Incident Command System (ICS) Training for Field-Level Supervisors and Staff (2016)

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48 details are provided in the FOG, and a transportation representative to a Unified Command should have the FOG with him to guide his actions. Then go back to slide 24 and deliver the information. After the slide go to the gray card Transfer of Command. Have a few students take turns reading the directions on the card. The instructor should emphasize the importance of the overlap between incoming and outgoing staff for efficiency. Then go to slide 25 and 26, and deliver the information. Then have students take turns reading the items on the white card, Incident Commander. As other cards are introduced, have the Incident Commander (the person holding each card set) give the blue card to someone, who then reads the instructions in the first few bullets. Go to others with blue cards and have them take turns reading bullets. Then go back to each ICs and have them give the Orange card and ICS folder to another student and tell him he is the Planning/Intelligence Section Chief. Then have the orange card holders take turns reading the descriptions of their roles. Then have the IC give out the green cards and have them take turns reading descriptions of their jobs. At this point go back to the slides and deliver the information for slides 26 and 27 to reinforce the activity just completed. As the ICS forms are mentioned, have the Planning/Intelligence Section chiefs (orange card holders) point out the forms in the Supervisor’s Folder to the students around them so they can see the different types of information that is documented on each. At the end of slide 27 go back to the IC with the cards. Have them take turns reading the backs of the white cards. Then go back to slide 28 and use the scripted guidance to describe the Supervisor’s Board. Then have the ICs take turns reading the yellow cards, Incident Action Plan. Again have the P/I chiefs point out the forms in the cardboard display. Discuss that the IC has all the jobs until he gives them away. Note that in the first few minutes of an event the IC is probably also the Operations Section Chief unless he gives that job away to someone else. After the completion of the IAP an Operations Chief will be appointed. Then go back to slide 29 and use the scripted guidance to show the benefits of having transportation personnel start ICS while other emergency response provides an enroute. Read the Summary on slide 30. Go to slide 31 and take questions.

49 Lesson 5: Working the Accident: You Start/You Join Course Goal To provide participants with the information on ICS that they need to safely function as Transportation workers in a multi-disciplinary event response and recovery, to support reimbursement of agency costs, and to be prepared at work and at home for unexpected response. Objectives At the conclusion of this module, learners will be able to: • Start ICS at an event that has just occurred • Join an existing ICS event through proper check-in procedures • Use the ICS functions to manage an event Scope The scope of this module will include: • Practice starting an ICS or joining an existing ICS (instructor will select one) • Practice creating the activities at the scene of an event • Moving small vehicles through an environment to simulate the ICS response elements Estimated Time 45 minutes Slides None Training Methods The instructor will begin this module by emphasizing the day’s goals. Sandbox Exercise simulation using small cars and building footprints will help students practice the principles and role of ICS. See above for Sandbox Exercise guidance. Resources Required • One of the Discussion-Based Training scenarios to be selected by the instructor • Instructor’s notes to guide the discussion • Quick Start Cards, FOG and Supervisor’s Folder for students Equipment Table with engineer’s tape to create the appropriate road, building footprints for the appropriate town ( based on the scenario selected), collection of 1:64 scale or similar scale cars and trucks, response vehicles, cones and signs for students to use in the sandbox. Notes Refer to the Sandbox Exercise guidance. Use the Quick Start Cards and FOG to guide the play and document it using the ICS forms on the cardboard display. Use the instructor guidance to manage the discussion and play.

50 Lesson 6: Morning Wrap-Up Course Goal To provide participants with the information on ICS that they need to safely function as Transportation workers in a multi-disciplinary event response and recovery, to support reimbursement of agency costs, and to be prepared at work and at home for unexpected response. Objectives At the conclusion of this module, learners will be able to: • Understand the morning’s lessons • Implement appropriate aspects of ICS Scope The scope of this module will include: • Questions regarding morning instruction and exercise • Discussion of issues raised by the participants • Summary of the morning’s instruction Estimated Time 30 minutes (Questions/Discussion) and 15 minutes (Wrap-up and evaluation) Slides 30 & 31 Training Methods The instructor will begin this module by emphasizing the day’s goals. Interactive discussion and PPT-based summary lecture will be used. Resources Required ▪ Instructor manual ▪ Participant manual ▪MSPowerPoint slides Equipment Computer with MSPowerPoint software, projector, screen, connector cords Notes Encourage open discussion of ICS use by transportation personnel, seek examples from the class of where it might be useful, and challenges participants see in implementing ICS in the field. This set of six lessons represents a complete training session. Afternoon sessions can augment learning.

