LLM

6-4 List common types of LLM

6-5 Differentiate types of RCA used in civil action/disorder events

6-6 Describe the meteorological factors that affect the use of RCA in civil action/disorder events

6-7 Identify proper decontamination of RCA

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Module 7: Personal Protective Equipment

Duration: 30 minutes

Summary: This module provides management-level responders with an understanding of PPE by examining the various components that make up a PPE ensemble capable of providing protection to the body and respiratory system during a civil action/disorder.

At the conclusion of this module, management-level responders will be able to describe the equipment that could be used during a civil action/disorder to provide body and respiratory protection from chemicals.

7-1 Distinguish law enforcement riot control protective equipment and how each piece of equipment can protect responders

7-2 Identify types of respiratory protective equipment and the protection provided by each piece

7-3 Differentiate the four levels of PPE recognized by the Occupational Safety and Health

Administration (OSHA) and the advantages and disadvantages of each level

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Resources Required by Module

Item Quantity

Computer 1 Dry-erase board and/or easel with pad and markers 2 Instructor Manual 1 per instructor Legal pads 1 per student Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

Student Manual 1 per student Wall clock with power source 1

Module 2: Planning, Training, and Intelligence

Assignment and sign-in sheet handouts 1 per student Computer 1 Dry-erase board and/or easel with pad and markers 2 Instructor Manual 1 per instructor Legal pads 1 per student Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

Computer 1 Dry-erase board and/or easel with pad and markers 2 Instructor Manual 1 per instructor Legal pads 1 per student Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

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Module 4: Legal Perspectives

Computer 1 Dry-erase board and/or easel with pad and markers 2 Instructor Manual 1 per instructor Legal pads 1 per student Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

Computer 1 Dry-erase board and/or easel with pad and markers 2 Force-multiplier map 1 per student Instructor Manual 1 per instructor Legal pads 1 per student Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

Module 6: Riot Control Agents and Less Lethal Munitions

Computer 1 Dry-erase board and/or easel with pad and markers 2 Legal pads 1 per student Instructor Manual 1 per instructor Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

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Module 7: Personal Protective Equipment Item Quantity

Computer 1 Dry-erase board and/or easel with pad and markers 2 Instructor Manual 1 per instructor Legal pads 1 per student Presentation slides and videos 1 Projection screen 1 Projector with remote control, extension cord, and surge protector 1

Total Resources Required

Total Resources Required

Presentation slides and videos 1 for each module Student Manual 1 per student Instructor Manual 1 per instructor Computer 1 Projector with remote control, extension cord, and surge protector 1

Projection screen 1 Wall clock with power source 1 Dry-erase board and/or rotational chart with pad and markers 2 Legal pads 1 per student Force-multiplier map 1 per student IAP handouts 1 per student Assignment and sign-in sheet handouts 1 per student Dry-erase markers in various colors 1 packet per breakout group

NOTE: This course is conducted in a single classroom throughout. The final exercise will be done with all breakout groups in the same classroom.

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References

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Applegate, R. (1969). Riot control-materiel and techniques. Harrisburg, PA: Stackpole Books.

ATF Ruling 95-3. (2012). Retrieved from http://www.atf.gov/files/regulations-rulings/rulings/atf-rulings/atf-ruling-95-3.pdf

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

Brandenburg v. Ohio, 395 U.S. 444 (1969).

Brown v. Bryan, 219 F. 3d 450 (5th Cir. 2000).

Cary v. Piphus, 435 U.S. 247 (1978).

Chaplanski v. State of New Hampshire, 315 U.S. 568, 62 (1942).

Chew v. Gates, 27 F.3d. 1432 (9th Cir. 1994).

Ciminillo v. Streicher, et. al, 4346 (6th Cir. 2006).

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

City of St. Louis v. Praprotnik, 485 U.S.112 (1988).

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

College Student Dies After Being Injured in a Crowd Following Last Night’s Red Sox Game.

(2004). Boston.com and Associated Press. Retrieved from http://www.boston.com/news/local/massachusetts/articles/2004/10/21/college_student_dies_ after_being_shot_by_bean_bag_bullet_near_fenway_last_night/

Collins v. Jordan, 110 F. 3d 1363, 1370—1372 (9th Cir. 1996).

Defense Technology Corporation of America. (2003). Def-Tech 12-gauge ferret round, OC/CS.

