Introduction - Emergency Management Assistance …€¦ · Web viewThe Emergency Management Assistance Compact (EMAC) traces its root to when Hurricane Andrew devastated Florida in

Facilitator/Evaluator Handbook

This document was developed and printed, in part, with funds provided to the National Emergency Management Association (NEMA) through a grant from the U.S. Department of Homeland Security (DHS). All information contained herein is in support of the Emergency Management Assistance Compact (EMAC) and is privileged. No parts of this document may be duplicated or used without the permission of NEMA.

All trademarks, registered trademarks, copyrights, product names, and company names mentioned herein are the property of their respective owners. Other product and company names used in this document are used for identification purposes only, may be trademarks of other companies, and are the property of their respective owners.

Emergency Management Assistance Compact

Tabletop Exercise

Fire Service and Technical Rescue DisciplineDRAFT

EMAC TABLETOP EXERCISE – FIRE SERVICE AND TECHNICAL RESCUE DISCIPLINEFACILITATOR/EVALUATOR HANDBOOK—DRAFT

MONTH XX, 20XX

Facilitator/Evaluator InformationNameSectionOffice PhoneE-mail

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EMAC TABLETOP EXERCISE – FIRE SERVICE AND TECHNICAL RESCUE DISCIPLINEFACILITATOR/EVALUATOR HANDBOOK—DRAFTMONTH XX, 20XX

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MONTH XX, 20XX

Table of Contents

Introduction....................................................................................1Emergency Management Assistance Compact Background...............................................1

Exercise Purpose......................................................................................................................1

Exercise Scope..........................................................................................................................2

Target Capabilities...................................................................................................................2

Exercise Objectives..................................................................................................................3

Participants...............................................................................................................................4

Exercise Structure....................................................................................................................4

Exercise Guidelines..................................................................................................................5

Assumptions and Artificialities...............................................................................................5

Disclaimer.................................................................................................................................5

Exercise Information Resources.............................................................................................6

Suggested Exercise Schedule........................................................7

Facilitation/Evaluation Guidelines..................................................9Getting Started.........................................................................................................................9

Exercise Observation...............................................................................................................9

Facilitator and Evaluator Coordination................................................................................9

Data Analysis............................................................................................................................9

Determine the Root Causes of Differences..........................................................................10

Identify Opportunities for Improvement.............................................................................11

Follow-Up Analysis................................................................................................................12

Identify Lessons Learned......................................................................................................12

Recording Sheets and Discussion Questions................................13Module 1: Hurricane Sam.....................................................................................................13Module 1: Discussion............................................................................................................................................14

Module 2: The EMAC Process–Request and Offer Phase.................................................17Module 2A: Requesting State Discussion..............................................................................................................18Module 2B: Assisting State Discussion.................................................................................................................20Module 2C: Resource Owner Discussion..............................................................................................................22

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Module 3: Bumps in the Road..............................................................................................25Module 3: Discussion............................................................................................................................................26

Module 4: Ongoing Issues.....................................................................................................29Module 4: Discussion............................................................................................................................................30

Module 5: The EMAC Process–Reimbursement Phase.....................................................33Module 5: Discussion............................................................................................................................................34

Exercise Evaluation Guides (EEGs)..............................................37

Issue Write-Ups............................................................................43Sample Issue Write-Up 1.......................................................................................................43

Appendix A: Acronym List...........................................................A-1

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MONTH XX, 20XX

INTRODUCTION

Emergency Management Assistance Compact Background

The Emergency Management Assistance Compact (EMAC) traces its root to when Hurricane Andrew devastated Florida in 1992. At that time, it became apparent that even with Federal resources, States would need to call on one another in times of emergencies and disasters. Former Florida Governor, Lawton Chiles, worked with the Southern Governors’ Association (SGA) to develop the Southern Regional Emergency Management Assistance Compact (SREMAC), which was signed by all 17 southern State governors in 1993. Immediately thereafter, the governors tasked their State emergency management agencies (EMAs) to develop operational plans and procedures necessary to facilitate interstate assistance. In January 1995, the SGA unanimously voted to expand SREMAC from a regional interstate agreement to a national interstate agreement by opening membership to any State or territory that wished to join. The name was officially changed from SREMAC to EMAC.

EMAC is a nationally adopted interstate mutual aid agreement (MAA) that enables States and territories to share resources during times of disaster. Each Member State has enacted EMAC into State law. The U.S. Congress ratified the compact in 1996, a step that was necessary under the U.S. Constitution. This law (PL 104-321) gave Congressional consent to the compact language, as spelled out in the EMAC Articles of Agreement, and allowed future State signatories to adopt the compact without further necessary Congressional action. EMAC became the first national disaster compact to be ratified by Congress since the Civil Defense Act of 1950.

Today, all 50 states, the District of Columbia, the U.S. Virgin Islands, Puerto Rico, and Guam are members of EMAC.

Since being ratified by Congress, EMAC has grown to become the Nation’s preferred system for providing mutual aid through the use of standardized operational procedures and protocols that have been validated during disasters where assistance was provided through the compact.

Exercise PurposeThe National Emergency Management Association (NEMA), which is the administrator of EMAC on behalf of the Member States, regularly encourages the incorporation of EMAC into State and local exercise scenarios. To further facilitate and support this effort, the EMAC Tabletop Exercise (TTX) will provide the State EMAs, as well as their fire service and technical rescue communities, with a tool that will allow them to accurately measure and validate their procedural and operational abilities to function under and coordinate an EMAC deployment in response to a catastrophic disaster, as well as enhance their understanding of EMAC contract and reimbursement parameters.

Introduction Page 1


Exercise ScopeThe EMAC TTX is based on a regional, catastrophic, natural-hazard incident (e.g., major hurricane). The primary area(s) of focus are:

Phases of the EMAC process

Pre-Event Preparation (resource and mission typing)

Activation

Request and Offer (including the request for assistance [REQ-A] process)

Mobilization, response, and demobilization

REQ-A amendment

Reimbursement

Deployment of non-State-owned assets (e.g., city/county, private, and third-party contract)

Evaluation of existing intrastate MAAs with non-State-owned assets

Target CapabilitiesThe National Planning Scenarios and the establishment of the National Preparedness Priorities have steered the focus of homeland security toward a capabilities-based planning approach. Capabilities-based planning focuses on planning under uncertainty, since the next danger or disaster can never be forecast with complete accuracy. Therefore, capabilities-based planning takes an all-hazards approach to planning and preparation to build on existing capabilities that can be applied to a wide variety of incidents. States and urban areas use capabilities-based planning to identify a baseline assessment of their homeland security efforts by comparing their current capabilities against the Target Capabilities List (TCL) and the critical tasks of the Universal Task List (UTL). This approach identifies gaps in current capabilities and focuses efforts on identifying and developing priority capabilities and tasks for the jurisdiction.