51 Lesson 7: 3 hours: Afternoon Session or Series of Free Standing Brief Training Events Each of these lessons can be a free-standing review or part of a day-long training event. Briefing Training Topics: Safety, Communication or Collaboration with Other Professions Course Goal To provide participants with the information on ICS that they need to safely function as Transportation workers in a multi-disciplinary event response and recovery, to support reimbursement of agency costs, and to be prepared at work and at home for unexpected response. Objectives At the conclusion of this module, learners will be able to: • Understand one unique aspect of ICS implementation • Apply the aspect of ICS in the field Scope The scope of this module will include: • The selected aspect of ICS implementation • Discussion of issues raised by the participants • Summary of instruction Estimated Time 15 minutes each topic Slides Provided for each topic Training Methods The instructor will begin this module by emphasizing the day’s goals. PPT-based lecture will be used. Resources Required ▪ Briefing Training Instructor manual ▪ Briefing Training Participant manual ▪ Briefing Training MSPowerPoint slides Equipment Computer with MSPowerPoint software, projector, screen, connector cords Notes Note that this element is one part of ICS implementation in the field. Encourage discussion of the field implementation of the topic.

52 Lesson 8: Discussion-Based Training Scenarios: Join ICS, Technical Specialist, Unified Command, Assume Command Course Goal To provide participants with the information on ICS that they need to safely function as Transportation workers in a multi-disciplinary event response and recovery, to support reimbursement of agency costs, and to be prepared at work and at home for unexpected response. Objectives At the conclusion of this module, learners will be able to: • Implement the aspect of ICS that they have discussed • Interact effectively with other emergency response providers • Use the ICS functions to manage an event Scope The scope of this module will include: • Practice starting an ICS implementation using a scenario • Practice creating the activities at the scene of an event using a scenario • Practice moving small vehicles through an environment to simulate the ICS response elements Estimated Time 30 minutes each Slides None Training Methods The instructor will begin this module by emphasizing the day’s goals. Sandbox Exercise simulation using small cars and building footprints will help students practice the principles and role of ICS. See above for Sandbox Exercise guidance. Resources Required • One or several of the Discussion-Based Training scenarios to be selected by the instructor • Discussion-Based Training Instructor’s notes to guide the discussion • Discussion-Based Training Student Handouts with discussion-starter questions • Quick Start Cards, FOG and Supervisor’s Folder sets for students’ use in managing the selected scenario Equipment Table with engineer’s tape to create the appropriate road, building footprints for the appropriate town ( based on the scenario selected), collection of 1:64 scale or similar scale cars and trucks, response vehicles, cones and signs for students to use in the sandbox. Notes Refer to the Sandbox Exercise guidance. Use the Quick Start Cards and FOG to guide the play and document it using the ICS forms on the cardboard display. Use the student questions and instructor guidance to manage the discussion and play.

53 Full Day : Culminating Lesson Course Goal To provide participants with the information on ICS that they need to safely function as Transportation workers in a multi-disciplinary event response and recovery, to support reimbursement of agency costs, and to be prepared at work and at home for unexpected response. Objectives At the conclusion of this module, learners will be able to: • Understand the five possible uses of ICS by transportation personnel • Understand the value of ICS for safety, communication and collaboration with other agencies • Implement appropriate aspects of ICS in the field Scope The scope of this module will include: • Questions regarding instruction and exercises • Discussion of issues raised by the participants • Summary of the day’s instruction Estimated Time 15 minutes (Questions/Discussion) and 15 minutes (Wrap-up and evaluation) Slides None Training Methods The instructor will begin this module by emphasizing the day’s goals. Interactive discussion and instructor verbal summary. Resources Required ▪ Instructor manuals: Briefing Training and Discussion-Based Training ▪ Participant manuals: Briefing Training and Discussion-Based Training ▪MSPowerPoint slides: Briefing Training Equipment Computer with MSPowerPoint software, projector, screen, connector cords Notes Encourage open discussion of ICS use by transportation personnel, seek examples from the class of where it might be useful, and challenges participants see in implementing ICS in the field. Use these interactive topics and kinetic scenarios to reinforce the morning’s learning, either the same day or as a refresher.