Retrieved from http://mypolicestore.com/store/product_info.php?cPath=41&products_id=317

Deorle v. Rutherford, 272 F. 3d 1272 (9th Cir. 2001).

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Department of the Army Field Manual. (1996) FM 8-9: NATO handbook on the medical aspects of NBC defensive operations. Retrieved from http://www.enlisted.info/field-manuals/fm-8- 9-NATO-handbook-on-medical-aspects-of-NBC-defensive-operations.shtml

Ewald, A. (Ed.). (n.d.). Anarchism in action: Methods, tactics, skills, and ideas. Retrieved from http://shawnewald.info/aia/

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

Free Trade Area of the Americas (FTAA). (2006). Miami Beach Florida website. Retrieved from http://www.miamibeachfl.gov/NEWCITY/news/ftaa.asp

Freedom of Access to Clinic Entrances (FACE) Act, 18 U.S.C. § 248 (1994).

Frieden, T.(2005). “FBI, ATF Address Domestic Terrorism.” CNN.com. 19 May 2005. Retrieved from http://www.cnn.com/2005/US/05/19/domestic.terrorism/

Frisby v. Schultz, 487 U.S. 474 (1988).

FTAA in Miami: Planning and Protest. (2003, June). South Florida Sun Sentinel. Retrieved from http://www.sun-sentinel.com/

Gilje, P.A. (1996). Rioting in America. Bloomington, IN: Indiana University Press.

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

Grasha, K. (2005) Students Say Police Fired Tear Gas at People. Lansing State Journal.

Retrieved from http://www.lansingstatejournal.com/article/20050406/NEWS06/504060352/Students-say-police-fired-tear-gas-people

Hammer v. Gross, 932 F.2d. 842, 846 (9th Cir. 1991).

Hassett, K. (2005a). Police: Anti-Riot tactics Backfired. Lansing State Journal. Retrieved from http://www.lansingstatejournal.com/article/20050430/NEWS06/504300332/Police-Anti-riot-tactics-backfired

Hassett, K. (2005b). Report: Crowd Prompted Use of Tear Gas in E. Lansing Riot. Lansing State

Journal. Retrieved from http://www.lansingstatejournal.com/article/20050426/NEWS06/504260331/Report-Crowd-prompted-use-tear-gas-E-Lansing-riot

Hazardous Waste Operations and Emergency Response, 29 C.F.R. § 1910.120 (2013).

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

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

Hill v. Colorado, 530 U.S. 703 (2000).

Houston v. Hill, 482 U.S. 451 (1987).

Ijames, S. (2007, December). Tragedy in Boston: The impact projectile death of Victoria

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La Botz, D. (2000). The new movement for global justice. Against the Current, 88. Retrieved from http://www.solidarity-us.org/site/node/957

Lee, R. J., Yolton, R. L., Yolton, D. P, Schnider, C., & Janin, M. L. (1996). Personal defense sprays: Effects and management of exposure. Journal of the American Optometric Association, 67(9), 548‒560.

Maddox v. City of Los Angeles, 792 F.2d. 1408 (9th Cir. 1986).

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Momboisse, R. M. (1967). Riots, Revolts, and Insurrections. Springfield, IL: Charles C. Thomas

Publishing, Ltd.

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

National Institute for Occupational Safety and Health. (2004). Chapter III: Respirator selection logic sequence. Retrieved from http://www.aresok.org/npg/nioshdbs/docs/2005- 100/chapter3.html

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North American Earth Liberation Front Press Office. (2001). Frequently asked questions about the Earth Liberation Front (ELF). Retrieved from http://www.animalliberationfront.com/ALFront/ELF/elf_faq.pdf

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Phelps, L. (1970). Community relations and riot prevention study guide. Santa Cruz, CA: Davis Publishing Co.

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Pembaur v. Cincinnati. 475 U.S. 469, 483-484 (6th Cir. 1986).

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Sutherland, C. (2000, Fall). Protest Watch: From the Ministerial Conference of the World Trade

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United States v. Hillison, 733 F.2d 692, 697 (9th Cir. 1984).

United States v. Howard, 758 F.2d 1318, 1320 (9th Cir. 1985).

United States v. Scott, 187 F. 3d 282 (1999).

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What is pepper spray? (2013). Retrieved from http://www.pepper-spray-store.com/pages/whatis.

