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The course provides basic information about developing, implementing, and maintaining a school emergency operations plan (EOP). The course covers various topics like understanding incident management, forming the planning team, developing an EOP, and incorporating the Incident Command System principles.
Upon completion, participants will be able to identify natural, technological, and human-caused hazards, describe the ICS principles and organization, identify the steps to approve and disseminate the school EOP, and explain the benefits of training and exercising the school EOP.
The primary audience is teachers, substitute teachers, counselors, parent volunteers, coaches, bus drivers, students, school administrators, principals, and first responders.
The course is 3 hours long and requires no prerequisites.
FEMA IS-362.A: Multi-Hazard Emergency Planning for Schools Answers
|After identifying hazards, planning teams should:||Assess the hazards based on probability, time, and consequence.|
|The school Incident Commander may have a limited role under:||Unified Command.|
|Once an incident occurs your school will begin response activities. During response the first priority for the school is:||Protecting the health and safety of everyone in the school.|
|The section of the basic plan that provides a rationale for the development, maintenance, and implementation of the emergency operations plan (EOP) is:||Purpose, Scope, Situation Overview, and Assumptions.|
|To make the emergency operations plan user-friendly:||Use short sentences and active voice.|
|To identify hazards and threats for the emergency operations plan, the school planning team considers:||Existing emergency plans, input from local emergency managers, and research results.|
|The result of the planning team’s review of hazards and identification of solutions is:||An outline for the school’s emergency operations plan.|
|What Incident Command System (ICS) section would be responsible for most student care tasks in a school emergency situation?||Operations Section|
|The school’s overall approach, with a clear picture of what should happen, when, and at whose direction is described by the:||Emergency Operations Plan.|
|An example of a mitigation measure for a nonstructural hazard is:||Anchoring bookcases.|
|Which member of the Incident Command System (ICS) is responsible for assessing the situation, establishing objectives, making assignments, and ordering resources?||Incident Commander|
|Cascading events can occur when one hazardous event triggers another; they:||Should be considered as part of the hazard identification process.|
|Experience and lessons learned indicate that school planning should:||Be performed by a team with a mix of knowledge and expertise.|
|Hazard-specific annexes describe procedures for:||A specific hazard.|
|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:||Mitigation|
|Recovery from an incident can take a long time, so schools should:||Include short-term and long-term procedures for recovery during planning because recovery needs to start soon after the incident.|
|One desired outcome of school emergency planning is:||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.|
|The emergency operations plan (EOP) should be approved by:||Every member of the planning team, core and expanded.|
|Tabletop exercises are:||Activities where a simulated scenario is discussed as if the scenario were happening.|
|One benefit of conducting training on emergency procedures is:||School personnel and students are able to respond rapidly in times of stress.|
|Every exercise should:||Include an evaluation of the exercise.|
|Which of the following is a key component of incident management to prevent emergencies from becoming crises?||Emergency planning|
|The Incident Command System (ICS) can be used to manage all of the following, EXCEPT:||Destruction from a severe thunderstorm.|
|The following type of exercise is good for testing a single operation or function:||Drill|
|After writing the emergency operations plan, the planning team should:||Review the plan to ensure compliance with laws and regulations.|