The following capabilities have been identified as key national priorities for fire service and technical rescue preparedness. Since the purpose of this exercise is to measure and validate the performance of these capabilities and their associated critical tasks, these capabilities provide the foundation for developing the exercise objectives and scenario:

Onsite incident management

Emergency operations center (EOC) management

Critical resource logistics and distribution

Responder health and safety

Fire incident response support

Structural damage assessment

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MONTH XX, 20XX

Exercise ObjectivesExercise design objectives are focused on improving the understanding of EMAC, identifying opportunities or problems, and achieving effective communication and coordination between emergency management (EM) and the fire service and technical rescue community. The exercise will focus on the following design objectives selected by the exercise planning team:

1. Exercise participants will examine coordination and communication issues that occur between fire/rescue (i.e., fire service and technical rescue resources) and the EMA during the management of a catastrophic regional disaster.

2. During the course of the exercise, participants will be led through the EMAC process by completing one or more of the following EMAC procedures:

a. Compiling and submitting accurate information for services needed or provided through the use of the Mission Ready Package;

b. Requesting mutual aid from another State through EMAC;

c. Fulfilling a REQ-A (e.g., deploying resources) from another State through EMAC; or

d. Managing mutual-aid resources as a Requesting State through EMAC.

3. Exercise participants who are members of specialized fire service and technical rescue response teams will identify problems they may face when deploying to another State to assist in the exercise disaster scenario. The problem subjects include, but are not limited to:

a. Resources/teams being appropriately typed and “Mission Ready” packaged for filling requested needs;

b. Resources/teams being prepared for self-sufficiency for a given time during the initial response;

c. Teams being able to use fire service and technical rescue personnel from private non-profits (PNP) and private for-profits (PFP) as employees of the Assisting State;

d. Deployed resources/teams being responsible for collecting/keeping adequate records for timekeeping; documenting equipment damaged, purchased, used, and disposed of; and retaining receipts for operating costs;

e. Deployed resources/teams not being able to identify the various situations when an amendment to the REQ-A may be necessary, and understanding how to coordinate with both the Requesting and Assisting States to execute the amendment; and

f. Deployed resources/teams understanding their responsibilities within the reimbursement process.

Introduction Page 3


4. Before the end of the exercise, participants should be able to identify internal policies or procedures—which may need to be created or revised to better facilitate mutual aid—in their home State.

Participants Players respond to the situation presented based on their expert knowledge of

response procedures, current plans and procedures, and insights derived from training.

Observers are passive, rather than active, participants in discussions. However, they may contribute to the evaluation process.

Facilitators provide situation updates and moderate discussions. They also provide additional information or resolve questions, as required. Key planning committee members may also assist with facilitation as subject matter experts (SMEs) during the exercise.

Exercise StructureThis is a multimedia, facilitated TTX. Players will participate in the following modules:

Module 1: Hurricane Sam

Module 2: The EMAC Process–Request and Offer Phase

Module 3: Bumps in the Road

Module 4: Ongoing Issues

Module 5: The EMAC Process–Reimbursement Phase

Each module begins with a multimedia update that summarizes the key events occurring within that time period. Following the updates, participants review the situation and engage in functional group discussions of appropriate response issues. The functional groups for exercise conduct will be ultimately assigned by the lead facilitator. However, for the purposes of the default exercise, it is recommended that functional groups represent the minimum following disciplines (These functional groups should be represented whether the exercise is testing the Requesting State and/or the Assisting State):

State EM and the State Emergency Operations Center (SEOC)

State EMAC Designated Contact (EMAC Coordinator) representation

State fire services/emergency services and/or urban search and rescue (USAR) representation (State Coordinator for such disciplines)

Local fire/rescue leadership

Local EM and EOC leadership

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MONTH XX, 20XXFollowing these functional group discussions, participants then enter into a facilitated caucus discussion, in which a spokesperson from each group presents a synopsis of the group’s actions based on the scenario or modular assignment.

*Note to Controllers*This exercise product was developed with the expectation that a State EMA representative would be a mandatory participant during conduct. It is the recommendation of NEMA and the EMAC TTX development team that the lead exercise controller be a State EMAC coordinator or qualified EMAC A-Team member.

Exercise Guidelines This is an open, low-stress, and no-fault environment. Varying viewpoints, even

disagreements, are expected.

Responses should be based on knowledge of current plans and capabilities (i.e., use only existing assets) and insights derived from training.

Decisions are not precedent-setting and may not reflect an organization’s final position on a given issue. This is an opportunity to discuss and present multiple options and possible solutions.

Issue identification is not as valuable as suggestions and recommended actions that could improve response and preparedness efforts. Problem-solving efforts should be the focus.

Assumptions and ArtificialitiesIn any exercise, a number of assumptions and artificialities may be necessary to complete play in the time allotted. During this exercise, the following apply:

The scenario is plausible, and events occur as they are presented.

There are no hidden agendas or trick questions.

All players receive information at the same time.

DisclaimerThe hurricane scenario was developed by the EMAC TTX planning team at the request of the project sponsor (NEMA). The geographic areas in the modular scenarios that were directly affected were selected randomly from hazard analyses of recent planning efforts and actual historical events. The Assisting State(s) and resources listed in the modular scenarios were also chosen randomly. The information in this product (EMAC TTX) is technically fictitious, and should in no way be considered a reflection of specific geographic area risks, actual response capabilities, or the lack thereof.

Introduction Page 5


Exercise Information ResourcesThe following documents are available to assist the facilitator/evaluator with identifying important issues and recording observations for later analysis:

Situation Manual (SitMan)

Facilitator/Evaluator (F/E) Handbook

Exercise Evaluation Guides (EEGs)

EMAC Articles of Agreement

EMAC Field Course Curriculum

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MONTH XX, 20XX

SUGGESTED EXERCISE SCHEDULE

Table 1: Target Exercise Schedule

Target Exercise ScheduleDay 1

8:00 a.m. Registration8:30 a.m. Welcome and Exercise Overview8:55 a.m. Module 1: Hurricane Sam

Scenario BriefingCaucus PeriodFacilitated Discussion

11:30 a.m. Lunch Break (Provided)12:30 p.m. Module 2: The EMAC Process–Request and Offer Phase

Situation BriefingCaucus PeriodFacilitated Discussion

2:00 p.m. Module 3: Bumps in the RoadSituation BriefingCaucus PeriodFacilitated Discussion

4:30 p.m. End of Day 1Day 2

8:00 a.m. Module 4: Ongoing IssuesSituation BriefingCaucus PeriodFacilitated Discussion

10:00 a.m. Module 5:The EMAC Process–Reimbursement PhaseSituation BriefingCaucus PeriodFacilitated Discussion

11:30 a.m. Review and HotwashNoon End of Exercise

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FACIL ITATION /EVALUATION GUIDELINESDuring the exercise, evaluators should observe and record player actions and decisions. After the exercise, this information will be used to determine whether the expected performance outcomes were achieved and to identify strengths and opportunities for improvement.

Getting StartedEvaluators should position themselves at their designated functional area table where they are able to hear and record all discussions that take place.

Exercise ObservationEvaluators must keep an accurate written record of discussions that take place, including resolutions to issues, outstanding problems, or other important information. Evaluators should take notes as players engage each other and make decisions. Notes should identify the following:

Who (by name or position) engaged in each issue discussion

What occurred (i.e., resulting decisions or agreements)

Why the discussion took place or why the decision was made (i.e., the trigger)

This F/E Handbook contains recording sheets to create a record of discussions. It is important to concentrate on recording what is happening. The analysis of how well the exercise met expectations is completed at a later time.