Hazard Assessment and Response Management for CBRNE Incidents

Hazard Assessment and Response Management for CBRNE Incidents Course Rationale The Hazard Assessment and Response Management for CBRNE Incidents course is a unique course within the Center for Domestic Preparedness (CDP) curriculum. Unlike other CDP courses, this course simulates the activation and deployment of a team into an active operational incident. Responders arrive in the 36th operational hour of the incident and are assigned as a hazardous materials (HAZMAT) team. The HAZMAT team is briefed and assigned a daily rotational period recurring over 3 days. The intent of this course is to allow participants to apply operational knowledge and skills from all emergency response disciplines in support of a HAZMAT team and assist in mitigating a CBRNE incident. All HAZMAT Team members conduct exercises in the Chemical, Ordnance, Biological, and Radiological Training Facility (COBRATF).

The training provided by the CDP is guided by the definitions and competencies within the following:

• Emergency Responder Guidelines (Office for Domestic Preparedness [ODP], 2002);

• National Fire Protection Association® (NFPA®) 472 Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents (NFPA 2013);

• NFPA 473 Standard for Competencies of EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents (NFPA, 2007; 2008 edition); and

• National Incident Management System (NIMS; Federal Emergency Management Agency [FEMA], 2008).

Course Goal The Hazard Assessment and Response Management for CBRNE Incidents course is designed to test individuals who are assembled from different disciplines and geographic areas to work as a HAZMAT team to respond to and mitigate a CBRNE incident.

Terminal Learning Objectives At the conclusion of this course, the HAZMAT Team will be able to accomplish the following:

• Prepare for deployment to a CBRNE incident

• Employ the appropriate skills, methods, and equipment necessary to respond to a CBRNE incident

• Develop a plan of action for a CBRNE incident

• Respond effectively to a CBRNE incident

• Conduct advanced operational tasks including designing the plan of action to detect, control, and mitigate CBRNE materials

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Target Audience The Hazard Assessment and Response Management for CBRNE Incidents course is intended for the following disciplines:

• Law enforcement

• Fire service

• Emergency medical services

• HAZMAT

• Emergency management

• Public health

• Healthcare

• Public works personnel

• Government administration

• Public safety communications

Class Size Maximum number of participants is 36; minimum number of participants is 25

Prerequisites/Precourse Activities To attend this course, participants must have completed one of the following performance-level courses at the COBRATF offered by the CDP within the last 36 months:

• PER-900 Intermediate Hands-On Training for CBRNE Incidents

• PER-260 Technical Emergency Response Training for CBRNE Incidents

• PER-261 Hazardous Materials Technician for CBRNE Incidents

• PER-262 Hands-On Training for CBRNE Incidents

In addition to completing a performance-level course, participants must also have completed all of the following:

• AWR-160 Standardized Awareness Authorized Training Program or another certified awareness training course

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

• IS-200.a ICS for Single Resources and Initial Action Incidents or any of the available IS- 200 or ICS-200 series

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

• IS-800.b National Response Framework (NRF), An Introduction

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Participant Requirements To qualify for the Hazard Assessment and Response Management for CBRNE Incidents course, participants must have successfully entered the COBRATF during their previous attendance. Regardless of professional discipline, all participants are required to meet

• the Occupational Safety and Health Administration (OSHA) training requirements outlined in Hazardous Waste Operations and Emergency Response (HAZWOPER) 29 Code of Federal Regulations (C.F.R.) § 1910.120 (2013);

• the guidelines of NFPA 472, Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents (NFPA, 2013a); and/or

• NFPA 473, Standard for Competencies for EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents (NFPA, 2013b).

Participants who attend this course must

• complete medical forms COBRATF 4.18.BV and COBRATF 4.18.BB,

• be physically able to lift 50 pounds or more,

• be able to effectively operate in personal protective equipment (PPE), and

• have no limiting physical condition that would affect the wearing of an Air-Purifying Respirator (APR) and/or a Self-Contained Breathing Apparatus (SCBA).

NOTE: This course includes an administrative meeting on arrival night to simulate a real incident response. Due to travel schedules and transportation, some participants may not arrive in time to participate in the administrative meeting. At an actual response, some responders may be late in arriving, so this is considered a normal occurrence and lends authenticity to the exercise.

