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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
×
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
×
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
×
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Page 56
Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
×
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
×
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Suggested Citation:"Chapter 3 Lesson Plans." National Academies of Sciences, Engineering, and Medicine. 2016. Incident Command System (ICS) Training for Field-Level Supervisors and Staff. Washington, DC: The National Academies Press. doi: 10.17226/23411.
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43 CHAPTER 3: LESSON PLANS Modules for morning only (4 hours) or day-long (7 hours) workshop Lesson 1: Welcome, Safety Message and Introductions: Instructors and Participants 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 purpose of the workshop • Know who prepared the workshop materials • Know the instructor(s) of the workshop • Know who the other learners are • Understand workshop housekeeping and procedures Scope The scope of this module will include: • Introduction of instructors and learners • Workshop housekeeping Estimated Time 15 minutes Slides 1 Training Methods The instructor will begin this module by greeting learners and introducing instructor(s) and any other member of the training team or workshop sponsor in attendance. Workshop learners will introduce themselves, saying their name and the name and location of their transit system. Workshop housekeeping (location of exits, bathrooms, use of cell phones and breaks) will be covered. Resources Required ▪ Instructor manual ▪ Participant manual ▪MSPowerPoint slides Equipment Computer with MSPowerPoint software, projector, screen, connector cords Notes Allow 10 minutes for student introductions in average class

44 Lesson 2: Review of Student Manual Content 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: • Know the contents of the workshop materials Scope The scope of this module will include: • Introduction of student manual materials • Introduction of glossary and acronym list as a resource during training Estimated Time 15 minutes Slides 1 Training Methods The instructor will begin this module by introducing the student manual. The instructor will note the location of the MSPowerPoint show and encourage students to write in their manuals. He will next highlight the colored divider sheets and the materials behind each. Point out that ICS uses many acronyms and terms that may not be familiar. Emphasize that students should raise their hands and ask for clarification if an instructor uses terminology that is unfamiliar or uses an acronym that he has not first defined/ stated as individual words. Resources Required ▪ Instructor manual ▪ Participant manual ▪MSPowerPoint slides Equipment Computer with MSPowerPoint software, projector and screen Notes Just review the location of the personal preparedness and home preparedness fliers now, and note that you will review them in more detail later.

45 Lesson 3: Module 1a: ICS and Transportation’s Role in Emergency Management 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 transportation’s role in an event • Understand the role of transportation workers in ICS • Understand the importance of safety, and how check-in, check-out and demobilization, and personnel accountability create a safe environment • Understand how field forces assist with agency reimbursement • Understand the importance of personal and home preparedness Scope The scope of this module will include: • The role of transportation in emergencies • The structure of ICS • The importance of safety, personnel accountability and reimbursement to transportation agencies, and how field staff fit into these activities • The importance of personal and family preparedness • Summary, questions and break. Estimated Time 60 minutes Slides 2-19 Training Methods The instructor will begin this module by emphasizing the day’s goals. MSPowerPoint-based lecture is the main method of instruction here. Use the script or develop the lecture from the learning points in the script. Resources Required ▪ Instructor manual with script ▪ Participant manual ▪MSPowerPoint slides Equipment Computer with MSPowerPoint software, projector and screen Notes The importance of transportation to all emergency response is the basis for this exercise, how these participants are connected to ICS. The definitions of emergency response providers establish the specific role of transportation workers in ICS field activities; gives them information to use with other field responders to establish their right to a place in the ICS. The ICS and NIMS information is intended as a quick review for people who have taken the course a while ago. Photos in the MSPowerPoint show can be changed to reflect the location where the training is being offered. The check-in, check-out and demobilization steps should be described and then questions should be solicited from the participants. The importance of personnel accountability should be described and then questions should be solicited from participants. The importance of documentation for reimbursement should be described and then questions should be solicited from the participants. The importance of having a personal preparedness kit and professional drive- away kit should be described, emphasizing the importance of water and medications, and then questions should be solicited from the participants.

46 The importance of family preparedness should be described, emphasizing transportation workers’ role as disaster service workers (or local agency requirements for response), vital records and children’s/elderly relative issues, and then questions should be solicited from participants. Summarize the module. Introduce the Break.