54 CHAPTER 4: MODULE 1 INSTRUCTOR MSPOWERPOINT SLIDES AND SCRIPT

9/1/2015 55NCHRP 20-59 (30) Instructor' s Guide Welcome to the “ Incident Command System for Field-L evel Transportation Supervisors and Staff” course. I am [ name and affiliation] . My co-instructor is [ name and affiliation] . Today’s class is supported by the [ sponsoring agency] . Be sure to sign in to get credit for the class in your training record. L et’s take a few minutes to look at the contents of your student manual. The first section is your copy of the slides from today. This book is your personal reference, so write notes in it throughout the class as ideas occur to you about the application of ICS in your work environment. Starting at page 105 you will find guidance on developing an appropriate emergency kit for your daily work vehicle, emphasizing water and personal medications. The second section is a guide to developing a professional drive-away kit to support you during an extended emergency in the field. Starting at page 110 is a collection of fliers that provide guidance on your role as a disaster service worker, and steps you can take to prepare your family to be safe is an emergency when you are not at home. We will discuss these later. Starting at page 130 is a glossary and acronym list, information about today’s sponsoring agency, and the brief biographies of the instructors.

9/1/2015 56 NCHRP 20‐59 (30) Instructor's Guide Thank you for coming to the “ICS for Transportation” class today. In the first segment we will describe the role of transportation in emergencies. Next we will conduct a brief review of the history, principles and terminology used in the Incident Command System. Then we will describe the use of the Incident Command System by State Transportation Agency personnel to create a safe, integrated and efficient emergency response, regardless of the triggering event. Finally some practical application of ICS principles to State Transportation Agency work will be described, and some innovative tools which you have been given today will be reviewed. It is expected that all students have completed the Incident Command System 100 course, and the National Incident Management System 700 course. Therefore the general ICS review will be brief. Remember that there is a glossary and acronym list available at the back of the student manual for your use in recalling the terminology that we will be using. Raise you hand at any time if the instructor uses terminology that is unclear to you.

9/1/2015 57NCHRP 20-59 (30) Instructor' s Guide Transportation is the key to all aspects of emergency response, starting with pre-event activities, during the response and to facilitate recovery. Without roads, no response is possible. While law enforcement and fire personnel may be the personnel who delivery disaster response services, they cannot reach the victims without the use of a safe and debris-free road lane. Before an event has occurred transportation is key to the development and implementation of evacuation activities, especially those using the roads to move people, using cars, busses, ambulances and paratransit. The state transportation agency also collaborates with other modes to create an evacuation system, such as rail and air assets. During a response open roads are essential for moving public safety personnel to the scene of an event. Since the State Department of Transportation owns the roads they are responsible for the safety of the road to serve its users. Bridge, tunnel and road surface inspection and debris removal – and sometimes even expedient repairs- are required before public safety personnel can use the roads into a disaster area. This lesson was learned in the 1989 L oma Prieta, California Earthquake when a policeman died when his car went off a damaged bridge on Route 1 in Monterey County that had not been inspected yet. Open roads are essential for disaster recovery. Supplies and personnel needed for community restoration have to travel by road. Repair and replacement equipment may need overweight permits and routing. Restoration of the supply chain demands a functioning state highway system, including its arterial connectors. The state department of transportation’s role is clear: as Caltrans says, “ We’re here to get you there,” and that is never more important than in an emergency!

9/1/2015 58NCHRP 20-59 (30) Instructor' s Guide The response to a disaster event involves collaboration among all emergency response providers. Each agency has its purpose in protecting the community and bringing it back to a functional state. Police, fire and emergency medical services personnel interact directly with members of the public at a time of stress, while transportation responders provide functioning roads to make that response possible. Several terms are used for the personnel who work to resolve a disaster, and it is important to understand the differences among the terms. “ Public safety personnel” is a human resources management term that defines a specific level of benefits for people who are frequently in harm’s way, especially pension benefits. “ Emergency response provider” is used in Homeland Security Act 2002 and Post-Katrina Emergency Management Reform Act of 2006 to refer “ to those who are first to respond to disasters or emergencies.” (Bricker et al., 2013) For example, in the immediate response to the World Trade Center on 9/11 police, fire and EMS personnel were obvious with their uniforms, but did you know that there were more transportation personnel at the World Trade Center site than any other profession? The engineers who shored up the plaza to hold the heavy equipment that made rescue possible, the welders who cut the girders and the heavy equipment operators were all from transit and transportation agencies. So clearly transportation personnel are “ emergency response providers.” The role of Transportation is to provide the means for all emergency responders to access those in need and assist them in resolving their circumstances. Y ou can argue that Transportation therefore is actually THE FIRST RESPONDER, because it makes all other response possible.