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Agenda Activity Number Activity Title Hours

DAY 1

Admin 1 Introduction and Overview 1 hour and 15 minutes Admin 2 Medical Evaluation and Safety Briefing 30 minutes Module 1 Morning Briefing—Day 1 1 hour

Admin 3 Lunch (Taken after the participants have completed two lanes in Module 2) 45 minutes

Module 2

Collective/Individual Skills Training

• Lane 2A: Personal Protective Equipment

• Lane 2B: Method A Collection

• Lane 2C: Chemical Surveying and Monitoring

Equipment and Operation

• Lane 2D: Illicit Labs and Improvised

Explosive Devices

• Lane 2E: Decontamination

• Lane 2F: Information Management

• Lane 2G: Biological and Radiological

Surveying and Monitoring Equipment and Operation

5 hours

Admin 4 Vitals Screening 15 minutes Admin 5 COBRATF Brief 15 minutes Module 3 Situational Briefing—Day 1 1 hour

DAY 2

Admin 6 Vitals Screening and Blood Draw 15 minutes

Module 4 HAZMAT Team Mission Central City Industrial Park—Day 2 6 hours

Admin 7 Working Lunch (as appropriate) 45 minutes Admin 8 Vitals Screening 15 minutes Module 4 (continued) Debriefing 1 hour

DAY 3

Admin 9 Vitals Screening 15 minutes

Module 5 Shopping Center—Day 3 6 hours and 30 minutes

Admin 10 Vitals Screening 15 minutes Module 5 (continued)

Debriefing and Post-incident Analysis (Working Lunch)

1 hour and 30 minutes

Admin 11 After Action Review and End-of-Course Evaluation Collection 15 minutes

Admin 12 Graduation 15 minutes Total Academic Hours 25 hours

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Continuing Education The CDP awards 2.5 continuing education units (CEUs) for the successful completion of the Hazard Assessment and Response Management for CBRNE Incidents course. The CDP has been approved by the International Association for Continuing Education and Training as an authorized provider of CEUs.

Instructor Qualifications At the CDP, instructors meet the following instructor qualification criteria:

• Ten years experience working within one of the following emergency response disciplines that support all-hazard incident response:

– Law enforcement

– Fire service

– Emergency management

– Emergency medical service

– Hazardous materials (HAZMAT)

– Government/administrative

– Healthcare

– Public health

– Public safety communication

– Public works

• Have all-hazards experience with manmade and natural disasters or WMD experience

• Successful completion of IS-100, IS-200, IS-700, and IS-800

• Successful completion of an instructor certification program from a qualified institution

• Have a minimum of 3 years of experience as a certified instructor, teacher, professor, and/or facilitator

Additionally, instructors at the COBRATF have 5 years of specialized experience working with WMD, CBRNE, or HAZMAT (civilian or military) at the technician level as defined by OSHA.

Methods of Instruction Various instructional techniques are incorporated throughout the Hazard Assessment and Response Management for CBRNE Incidents course. Instructors use designated teaching techniques for each module, which include facilitated lecture, questioning, written responses, cooperative learning, performance assessment, case studies, coaching, and knowledge checks.

Participants are encouraged to ask questions to further their own learning.

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Evaluation Strategies The HA Hazard Assessment and Response Management for CBRNE Incidents RM course evaluation consists of three levels of the Kirkpatrick® Four Level Evaluation model.

• Level 1—Reaction measures to what degree participants react favorably to learning, using a survey and After Action Review (AAR).

• Level 2—Learning measures to what degree participants acquire the intended knowledge, skills, attitudes, confidence, and commitment based on their participation in the training event. This is measured using pretests, posttests, and performance assessment tools/checklists. The performance checklist consists of a list of identified critical skills and tasks pertinent to the course, which measure each participant’s ability to apply and integrate learned knowledge and skills into a practical application. During practical applications, instructors provide demonstrations of appropriate performance of each measured skill and task, as well as provide feedback to participants as they practice these skills and tasks. Participants must achieve a score of 100% for performance of critical skills and tasks prior to being granted a certificate of course completion. If a participant is unable to pass the critical skill and task performance checklist assessment, a letter of attendance is issued.

• Level 3—Behavior measures to what degree participants apply what they learned during training when they are back on the job, and is measured by interviews, focus groups, and/or surveys.

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Course 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.

Bollinger, N. (2004, October). NIOSH respirator selection logic 2004 (NIOSH Publication No.

2005-100). Retrieved from http://www.cdc.gov/niosh/docs/2005-100/pdfs/05-100.pdf

Federal Bureau of Investigation. (2007). FBI handbook of forensic services. Quantico, VA:

Author.