Facilitator and Evaluator CoordinationIt is important for evaluators to understand the role of co-located facilitators. Facilitators are tasked with stimulating player discussions, maintaining the quality of discussions, and assisting evaluators with information collection. For example, a facilitator, at the request of an evaluator, may ask for clarification on an issue from the players or may rephrase a question to better elicit information the evaluator thinks is critical. It is important that the evaluator and facilitator work together to keep players focused on one primary issue at a time. Doing so will make recording discussions manageable, eliminate superfluous information, and provide data that is the most useful for exercise evaluation.

Data AnalysisThe goal of data analysis is to assess performance by identifying issues that were discussed, resolutions that were reached, and/or problems that remain outstanding. The analysis phase takes place primarily at the facilitator/evaluator debriefings. Following the TTX, facilitators and evaluators will convene for a formal debriefing. This debriefing serves as an opportunity to compare notes and begin the process of a root cause analysis (i.e., using problem-solving methods to identify root causes of events or issues).

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MONTH XX, 20XXActivities that are expected to occur at this meeting include the clarification of discussion points, verification and comparison of caucus reports, and agreement about how the various issues that arose affected identified objectives. The goal of the meeting is to produce a list of issues for inclusion in the after-action report (AAR), as well as recommendations for improvement.

What happened? (What the observation team actually saw and supporting documentation)

What was supposed to happen? (Based on the plans and procedures) Was there a difference and why? (Conduct a root cause analysis of why) What was the impact? (Were the consequences of the action/inaction/decision

positive, negative, or neutral?) What should be learned and what are the recommendations for improvements?

(The solutions to the root cause)

Determine the Root Causes of DifferencesFacilitators and evaluators should be able to identify objectives that were accomplished successfully and any disconnects or weaknesses. The following are questions to consider:

Was the objective met as expected? If not, what effect would this have on other activities or on the overall response mission?

If the objective was met using an alternative approach, is there something that can be learned from how this was accomplished? Is the alternative approach better or more efficient?

What effect did not meeting the objective have on other tasks and on the ability of the functional group to achieve mission success?

If any unexpected actions occurred, facilitators and evaluators should then search for the root cause of why the expected action did not occur or was not performed as expected. The analysis team should keep asking why an event happened or did not happen until the root cause is found. It is important to reach this level of understanding to make recommendations to enhance preparedness. See Figure 1 for a graphic representation of this process.

Facilitation/Evaluation Guidelines Page 11


Figure 1: Determining the Root Cause

Identify Opportunities for ImprovementThe identification of issues and their root causes enables the analysis team to develop recommendations for improvement. The recommendations should state what improvements need to be made and who should implement them. These recommendations should have enough detail to make them useful. Vague recommendations (e.g., train on alert and warning process) do not help the response community. However, a recommendation indicating that the 24-hour warning point staff needs additional training on reading siren system printouts so they can better identify system failures focuses on a root cause.

Sometimes, it is not clear exactly what should be done (e.g., no resources exist to purchase new equipment) or who should do it (e.g., coordination is an issue). In these cases, the analysis team may recommend that the EMA director appoint a task force to address the issue.

Do not be afraid to make honest recommendations. Improvement is the primary goal of exercises.

Recommend a specific action that can be implemented and measured. Use action verbs. Indicate who (which agency) should take responsibility for implementation. Recommendations should flow from the observations and analysis. Make each recommendation a stand-alone statement that can be

understood without referring to the text. Spell out acronyms. Check for consistency. Resolve issues that lead to conflicting

recommendations. Indicate where performance was good or adequate and no

recommendations were needed.

Evaluators can also use the following questions as a guide for developing recommendations for improvement:

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MONTH XX, 20XX What changes need to be made to plans and procedures to improve performance?

What changes need to be made to organizational structures to improve performance?

What changes need to be made to leadership and management processes to improve performance?

What training is needed to improve performance?

What changes to (or additional) equipment are needed to improve performance?

In identifying recommendations, evaluators need to focus on who will be responsible for carrying out the action. This will depend on whether the recommendation is aimed at the individual, functional, or jurisdictional level.

Follow-Up AnalysisFollowing the exercise, evaluators should compile their notes and address the following questions for each selected task (consult the EEGs for assistance with identifying tasks under consideration):

1. How would response personnel perform this task?

2. What decisions would need to be made and who would make them?

3. Are personnel trained to perform this task?

4. Are other resources needed and how will they be obtained?

5. Do plans, policies, and procedures support the performance of this task? Are response personnel familiar with these documents?

6. Do response personnel from multiple agencies or jurisdictions need to work together to perform this task? If yes, are the agreements or relationships in place to support its performance?

7. What should be learned from this task?

8. What improvement actions are recommended?

Identify Lessons LearnedA lesson learned is knowledge gained from an innovation or experience that provides a valuable analysis—positive or negative—recommending how to approach a similar problem in the future. A lesson learned is not just a summary of what went right or wrong; rather, it provides insight about a change that was made to address a particular issue. More broadly, these lessons should be suitable to share with other jurisdictions across the country to enhance preparedness.

Example—During a coastal evacuation exercise, the jurisdiction found that ensuring the public receives important public information regarding actions they should take during a coastal evacuation is essential for their safety. This lesson learned involved a number of agencies and disciplines, and can be widely applied.

Facilitation/Evaluation Guidelines Page 13


RECORDING SHEETS AND D ISCUSSION QUESTIONS

Module 1: Hurricane SamTable 2: Module 1 Recording Sheet

Time Event/Notes

ONS

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MONTH XX, 20XX

Module 1: Discussion(From the SitMan)

Key Issues A Category 5 hurricane has struck the Texas Gulf Coast and followed the Houston

Shipping Channel up through Harris and surrounding counties (e.g., Austin, Brazoria, Chambers, Colorado, Fort Bend, Galveston, Harris, Liberty, Matagorda, Montgomery, Walker, Waller, and Wharton). The City and suburbs of Houston have been pounded with sustained winds of over 160 mph; storm-surge and flash flooding from torrential rains; and dangerous hazards from debris and industrial infrastructure damage.

Due to the magnitude and dimensions of the disaster, it is difficult to get an accurate picture of the extensive casualties and damage in the affected areas.

Critical infrastructure and key resources (CI/KR) in most of the affected areas have sustained irreparable damage, including State and urban area response command, control, coordination, and communications.

Electrical power supply and generation is offline, and most fossil-fuel resources (e.g., natural gas [NG], liquefied petroleum gas [LPG], and gasoline/diesel) are heavily damaged, and, in most cases, are adding to the disaster by fueling contamination, fires, and explosions.

The majority of all land-line, cellular, and radio-repeater communication are inoperable in the affected areas.

Highway, rail, and ship/airport systems across the affected counties have sustained moderate to severe damage. Major interstates, such as I-10, I-45, and State Highway 59, are completely blocked at several points due to debris, overpass damage, or from abandoned vehicles littering the highway due to failed evacuation attempts prior to the storm’s arrival. Even some of the bridges and overpasses that still appear to be usable must be checked by engineers before being reopened for traffic of any kind.

