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Course Overview This course covers basic information about developing, implementing, and maintaining a school emergency operations plan ( EOP ). The goal of this course is to provide students with an understanding of the importance of schools having an EOP and basic information on how an EOP is developed, exercised, and maintained. The topics addressed in this course include: Understanding incident management.

Forming the planning team.

Understanding the situation.

Developing a school emergency operations plan.

Incorporating the Incident Command System principles and roles in the school emergency operations plan.

Training, exercising, and maintaining the school emergency operations plan. Course Objectives: Upon completing this course, the participant will be able to: Describe the activities related to the key areas of incident management.

Describe how the school emergency operations plan ( EOP ) fits into district, community, and family/personal emergency plans.

) fits into district, community, and family/personal emergency plans. Identify school staff to participate on the school planning team.

Identify community members who should be on the school planning team.

Identify natural, technological, and human-caused hazards.

Identify and assess hazards likely to impact your school.

Describe each of the components of the traditional EOP .

. Identify the steps to approve and disseminate the school EOP .

. Describe the Incident Command System (ICS) principles and organization.

Identify the ICS roles included in the school EOP.

Explain the benefits of training and exercising the school EOP .

. Identify the types of exercises available to exercise the school’s plan.

Describe steps for developing effective exercises.

Describe how exercise results are used to improve school preparedness efforts. Primary Audience This course is designed for teachers, substitute teachers, counselors, parent volunteers, coaches, bus drivers, and students. However, anyone with a personal or professional interest in school preparedness is welcome to participate. School administrators, principals, and first responders alike will find useful information in this course. From IS 362.a Multi-Hazard Emergency Planning for Schools

Example Questions(FEMA IS 362.A Answers)

The emergency operations plan ( EOP ) should be approved by:

A. Each staff and faculty member in the school.

B. Identified planning team members.

C. Every member of the planning team, core and expanded.

D. The local emergency manager.

Recovery from an incident can take a long time, so schools should:

A. Start planning for recovery when an incident occurs because you will know what needs to be accomplished.

B. Include short-term and long-term procedures for recovery during planning because recovery needs to start soon after the incident.

C. Focus planning on prevention and protection efforts because there will be time to address recovery after the incident occurs.

D. Rely on the community plan to address recovery efforts for the school.

Once an incident occurs your school will begin response activities. During response the first priority for the school is:

A. Contacting FEMA to establish a revolving emergency response fund.

B. Bringing damaged systems back on line.

C. Protecting the school property.

D. Protecting the health and safety of everyone in the school.

The school Incident Commander may have a limited role under:

A. The Incident Command System (ICS).

B. A declared emergency disaster.

C. The buddy system.

D. Unified Command.

After identifying hazards, planning teams should:

A. Exclude hazards that have never occurred in the school district.

B. Select at least three but no more than seven different hazards for mitigation efforts.

C. Assess the hazards based on probability, time, and consequence.

D. Present the hazards to the school board for review.

After writing the emergency operations plan, the planning team should:

A. Describe the actions to take for the identified hazards.

B. Outline the hazards that are likely to affect the school.

C. Present the plan to the school board to vote on the components.

D. Review the plan to ensure compliance with laws and regulations.

The result of the planning team’s review of hazards and identification of solutions is:

A. A plan for training and exercises.

B. The Incident Command System (ICS).

C. The Continuity of Operations Plan (COOP).

D. An outline for the school’s emergency operations plan.

Which of the following is a key component of incident management to prevent emergencies from becoming crises?

A. Flexible responsiveness

B. Emergency planning

C. Crisis intervention

D. Conflict resolution

The Incident Command System (ICS) can be used to manage all of the following, EXCEPT:

A. Pep rally for school State champion football team.

B. Oversight of the school budget.

C. Destruction from a severe thunderstorm.

D. Flu outbreak.

Experience and lessons learned indicate that school planning should:

A. Be used to procure funding for the school.

B. Be performed by a team with a mix of knowledge and expertise.

C. Only include the principal, school personnel, and school administrators.

D. Include all school board members.

The section of the basic plan that provides rationale for the development, maintenance, and implementation of the emergency operations plan (EOP) is:

A. Administration, Finance, and Logistics.

B. Organization and Assignment of Responsibilities.

C. Concept of Operations (CONOPS).

D. Purpose, Scope, Situation Overview, and Assumptions.

The school’s overall approach, with a clear picture of what should happen, when, and at whose direction is described by the:

A. Emergency Operations Plan.

B. Incident Command System (ICS).

C. Concept of Operations (CONOPS).

D. Response and Recovery Mission.

Hazard-specific annexes describe procedures for:

A. A specific hazard.

B. Populations with functional needs.

C. Academic response and recovery procedures.

D. Many different hazards.

One benefit of conducting training on emergency procedures is:

A. School personnel and students are able to respond rapidly in times of stress.

B. The school can identify the costs of necessary equipment for emergency response.

C. The planning team can rate the performance of school staff.

D. The identification of potential hazards in the school and community.

Which member of the Incident Command System (ICS) is responsible for assessing the situation, establishing objectives, making assignments, and ordering resources?

A. Logistics Section Chief

B. Incident Commander

C. Safety Officer

D. School Principal

To identify hazards and threats for the emergency operations plan, the school planning team considers:

A. Existing emergency plans, input from local emergency managers, and research results.

B. Financial loss calculations to prioritize preparedness activities and resources.

C. Those hazards that would lead to catastrophic consequences.

D. Hazards that have occurred in only the past 10 years.

Every exercise should:

A. Be conducted using the entire population of the school.

B. Have full community participation.

C. Include an evaluation of the exercise.

D. Be based on actual past school incidents.

Tabletop exercises are:

A. Activities where a simulated scenario is discussed as if the scenario were happening.

B. Multi-agency, multi-jurisdictional, multi-discipline exercises involving functional response.

C. Operations-based exercises that simulate an emergency event.

D. Conducted in a realistic environment to practice current skills.

An example of a mitigation measure for a nonstructural hazard is:

A. Building safe rooms.

B. Removing overhanging structures.

C. Using fire-retardant building materials.

D. Anchoring bookcases.

One desired outcome of school emergency planning is:

A. Schools develop the capability to be self-reliant until response personnel can help, because emergency responders may not be available to help the school immediately.

B. Schools develop a separate emergency operations plan with detailed procedures for every identified potential emergency that may occur at that site.

C. Community emergency responders understand that schools must receive a response within 1 hour of an emergency’s occurrence no matter what the circumstances are.

D. Community emergency responders establish protocols for communication with school personnel in case of an emergency so that they are sufficiently prepared for any possible emergency.

Cascading events can occur when one hazardous event triggers another; they:

A. Will be prevented if an emergency operations plan is developed correctly.

B. Cannot be predicted so cannot be addressed in an emergency operations plan.

C. Should be considered as part of the hazard identification process.

D. Are outside the scope of an emergency operations plan.

To make the emergency operations plan user-friendly:

A. Use short sentences and active voice.

B. Provide details for the entire community.

C. Use jargon and acronyms.

D. Repeat information in different sections.

What Incident Command System (ICS) section would be responsible for most student care tasks in a school emergency situation?

A. Logistics Section

B. Planning Section

C. Operations Section

D. Finance/Administration Section

Incident management includes five key areas that occur and overlap during more than one phase or time period of an incident. These key areas are prevention, protection, response, recovery, and:

A. Preparation.

B. Planning.

C. Mitigation.

D. Evaluation.

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