Federal Emergency Management Agency. (2008). National incident management system.

Retrieved from http://www.fema.gov/pdf/emergency/nims/NIMS_core.pdf

Hazardous Waste Operations and Emergency Response, 29 C.F.R. § 1910.120 (2013).

Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels (2nd ed.). San Francisco:

Berrett-Koehler Publishers, Inc.

Miley, F. (2004, June 4). Peer teaching for life-long learning skills. Academic Exchange Quarterly, 8(2), 254–259.

National Fire Protection Association. (2013a). NFPA 472: Standard for competence of responders to hazardous materials/weapons of mass destruction incidents (2008 edition).

Quincy, MA: Author.

National Fire Protection Association. (2013b). NFPA 473: Standard for competencies of EMS personnel responding to hazardous materials/weapons of mass destruction incidents (2008 edition). Quincy, MA: Author.

U. S. Department of Justice. Office for Domestic Preparedness. (2002, August 1). Emergency responder guidelines. Retrieved from http://www.homelandsecurity.org/bulletin/emergencyresponderguidelines.pdf

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

LabelMaster.

Vidal, R. V. V. (2006, September). The art of facilitation. In Creative and participative problem solving – The art and the science. Retrieved from http://www2.imm.dtu.dk/~vvv/CPPS/index.

Course Deployment The Hazard Assessment and Response Management for CBRNE Incidents course is delivered as a resident course at the CDP campus.

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Introduction and Overview Duration: 1 hour and 15 minutes

Instructor-to-Participant Ratio: 1:36

Summary: Instructors introduce themselves and share their discipline and qualifications with participants. The instructors describe the course goal, expectations, and outcomes. A course overview that includes administrative matters of the classroom and other facilities are also provided. Participants receive an arrival briefing from instructors. The briefing includes information concerning how the course is conducted and overall tasks that are required for participants. Additionally, the Incident Command System (ICS) and functional positions are discussed. A situational report, assignments, and tasks are also provided to participants.

Additionally, participants introduce themselves so that others may know their peers and discipline expertise.

Terminal Learning Objective At the conclusion of this module, participants will be able to describe the course purpose, goal, and overall tasks expected to be achieved in the course..

Risk Assessment: Low

Methods of Instruction: This module includes a lecture and facilitated discussion to ensure the participants recognize the overall course purpose, goal, scope, and tasks.

Evaluation Strategy: The instructor uses questions to ensure participants’ comprehension of the administrative information.

Special Instructions: None

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Module 1: Morning Briefing—Day 1 Duration: 1 hour

Instructor-to-Participant Ratio: Depending on the number of participants in the course, the instructor-to-participant ratio may range from 1:3–1:4 for the Training Team Leader briefing and from 1:9–1:12 for facilitated team building.

Summary: The Training Team Leaders receive a briefing on the current state of the CBRNE situation. The briefing covers background information, overnight developments, and the scope of the response. Training Team Leaders return to their teams and provide them with a situational briefing. Any team members not at the previous night’s arrival briefing are added to the ICS 211 Form, Check-in List. The Training Team determines the members who provide training for the Collective/Individual Skills (CIS). A review of Method A and Method B biological agent sampling is conducted.

Terminal Learning Objective At the conclusion of this module, the HAZMAT Team will be able to prepare for deployment to a CBRNE incident.

Enabling Learning Objectives

At the conclusion of this module, the HAZMAT Team will be able to accomplish the following:

1-1 Participate in a situational briefing on the status of the simulated CBRNE incident based on NFPA 472.

1-2 Determine the training, skills, and equipment necessary to operate in a simulated CBRNE environment based on NFPA 472.

Practical Exercise: None

Risk Assessment: Low

Methods of Instruction: This module includes facilitated team building in a classroom environment. Participants work in training teams along with a facilitator to coach the teams as needed.

Required Reading: None

Evaluation Strategies: Facilitators observe the Training Teams and ensure that the teams are working to accomplish their assignments based on the situational report.

Special Instructions: Prior to this module, participants undergo a premedical screening.

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Module 2: Collective/Individual Skills Training Duration: 5 hours

Instructor-to-Participant Ratio: Depending on the number of participants in the course, the instructor-to-participant ratio may range from 1:9–1:12 for each training lane with the exception of PPE, which has a 1:5 instructor-to-participant ratio.