There is a critical need for specialized response resources to deal with the rescue, evacuation, and care for residents in medical facilities and special-needs populations in the affected areas. It is obvious that there will not be enough adequate shelter sites for the needs of the displaced populace.

Discussion QuestionsAll Functional Groups Representing the Regions Affected by the Hurricane1. At this point, what is the command structure of this incident? Create a rough

command structure organizational chart for each of the following:

a. State-level EM; SEOC (think about Emergency Support Function [ESF] responsibilities)

Recording Sheets and Discussion Questions Page 15


b. State-level fire services/emergency services coordination (think about ESF responsibilities)

c. Local EM; local EOC/incident management teams (IMTs)

d. Local emergency response operations (specific to fire/rescue services)

2. How do the organizational charts in Question 1 connect to each other? Discuss the hierarchy.

State Emergency Management and SEOC1. What actions would State EM take prior to the hurricane’s landfall?

2. What are the main priorities for the affected State EM/EOC within the first week (think strategically about what role State EM/EOC plays in this incident)?

a. Is the State EM/EOC able to fulfill its strategic role in the incident? If not, how can this role be filled?

3. What is the CI/KR in the affected State that would need to be restored immediately (i.e., the CI/KR needed to support response and recovery efforts in the affected areas)?

a. Where will the State get the assistance to restore the CI/KR, and how long will it take?

4. How is the State EM/EOC communicating and coordinating with other State, local, and corporate organizations?

State Fire Services/Emergency Services Coordination1. What actions would State-level emergency service organizations take to support

State EM preparations prior to the hurricane’s landfall?

2. What are the main priorities for the affected State emergency services organizations within the first week after impact (think strategically about what role State fire service/emergency service plays in this incident)?

a. Is State emergency services able to fulfill its strategic role(s) for fire/rescue resources in the incident? If not, how can this role(s) be filled?

3. What resources are needed at the State level to support fire/rescue incident priorities?

a. Where will these resources come from, and how long will it take to get them to the needed areas?

4. How are State emergency service providers communicating and coordinating with State EM and other State, local, and corporate organizations?

Local Fire/Rescue Services1. What actions would local fire/rescue organizations take immediately before and after

impact?



MONTH XX, 20XX2. What are the main priorities for the affected local fire/rescue organizations within the

first week after impact (think strategically/tactically about what role local fire rescue plays in this incident by looking at the big picture)?

a. Are local fire/rescue organizations able to fulfill their strategic/tactical roles across the affected areas? If not, how can these roles be filled?

3. What resources are needed at the local level to support fire/rescue incident priorities?

a. Are there pre-established procedures and protocols written to request assistance outside of their jurisdictions?

b. How do the local entities request resources from the State?

4. How are local fire/rescue organizations communicating and coordinating with their own local resources, as well as State emergency services and other agencies (e.g., private, State, and Federal)?

Local Emergency Management and EOC1. What are the actions that local EM agencies and local EOCs would take immediately

after impact?

2. What are the main priorities for the affected local EM/EOCs within the first week after impact (think strategically/tactically about what role local EM/EOCs play in this incident by looking at the big picture)?

a. Are local EM/EOCs able to fulfill their strategic/tactical roles across the affected areas? If not, how can these roles be filled?

3. What resources are needed at the local level to support local EM/EOC priorities?

a. Are there pre-established procedures and protocols written to request assistance outside of their jurisdictions?

b. How do the local entities request resources from the State?

4. How are local EM/EOCs communicating and coordinating with their own local resources, as well as State EM/emergency services and other agencies?



Module 2: The EMAC Process–Request and Offer Phase

Table 3: Module 2 Recording Sheet

Time Event/Notes



MONTH XX, 20XX

*Note to Controllers*The EMAC forms in the appendix of the EMAC TTX SitMan are for “Training Purposes Only.” The EMAC training forms provided for this exercise are not to be used for actual EMAC events.

When REQ-A training is being facilitated during this exercise, all controllers/ evaluators must be sure that only State EMAC Coordinators and EMAC A-Team members (or those personnel who are training to become an EMAC A-Team member) are training with the REQ-A process.

All exercise participants may train with the EMAC Mission Order form, data collection form, and cost estimate spreadsheet. Other exercise participants can view the REQ-A and process, but only the State EMAC players need to practice filling out the REQ-A form.

Module 2A: Requesting State DiscussionThe exercise functional group/participants representing the State(s) needing assistance should coordinate with the participating State EMAC representative at this time. The State EMAC representative will use Module 2A as a training tool to help the Requesting State exercise functional group become more familiar with its responsibilities in the EMAC process.

(From the SitMan)

Discussion QuestionsRequesting State Emergency Management and SEOC1. Has a State of Emergency been declared in the affected State? What is the process for

this declaration? How long does it usually take? When can you declare an emergency?

2. From where will those needed resources most likely be coming from (i.e., have you pre-identified special teams and/or equipment in another State)? How long will it take for those resources to be deployed?

a. Are you aware of any resources organized by Mission Ready Packages in another State to call on? Are there any potential problems with calling on a Mission Ready Package? How does having a Mission Ready Package help? Where can you find a template to develop a Mission Ready Package?

3. Within your State, how does a request for interstate mutual aid reach the State EMAC coordinator (i.e., if there is a specific fire service/technical rescue resource needed from outside of the State, does the affected entity contact the EMAC desk directly, or does the request need to go through the State EM logistics request process)? Are there written procedures and protocols?



a. Discuss the process of a REQ-A (from a local or other State agency) before it reaches the EMAC desk in your State. Is the process in your State adequate, or does it need revision?

4. What are some critical actions that the Requesting State EMA can take during this time to help with reimbursement problems and the accuracy of services received later on?

Requesting State Fire Services/Emergency Services Coordination1. In your State, is the State-level coordination organization for a catastrophic disaster

effective and efficient in sharing and requesting mutual-aid resources? In other words, during a major disaster in your State, would there be multiple coordination centers/EOCs set up (e.g., SEOC, State agency EOCs, and local EOCs)?

a. If so, how do those EOCs request and coordinate resources for a statewide, multi-discipline disaster?

b. Which agency is ultimately in charge?

2. From State emergency services, how does a request for interstate mutual aid reach the State EMAC coordinator (i.e., if there is a specific fire/rescue resource needed from outside of the State, does the affected entity contact the EMAC desk directly or does the request need to go through the State EM logistics request process)?

a. Discuss the process of a REQ-A from the State emergency services coordinator before it reaches the EMAC desk in your State. It is advised for the State emergency services participants to convene with the State EM/EOC functional group to discuss this matter.

3. Where will those fire/rescue resources needed most likely be coming from (i.e., have you pre-identified special teams and/or equipment in another State)? How long will it take for those resources to be deployed?

a. Are you aware of any resources organized by Mission Ready Packages in another State to call on? Are there any potential problems with calling on a Mission Ready Package? How does having a Mission Ready Package help?

Local Emergency Management and EOCs Requesting Assistance1. From local EM/EOCs, how does a request for outside resources reach the State (e.g.,

directly to State EM, through a regional coordinator, or other means)?