47 Lesson 4: Module 1b: ICS in the Field: Five Roles of Transportation (ICS Quick Start Cards and Supervisor’s Folder introduction) 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: • Engage in the five ICS roles possible for transportation personnel • Take the role of IC in an event that starts in front of them • Understand the benefits of starting ICS quickly Scope The scope of this module will include: • Introduction of instructors and learners • Workshop housekeeping • Workshop materials content Estimated Time 45 minutes Slides 19-29 Training Methods The instructor will begin this module by emphasizing the five roles that transportation personnel may take. MSPowerPoint-based lecture is blended with the use of the Quick Start cards on the ring and student participation in the descriptions. Use the script or develop the lecture from the learning points in the script for the slide-based information. Resources Required • Instructor manual • Participant manual • MSPowerPoint slides • Quick Start Cards – enough for half the students to have a card from the set • FOG • Supervisor’s Folder Equipment Computer with MSPowerPoint software, projector and screen Notes This module may use just the PPT and script, but it is more effective if the instructors integrate the Quick Start Cards into the module. For example, at the end of the script for slide 21 have a student read the first section of bullets on the beige card, Joining an Existing Incident Command. Then discuss briefly, get student buy-in for the activities, then go down each section of the card by having students read the material and pause for discussion are each section. When done go to slide 22 and use the script, then discuss the fact that there is information in the FOG ICS-420 for technical specialists starting on page 9-9 and hand the FOG to a student to read. Point out that the Quick Start Cards are provided for the activities that have several pages in the FOG to make the immediate response efficient, but that the FOG is the final guide in all ICS activities. The Quick Start Cards were developed by extracting the activities needed in the first 15 minutes of an event from the FOG. After that the FOG is provided to guide the longer term actions. Go back to slide 23 and deliver the information. After the slide open the FOG tp 6-3 and review the principles of unified command, then point out that more

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.

Next: Chapter 4 Module 1 Instructor MSPowerPoint Slides and Script »
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TRB's National Cooperative Highway Research Program (NCHRP) Web-Only Document 215: Incident Command System (ICS) Training for Field-Level Supervisors and Staff provides training materials and guidance for transportation field personnel to help their organizations operate safely in an emergency or traffic management event. This course is intended to review the basic ICS structures and terminologies aimed to ensure safety, personnel accountability, and support for the agency’s financial reimbursement efforts.

This product includes lesson plans, guidance on classroom set-up, complete slide shows with scripts or instructor prompts, instructions for creating materials, and some information about training for adults. Specifically, the materials include:

1. A video presentation with voice-over of the MSPowerPoint slides for the ICS for Field-Level Transportation Supervisors and Staff training course (Format: ISO of an MP4 file)

2. An Instructor Guide and Student Course Evaluation (Customizable; Format: ZIP file of Microsoft Word, Microsoft PowerPoint, PDF files).

3. An Instructor Guide and Student Evaluation (Customizable; Format: ZIP file of Microsoft Word and Microsoft PowerPoint files)

4. Discussion-Based Training Scenarios, which contain an instructor's guide and student evaluation (Customizable; Format: ZIP file of Microsoft Word files)

5. ICS Quick Start Cards (Customizable; Format: Microsoft Word)

6. A Supervisor’s Folder, which includes a materials list and construction information (Format: Microsoft Word).

The course material provided in this project assumes that instructors have completed classes on delivering training to adults, have certificates in at least ICS 100, 200 and 300, and have some experience with ICS, at the field level or in an Emergency Operations Center (EOC). It is also assumed that instructors may have had experience working with a transportation agency in emergency planning or training, or as a field supervisor, and to have also completed ICS 400 and E/L449 ICS “Incident Command System Curricula TTT” courses.

Disclaimer: This software is offered as is, without warranty or promise of support of any kind either expressed or implied. Under no circumstance will the National Academy of Sciences, Engineering, and Medicine or the Transportation Research Board (collectively "TRB") be liable for any loss or damage caused by the installation or operation of this product. TRB makes no representation or warranty of any kind, expressed or implied, in fact or in law, including without limitation, the warranty of merchantability or the warranty of fitness for a particular purpose, and shall not in any case be liable for any consequential or special damages.

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