Summary: The Training Team participates in hands-on training components called Collective/Individual Skills (CIS) prior to operational deployment. Each Training Team performs all of the training lanes. The Training Team Leader confirms that all team members have safely mastered donning and doffing personal protective equipment (PPE) Levels A, B, and C. The Training Team reviews procedures for analyzing an incident to determine possible hazards such as illicit labs, Improvised Explosive Devices (IED), and CBRNE materials. As part of the response preparation, the Training Team reviews operational functions of chemical, biological, radiological, and thermal equipment designed to detect potential hazards that may be encountered. Training Team members also review public safety sampling and are given the opportunity to practice sampling techniques. A review of information resources and software is included as part of the training. If a Training Team does not have a subject matter expert (SME) within the group, facilitators are available to provide instruction during the training.

Terminal Learning Objective At the conclusion of this module, the Training Team will be able to employ the appropriate skills, methods, and equipment necessary to respond to a CBRNE incident.

Enabling Learning Objectives At the conclusion of this module, based on selected skills training, the Training Team will be able to accomplish the following:

2A-1 Discuss PPE Levels A, B, and C used in a CBRNE environment based on Hazardous Waste Operations and Emergency Response (HAZWOPER) 29 C.F.R. §

1910.120 and NFPA 472.

2A-2 Review operating procedures for selected Self-Contained Breathing Apparatus (SCBA) based on manufacturer guidelines and the National Institute for Occupational Safety and Health (NIOSH) Respirator Selection Logic 2004.

2A-3 Review operating procedures for selected Air-Purifying Respirators (APR) based on manufacturer guidelines and the NIOSH Respirator Selection Logic 2004.

2A-4 Determine the appropriate level of PPE for responders operating in the hot and warm zones based on NFPA 472.

2A-5 Evaluate the team’s donning and doffing procedures using the appropriate PPE based on NFPA 472.

2B-6 Review the FBI’s Crime Scene Search Guidelines found in the FBI’s Handbook of Forensic Services.

2B-7 Review the materials used as packaging for public safety sampling/evidence collection based on NFPA 472.

2B-8 Organize components of a sampling collection kit based on NFPA 472.

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2B-9 Review methods for collecting different materials, liquids, and solids, based on NFPA 472.

2B-10 Discuss chain-of-custody procedures based on NFPA 472.

2B-11 Review evidence sampling and preservation procedures based on NFPA 472.

2B-12 Perform sample collection based on NFPA 472.

2C-13 Discuss the capabilities and limitations of chemical agent detection and monitoring equipment used in a CBRNE environment based on manufacturer guidelines and

NFPA 472.

2C-14 Discuss the proper operational procedures of the presented equipment based on manufacturer guidelines and NFPA 472.

2D-15 Classify explosive materials by type of explosion, sensitivity, and effects of the blast based on NFPA 472.

2D-16 Discuss components, delivery methods, and terrorist uses of an IED based on NFPA 472.

2D-17 Evaluate response procedures and approach techniques to a preblast and/or postblast incident based on NFPA 472.

2D-18 Review components of an explosive, biological, chemical, and methamphetamine lab based on NFPA 472.

2D-19 Discuss scene security measures and procedures based on NFPA 472.

2E-20 Discuss the purpose of decontamination based on NFPA 472.

2E-21 Select the appropriate PPE for decontamination operations based on NFPA 472.

2E-22 Select appropriate on-scene decontamination procedures for protection of casualties, the public, and emergency responders based on NFPA 472.

2E-23 Construct a decontamination corridor(s) within the warm zone based on the selected decontamination methods found in NFPA 472.

2E-24 Perform decontamination procedures for casualties, responders, and equipment based on NFPA 472.

2E-25 Evaluate the effectiveness of the technical decontamination processes by conducting a systematic decontamination survey based on NFPA 472.

2F-26 Operate the organization’s laptops and other computer equipment, including HAZMAT software Wireless Information System for Emergency Responders (WISER), Computer-Aided Management of Emergency Operations (CAMEO), Areal Locations of Hazardous Atmospheres (ALOHA), and Mapping Applications for Response, Planning, and Local Operational Tasks (MARPLOT) based on NFPA 472.

2F-27 Discuss the resources for predicting the likely behavior of the material or agent and its container based on NFPA 472.