2. What is the key mission information that needs to be provided when requesting the resources that your group identified in the Module 1 scenario? Why is the mission information important?

3. Are the resources being requested typed? If so, by what standard (e.g., State or Federal)?



MONTH XX, 20XX

Module 2B: Assisting State DiscussionThe exercise functional group/participants representing the State(s) providing assistance should coordinate with the participating State EMAC representative at this time. The State EMAC representative will use Module 2B as a training tool to help the Assisting State exercise functional group become more familiar with its responsibilities in the EMAC process.

(From the SitMan)

Discussion QuestionsAssisting State Emergency Management and SEOC1. Has a State of Emergency been declared in the affected State? Can an EMAC REQ-A

be officially initiated before the Requesting State has declared a State of Emergency?

2. From the needed resources identified in Module 1, what steps would you take to identify/mobilize the resources in your State? Who owns those resources? How long will it take for those resources to deploy?

3. Of the resources needed, are any of them Mission Ready Packages in your State? Does this make the resources easier/faster to deploy?

a. Are those Mission Ready Packages always prepared for deployment and up-to-date? Are they subject to call-up from any other requester (e.g., National Guard, Federal Emergency Management Agency [FEMA], or other priority contracts) without you being aware?

4. If you receive multiple EMAC requests from multiple States for the same resource at the same time, how do you decide which State receives that resource?

5. What are some critical actions that the Assisting State EMA can take during this time to help with reimbursement problems and the accuracy of services provided later on?

Assisting State Fire Services/Emergency Services Coordination1. From the needed resources identified in Module 1, what steps would be taken to

identify/mobilize the fire/rescue resources in your State? Who owns those resources? How long will it take for those resources to prepare and deploy?

2. Of the resources needed, are any of them “Mission Ready” packaged in your State? Does this make the resource easier/faster to deploy?

3. What document must be issued to a deploying asset before it can be deployed on an official EMAC mission?

Local Fire/Rescue Services Resource Owners1. What critical information must Resource Owners need to know before they can give

their deploying requirements to the State EMAC coordinator? Why is this mission information so important?



2. Of the resources identified in Module 1, from the time the resource assets are alerted for activation, how long would it take for each of them to deploy (not counting the EMAC process)?

3. Of the resources needed, are any of them “Mission Ready” packaged in the local fire/rescue system? Does this make the resources easier/faster to deploy?

4. What document must be issued to deploying Resource Owners before they can be deployed on an official EMAC mission?

Local Emergency Management and EOC Resource Owners1. What critical information must a resource asset need to know before it can give

deploying requirements to the State EMAC coordinator? Why is the mission information so important?

2. Of the resources identified in Module 1, from the time the resource assets are alerted for activation, how long would it take for each of them to deploy (not counting the EMAC process)?

3. Of the resources needed, are any of them “Mission Ready” packaged among the local fire/rescue agencies? Does this make the resources easier/faster to deploy?

4. What document must be issued to deploying Resource Owners before they can be deployed on an official EMAC mission?



MONTH XX, 20XX

Module 2C: Resource Owner DiscussionThe exercise functional group/participants representing the owner of the deployable resources should coordinate with the participating State EMAC representative at this time. The State EMAC representative will use Module 2C as a training tool to help the Resource Owner participant(s) become more familiar with his/her responsibilities in the EMAC process.

(From the SitMan)

Discussion QuestionsAssisting State Fire Services/Emergency Services Coordination1. What document must be issued to deploying assets before they can deploy on an

official EMAC mission?

2. Hypothetically, if a fire engine strike team from your State has been deployed for three weeks, and it is time for a new crew to rotate out and relieve the onsite staff, is a new REQ-A required?

a. What if said strike team’s equipment (e.g., vehicles, tools, and portable shelters) will remain onsite and only the staff will change? Is a new REQ-A required, or can this be done with an EMAC contract amendment?

Local Fire/Rescue Services Resource Owners1. What critical mission information must a Resource Owner know before they can offer


2. Of the resources identified in the Module 1 scenario, from the time the Resource Owners are alerted for activation, how long would it take for each of them to deploy (not counting the EMAC process)?

3. Of the resources needed, are any of them “Mission Ready” packaged in the local fire/rescue system? Does this make the resources easier/faster to deploy?

4. What document must be issued to Resource Owners before they can be deployed on an official EMAC mission?

5. Are the personnel chosen for the mission public, non-governmental organization (NGO), PNP, or PFP employees?

6. A heavy rescue team from your organization is deployed to a county in Texas, and arrives on location, only to find that the onsite regional emergency services coordinator needs them to go to a neighboring county across the State line in Louisiana, but the task is still the same.

a. What actions must be taken by the deployed team?

b. What actions should be taken by the team’s home State?



c. Who is now officially the Requesting State (Texas or Louisiana)? Who will provide reimbursement?

Local Emergency Management and Public Safety Resource Owners1. What critical mission information must Resource Owners know before they can offer


2. Of the resources identified in the Module 1 scenario, from the time the Resource Owners are alerted for activation, how long would it take for each of them to deploy (not counting the EMAC process)?

3. Of the resources needed, are any of them “Mission Ready” packaged in the local fire/rescue agencies? Does this make the resources easier/faster to deploy?

4. What document must be issued to Resource Owners before they can be deployed on an official EMAC mission?



MONTH XX, 20XX




Module 3: Bumps in the RoadTable 4: Module 3 Recording Sheet

Time Event/Notes



MONTH XX, 20XX

Module 3: Discussion(From the SitMan)

Key Issues It is summer in south Texas and the extreme temperatures and humidity make disaster

operations difficult.

Resources (requested or not) are flooding into the area faster than local communications and coordination can manage them.

Crews coming in from out-of-state are not properly prepared for the living/operating conditions of the deployment.

Freelancing is rampant in field operations. Fire/rescue crews who are operating under an EMAC agreement are working on the scene with other emergency crews who may be there uninvited (and unaccounted for).

Due to the lack of solid coordination, resources on EMAC missions are being folded into operations that may be outside the boundaries and protection of the current EMAC contract.

Discussion QuestionsState Emergency Management and SEOC1. Should a resource that self-deployed be assigned to an official EMAC mission after

the fact? What are some of the liabilities (e.g., legally and financially) in a back-door EMAC assignment?

2. What needs to be done when the onsite living conditions are far worse than stated in the resource request? Who is responsible and how should it be corrected or documented?

3. If supporting operations are on the border of two states, what are the geographic parameters for an EMAC-deployed resource? What are the liabilities (e.g., legally and financially)?

4. If an EMAC-deployed resource has left its home State, but has not arrived at the requestor’s location, who is responsible for that resource should it encounter problems along the way (e.g., accident, illness, or mechanical failure)?

State Fire Service/Emergency Services Coordination1. Can EMAC be used to back-fill resources in jurisdictions neighboring the disaster

area? If so, what are the requirements to support a back-fill mission?

2. If a deployed resource is stuck between two operational sectors (i.e., cannot check in because receiving is full; cannot leave because local operations will not release), what can be done at the State level, and whose responsibility is it?



Local Fire/Rescue Agencies1. When requesting resources from outside of your jurisdiction (other than neighboring,

local MAAs), does your agency have a policy/procedure for integrating them into your operations (e.g., having extra radios, a department representative assigned to each visiting unit, or a local protocols pocket guide to issue them)?

2. When providing an EMAC-deployed resource, and, while in transit, an impromptu incident occurs (like the tornado in Lake Charles) that is in neither the Assisting nor Requesting State, what are the potential ramifications of stopping to provide assistance? If that situation was to occur, what should be done (e.g., actions, notifications, and amendments)?

3. When providing an EMAC-deployed resource and the scope of work and/or location of the assignment has changed on arrival, what should be done? Who should be notified? Why?

Local Emergency Management and EOC1. When requesting resources from outside of your jurisdiction (other than neighboring,

local MAAs), do you have a plan for reception and coordination? Does that plan address resources that show up without being requested?

2. If a resource requested for firefighting operations arrives, but they are needed more for another skill-set they arrive with (such as paramedic), does the standing EMAC agreement between your two states for that resource cover their operations as a medical provider?

3. What should local EM/EOCs do if a requested resource is confirmed to be enroute, but the resource does not arrive at the time/location given in the confirmation?

a. What should local EM/EOCs do if the resource requested arrives at the time/location confirmed, but it is not the resource that was requested (e.g., the right kind, wrong type, and vice-versa)

4. When using an EMAC-requested resource in your communities’ operations, and you are no longer in need of that resource (or a neighboring community is in greater need of it), what needs to be done on your part for the demobilization/reassignment of that resource?



MONTH XX, 20XX




Module 4: Ongoing IssuesTable 5: Module 4 Recording Sheet

Time Event/Notes



MONTH XX, 20XX

Module 4: Discussion (From the SitMan)

Key Issues Thousands of residents and disaster workers are housed in temporary shelters and

camps. Health and medical personnel are seeing increases in cases of communicable and mosquito-borne illnesses.

Wide-scale disruptions of basic utilities still affect daily life for local survivors and disaster workers.

Hundreds of dead are still being found in rubble and flooded areas throughout the affected region.

Many individuals, both survivors and relief workers, require grief counseling to deal with the stress they are experiencing.

Pockets of disaster rescue staff operating across the affected area are becoming ill in the field, or returning to their home States with apparent viral afflictions.

Despite better resources coordination, there are still problems with formal changing of assignments and demobilization of deployed response resources.

Another large hurricane is now poised to strike the southeastern U.S. coastline within days.

Many of the relief resources brought in to replace EMAC missions that rotated out are now being immediately recalled to their home States of Georgia, South Carolina, North Carolina, and Virginia due to the approaching Atlantic hurricane.

As relief efforts move forward, teams brought into the affected areas under EMAC need to be demobilized and returned home.

Discussion QuestionsState Emergency Management and SEOC1. What are the main priorities for the affected State EM/EOC one month from the

initial hurricane response (think strategically about what role State EM/EOC plays in this incident)? How have those priorities changed from the initial priorities set in Module 1 (compare the two)?

a. What resources has the State EM/EOC needed (and continues to need) in order to fulfill its strategic role in the incident? Where have those resources been coming from, and how did they get there?

2. What are the CI/KR in the affected State(s) that would still be inoperable 30 days from the initial disaster (i.e., CI/KR needed to support response and recovery efforts in the affected areas)?

a. Where will the State get the assistance to restore those remaining CI/KRs, and how long will it take?



3. How are the Assisting and Requesting States dealing with the issue of the EMAC-deployed resources being exposed to contaminants and contagions, and then returning to their home States?

a. Who is ultimately responsible for this problem?

4. How will the currently affected State(s) deal with requesting and coordinating resources through EMAC when there is a potential competing disaster in another part of the Nation (as per the Atlantic hurricane threat identified in Module 4)?

5. What are some of the long-term problems (i.e., 60 to 90 days and longer) that may arise in neighboring States (other than the contagion issue)?

State Fire Services/Emergency Services Coordination1. What are the main priorities for the affected State fire services/emergency services

coordination one month from the initial disaster (think strategically about what role State fire services/emergency services coordination plays in this incident)? How have those priorities changed from the initial priorities set in Module 1 (compare the two)?

a. What resources has the fire services/emergency services coordination needed (and continues to need) in order to fulfill its strategic role in the incident? Where have those resources been coming from, and how did they get there?

2. What is being done at the State level by fire services/emergency services coordination to solve the post-traumatic stress issues identified in Module 4?

a. Are additional outside resources needed to alleviate the problem?

b. Where are those resources coming from and how are they getting there?

c. Who is managing those resources at the local level once they arrive?

3. What is being done at the State level by fire services/emergency services coordination to solve—and prepare incoming resources for—the increases in communicable and mosquito-borne illnesses in field staff who are housed in temporary camps and operating in low-lying areas as per the issue identified in Module 4?

a. Are additional outside resources needed to alleviate the problem?

b. Where are those resources coming from and how are they getting there?

c. Who is managing those resources at the local level once they arrive?

Local Fire/Rescue Agencies1. How are local fire/rescue agencies dealing with problems such as continuously

operating in extreme temperatures; lack of sanitation and constant exposure to chemical contaminants; constant threat of communicable and mosquito-borne illnesses; and post-traumatic stress?

a. What resources are needed at the local level to control or mitigate these issues?

b. How will these resources be acquired?



MONTH XX, 20XXLocal Emergency Management and EOC1. How are local EM/EOCs dealing with thousands of people housed in temporary

shelters and camps, maintaining basic local public safety (PS)/security, and providing grief counseling with a damaged infrastructure and field personnel from many different states on the front line?

a. List the different challenges for local EM/EOCs dealing with these issues identified in Module 4 (field level).

b. What resources are needed at the local EM/EOCs to control or mitigate these issues?

c. How will these resources be acquired?

2. How are mutual-aid resources being coordinated and accounted for?

a. Is there a local staging area/base camp for checking in and checking out?

b. What are the processes for checking in to a mutual-aid resource, and who is notified upon their arrival?

c. What are the processes for checking out a mutual-aid resource, and who is notified upon their demobilization?

d. If a resource is being reassigned to another operating base than the initial mission agreement, what action steps need to be executed (for EMAC and the resource)?



Module 5: The EMAC Process–Reimbursement Phase

Table 6: Module 5 Recording Sheet

Time Event/Notes



MONTH XX, 20XX

*Note to Controllers*The EMAC forms in the appendix of the EMAC TTX SitMan are for “Training Purposes Only.” The EMAC training forms provided for this exercise are not to be used for actual EMAC events.

When REQ-A training is being facilitated during this exercise, all controllers/ evaluators must be sure that only State EMAC Coordinators and EMAC A-Team members (or those personnel who are training to become an EMAC A-Team member) are training with the REQ-A process.

All exercise participants may train with the EMAC Mission Order form, EMAC Interstate Reimbursement forms R1 and R2, data collection form, and cost estimate spreadsheet. Other exercise participants can view the REQ-A and process, but only the State EMAC players need to practice filling out the REQ-A form.