2G-28 Discuss Methods A and B sampling techniques, and the capabilities and limitations of biological agent detection and monitoring equipment used in a CBRNE environment in accordance with ASTM E2458-10, Standard Practices for Bulk Sample Collection and Swab Sample Collection of Visible Powders Suspected of Being Biothreat Agents from Nonporous Surfaces, manufacturer guidelines, and

NFPA 472.

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2G-29 Discuss the capabilities and limitations of radiological agent detection and monitoring equipment used in a CBRNE environment based on manufacturer guidelines and

NFPA 472.

2G-30 Discuss the proper operational procedures of the presented equipment based on manufacturer guidelines and NFPA 472.

Practical Exercise: If a Training Team does not have an SME within the group, facilitators are available to provide instruction during the training. Training Teams participate in each training lane to provide refresher training in various CBRNE response functions. The time for each training lane is 40–42 minutes.

Risk Assessment: Low

Methods of Instruction: This module includes training lanes in which the participants are provided instruction by a Training Team member (peer instructor) on the topics of PPE, Public Safety Sampling/Evidence Collection, Chemical Surveying and Monitoring Equipment and Operation, Illicit Labs and IEDs, Decontamination, Information Management, and Biological and Radiological Surveying and Monitoring Equipment and Operation. Peer-to-peer review of procedures in each lane is used to check proper techniques. If no Training Team member is identified as competent to teach this training lane, then a facilitator steps in and provides instruction on the lane topic.

Required Reading: None

Evaluation Strategies: During each training lane, participants self-assess and participate in peer-to-peer evaluations using performance checklists, which consist of a list of identified skills pertinent to the training lane. This assessment measures participants’ abilities to integrate acquired knowledge and skills into practical applications. The Training Team is evaluated by facilitators in later modules on their application of the skills acquired during the training lane.

Special Instructions: Participants have a command kit available that contains subject matter resources to assist with instruction during the training lanes. Instructors review the Peer-to-Peer Assessment Form including the acronyms and the criteria prior to training. Participants take a lunch break of 45 minutes after completing two lanes in Module 2.

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Lane 2A: Personal Protective Equipment Duration: 40–42 minutes Instructor-to-Participant Ratio: 1:5

Summary: The Training Team discusses the different types of PPE, as well as PPE functions and limitations for a CBRNE environment. Team members evaluate the components of PPE Levels A, B, and C, and identify the challenges associated with working in PPE. The Training Team Leader confirms that all team members have mastered safely donning and doffing PPE Levels A, B, and C.

Enabling Learning Objectives At the conclusion of this lane, the Training Team will be able to accomplish the following:

2A-1 Discuss PPE Levels A, B, and C used in a CBRNE environment based on HAZWOPER 29 C.F.R. § 1910.120 and NFPA 472.

2A-2 Review operating procedures for selected SCBA based on manufacturer guidelines and the NIOSH Respirator Selection Logic 2004.

2A-3 Review operating procedures for selected APR based on manufacturer guidelines and the NIOSH Respirator Selection Logic 2004.

2A-4 Determine the appropriate level of PPE for responders operating in the hot and warm zones based on NFPA 472.

2A-5 Evaluate the team’s donning and doffing procedures using the appropriate PPE based on NFPA 472.

Practical Exercise: If a Training Team does not have an SME within the group, facilitators are available to provide instruction during the training. The Training Team examines the components of PPE Levels A, B, and C, and identifies the challenges associated with working in PPE. The Training Team must evaluate their knowledge, skills, and abilities needed to safely don and doff PPE Levels A, B, and C.

Risk Assessment: Low

Methods of Instruction: This section of the course includes a performance-based training lane in which the participants are provided instruction by a Training Team member (peer instructor) on safely donning, working in, and doffing of PPE as well as SCBA and APR. A peer-to-peer review of donning and doffing procedures is used as a check on proper techniques. If no Training Team member is identified as competent to teach this training lane, then a facilitator steps in and provides instruction on safely donning, working in, and doffing PPE, as well as SCBA and APR.

Required Reading: None

Evaluation Strategies: During this training lane, participants self-assess and participate in peer-to-peer evaluations using performance checklists, which consist of a list of identified skills and tasks pertinent to the training lane. This assessment measures participants’ abilities to integrate acquired knowledge and skills into practical applications. The Training Team is evaluated by facilitators in later modules on their application of the skills acquired during this training lane.

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Special Instructions: Participants have a command kit available that contains subject matter resources to assist with instruction during the training lane.