Module 5: DiscussionThe exercise functional group/participants representing the State(s) needing assistance should coordinate with the participating State EMAC representative at this time. The State EMAC representative will use Module 5 as a training tool to help the Resource Owners, Assisting State, and Requesting State exercise functional groups become more familiar with their responsibilities in the EMAC reimbursement process.

(From the SitMan)

Discussion QuestionsFire/Rescue Services Resource Owners1. Discuss how using a Mission Ready Package may impact the reimbursement process.

2. What documentation must be submitted to the teams’ home States after they have returned from an official EMAC mission?

3. Teams deployed in past incidents have returned from their mission to find receipts that have faded to the point of being illegible. Discuss possible solutions to mitigate this potential problem.

4. What is the process for dealing with missing receipts? Can those costs be documented in any other way?

5. Describe how an amendment to your mission affects documentation that must be submitted to your home State.

a. What sort of mission changes would call for an entirely new REQ-A, rather than just a REQ-A amendment?



Assisting State EMAC Reimbursement Accounting1. Discuss how reimbursement packages are developed for submission to the

Requesting State?

2. What impact does sending multiple resources to a Requesting State have on the reimbursement package?

a. Can the Assisting State send the Requesting State one reimbursement package per REQ-A mission, or must an Assisting State wait for all of the mission packages that responded from that State to be submitted from each resource owner before the Assisting State can send the reimbursement package to the Requesting State?

b. If waiting for all of the reimbursement packages from each Resource Owner in the Assisting State, how (and who) does such a delay in receiving documentation affect in the submission of your reimbursement package to the Requesting State?

3. Discuss any processes, procedures, or tools you have available in your State for Resource Owners that may alleviate potential reimbursement problems and promote accurate documentation of services provided to a Requesting State.

4. Describe how you would deal with a reimbursement request from a local Resource Owner in your State that did not have a valid mission order for their response. Discuss any ramifications (e.g., legal and public image) of your decision.

5. Hypothetically, if a fire engine strike team from your State has been deployed for three weeks, and it is time for new crews to rotate in and relieve the onsite staff (only the staff are being changed, the equipment is remaining), are multiple R-2 forms required?

a. Would this require a new REQ-A, or just an amendment to the existing EMAC contract?

Requesting State EMAC Reimbursement Accounting1. How will you handle a reimbursement package sent directly from a Resource Owner

(for discussion purposes—a fire engine strike team provided by a private fire/rescue service contracted by a large metropolitan area in the Assisting State)?

2. Describe any processes, procedures, or tools you may deploy early in the incident that would help to mitigate or alleviate any issues that might arise regarding reimbursement following an official EMAC mission deployment to your State.

a. What are some critical actions the Requesting State EMA can take during this time to help with reimbursement problems and the accuracy of services received later on?

3. You receive a reimbursement package from an Assisting State approximately nine days after its Resource Owners have returned from their official EMAC mission assignment in your State. While reviewing the package, your auditor finds that a receipt has faded to the point of illegibility. How can you resolve this issue? What alternate forms of documentation of this expense can you request? Could State per-diem for food/lodging substitute for faded meal/hotel receipts?



MONTH XX, 20XX4. Describe your process for clarifying any discrepancies in a reimbursement package?

Can you contact the Resource Owner directly? Can the request only be issued through the Assisting State?






MONTH XX, 20XX

EXERCISE EVALUATION GUIDES (EEGS)The following tasks identify the actions expected to take place in the discussion groups when addressing the corresponding capability in each module of the EMAC TTX. Evaluators should use their judgment based on the given tasks when assessing whether the functional group adequately addressed the issues.

Table 7: Incident Management

EMAC TTX–F/R Target Capability: Incident Management

I-1Addresses the establishment of the incident command structure to regionally manage the incident and meet overarching incident objectives

I-2Discusses in detail the processes to order, track, assign, and release incident resources across the affected region

I-3

Understands the coordination of arriving regional, State, and Federal responders for a catastrophic event, such as:

Directing units to base areas and dispatching them to staging areas, as needed

Managing and tracking resources I-4

Table 8: Emergency Operations Center (EOC) Management

EMAC TTX–F/R Target Capability: Emergency Operations Center (EOC) Management

II-1Addresses the coordination of emergency management efforts among local, county, regional, State, and Federal EOCs

II-2

Discusses the needs of EOCs being appropriately staffed to meet EMAC coordination needs, to include:

Coordinating EMAC resources with Incident Command (IC)/Unified Command (UC) at all levels

Staffing, rotating, rehabilitating, and releasing resource coordinators (such as A-Team members), as needed

Exercise Evaluation Guides Page 39


EMAC TTX–F/R Target Capability: Emergency Operations Center (EOC) Management

II-3Discusses the communications structure between IC/UC, 911 dispatch, local EOCs, State EOCs, and the regional EMAC coordination center

II-4

Addresses how the EOC supports incident response operations by providing resources ordered by the IC/UC and/or IMT through the EOCs, such as:

Identifying, mobilizing, and deploying available resources, including intrastate mutual aid

Executing EMAC agreements in order to provide resources, as appropriate

Identifying, allocating, and deploying interstate resources and EMAC mission assignments with information communicated to all levels of operations

Tracking all resources Implementing and managing financial

matters pertaining to resource procurement

II-5

Facilitates demobilization plans and procedures in preparation of returning EMAC requested resources to duty at their home bases, to include:

Establishing criteria for resource demobilization at all levels

Coordinating resource demobilization planning with other participating entities at all levels

II-6

Table 9: Critical Resource Logistics and Distribution

EMAC TTX–F/R Target Capability: Critical Resource Logistics and Distribution

III-1

Discusses the need for additional external resources and implementing a critical resource logistics and distribution plan; this may include:

Reviewing a needs assessment Requesting external resources Identifying a mobilization base for initial

report

III-2

Addresses ongoing resource support needs through appropriate procurement sources from EOCs

Page 40 Exercise Evaluation Guides


MONTH XX, 20XX


III-3

Discusses plans and procedures for establishing a logistics staging area (LSA) for external response personnel, equipment, and supplies in coordination with IC/UC or area command; this discussion should include:

Ensuring that equipment required to support LSA operations is in place

Ensuring that a system to track all incoming and outgoing human and material resources is in place to include the provider and recipient of the resource

III-4

Addresses the need for providing facilities, transportation, supplies, equipment maintenance and fueling, food service, communications, and medical services through the LSA

III-5

Discusses plans, procedures, and protocols for resource acquisition and management in accordance with the National Incident Management System (NIMS)

III-6

Addresses mobilizing and dispatching human and material resource needs, to include:

Filling and tracking resource requests through the EOC in coordination with the LSA

Deploying human and material resource needs from the LSA to support response and recovery operations

Providing capability to support additional resources requested by Command: preventative maintenance; food/shelter/sanitary facilities/rest area; and medical and safety needs




III-7

Discusses the IC/UC, EOC, and LSA’s determination that equipment and unused resources/supplies are no longer needed to support operations; this discussion should include:

Ensuring that IC/UC has identified certain equipment and resources/supplies that are no longer required and has communicated that information to the EOC

Ensuring that the EOC has coordinated with the LSA to reference resource tracking to identify providers of equipment, material resources, and supplies

Returning equipment that is no longer required and unused material resource/supplies to providers

III-8

Table 10: Responder Health and Safety

EMAC TTX–F/R Target Capability: Responder Health and Safety

IV-1

Addresses an incident safety analysis and how to prepare incoming responders for the health and safety hazards they will face

IV-2

Identifies responder safety and health resources that may be required (i.e. antibiotic prophylaxis, personal protective equipment [PPE], and immunizations), and discusses how personnel will be provided with said safety and health resources

IV-3

Addresses that preventative health, proper personal hygiene, and decontamination measures should be in place to include:

Immunization and prophylaxis procedures and equipment

Personal hygiene and decontamination procedures and equipment

IV-4

Discusses issues involving worker exposures/injuries/illnesses being recorded

IV-5

Discusses the conduct of post-incident analysis for responder health and safety, to include

Performing medical and psychological examinations

Tallying injuries/illnesses



MONTH XX, 20XX

EMAC TTX–F/R Target Capability: Responder Health and Safety

IV-6

Addresses the monitoring of psychological and medical status of exposed people to include:

Identifying responders in need of long-term monitoring

Informing responders of procedures for monitoring psychological and medical status

Providing information on medical facilities, counselors, and services protocols

Developing a plan for long-term (post-event) monitoring

Providing critical incident stress management (CISM) strategies, programs, and teams

IV-7

Table 11: Fire Incident Response Support

EMAC TTX-F/R Target Capability: Fire Incident Response Support

V-1

Assesses fire/rescue resource requirements to include:

Identifying personnel and equipment shortfalls

Requesting additional resources, if necessary

V-2Addresses a personnel accountability system to track the location and status of personnel operating at the incident site

V-3

Discusses the need for providing ongoing situation reports to include:

Providing regular updates of the status of field conditions to firefighting management

Providing regular personnel accountability reports (PARs) to firefighting management

V-4

Understands the importance of inventorying equipment and apparatus upon arrival and demobilization

Accounting for tools and equipment Documenting missing equipment Ensuring that crews and equipment are

ready to go into service



EMAC TTX-F/R Target Capability: Fire Incident Response Support

V-5

Discusses cleaning and repairing equipment and apparatus prior to returning to service

Performing decontamination, as needed Making repairs to all damaged

equipment/apparatus Documenting irreparable equipment

V-6

Table 12: Structural Damage Assessment

EMAC TTX–F/R Target Capability: Structural Damage Assessment VIII

-1Understands the need for resources to conduct building inspections and damage assessments

VIII-2

Discusses a prioritization schedule of critical infrastructure services, facilities, and assets restoration to address:

Identifying and implementing short-term recovery objectives

Identifying long-term recovery objectives and developing plans for implementation

VIII-3

Addresses conducting debris assessment and requirement for decontamination or safe demolition, removal, and disposition of contaminated debris to include:

Evaluating debris for the possibility of contamination

Using technical assistance to conduct testing for contaminants

Identifying and recommending debris volume, method of removal, and relevant technical assistance options

VIII-4



MONTH XX, 20XX




ISSUE WRITE-UPS

Sample Issue Write-Up 1Issue 1: Development of Local County Emergency PlansReference: (Cite the issue in the EEG, local plans, etc. See the EEGs in this handbook for specific task numbers.)

EEG Task IV-11: Execute Incident Action Plan.

Summary of the Issue: (One-paragraph description of the issue. What happened?)

Local officials identified critical business continuity issues that might develop during a large-scale emergency. However, plans have yet to be written and/or finalized and, from the discussion, it appears critical stakeholders and community partners are unaware of each other’s plans.

Consequence: (1–3 sentences on the effects of the issue on the ability of the community to respond. What would happen if this had occurred during an actual incident?)

A regional response will be needed during a large-scale emergency and unless stakeholders share plans, a unified and coordinated response will be difficult.

Analysis: (A minimum of 2–3 sentences. What was supposed to happen? Why was there a difference? What should be learned?)

Preparedness planning is the combined responsibility of all agencies/entities within communities and jurisdictions, and when plans are not shared, assumptions are made that can have devastating results. Although much of the initial response to an emergency may rest with State and local jurisdictions, the continuity of services is the responsibility of the local jurisdictions. As such, plans must address a response to a disaster and the roles of each partnering entity.

Recommendations: (What can be done to resolve the issue, including changes in plans or procedures, organizational structures, leadership and management processes, training, additional equipment or resources, etc.?)

Recommendation 1: Establish a committee that represents all county stakeholders, including government, emergency response, education, business, communication, and faith- or community-based sectors to formulate strategies in the development of the jurisdiction’s emergency operations plan (EOP) for emergencies.

Page 46 Issue Write-Ups


MONTH XX, 20XXRecommendation 2: Delegate responsibilities for specific components of the plan. Include plan timelines when assigning tasks to committee members.

Table 13: Issue Write-Up 1

Issue Write-Up 1

Functional Group:

Evaluator:

Issue

Reference

Summary of the Issue

Consequence

Analysis

Recommendations

Issue Write-Ups Page 47



Issue Write-Up 2

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations



MONTH XX, 20XXTable 15: Issue Write-Up 3

Issue Write-Up 3

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations




Issue Write-Up 4

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations




Issue Write-Up 5

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations




Issue Write-Up 6

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations




Issue Write-Up 7

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations




Issue Write-Up 8

Functional Group:

Evaluator:

Issue

Reference


Consequence

Analysis

Recommendations



MONTH XX, 20XX




MONTH XX, 20XX

APPENDIX A: ACRONYM L ISTAAR After-Action ReportCI/KR Critical Infrastructure/Key ResourcesCISM Critical Incident Stress ManagementDHS U.S. Department of Homeland SecurityEEG Exercise Evaluation GuidelinesEM Emergency ManagementEMA Emergency Management AgencyEMAC Emergency Management Assistance CompactEOC Emergency Operations CenterEOP Emergency Operations PlanESF Emergency Support FunctionF/E Facilitator/EvaluatorFEMA Federal Emergency Management AgencyIC Incident CommandIMT Incident Management TeamLPG Liquefied Petroleum GasLSA Logistics Staging AreaMAA Mutual Aid AgreementNEMA National Emergency Management Association NG Natural GasNGO Non-Governmental OrganizationNIMS National Incident Management SystemPAR Personnel Accountability ReportPFP Private For-ProfitPNP Private Non-ProfitPPE Personal Protective EquipmentPS Public SafetyREQ-A Request for AssistanceSEOC State Emergency Operations CenterSGA Southern Governors' AssociationSitMan Situation ManualSME Subject Matter ExpertSREMAC Southern Regional Emergency Management Assistance CompactTCL Target Capabilities ListTTX Tabletop ExerciseUC Unified CommandUSAR Urban Search and RescueUTL Universal Task List

Appendix A Page A-1



Page A-2 Appendix A

Documents

Introduction - Emergency Management Assistance …€¦ · Web viewThe Emergency Management Assistance Compact (EMAC) traces its root to when Hurricane Andrew devastated Florida in