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1 of 18 Revision: 030215 The Connecticut Fire Academy Recruit Firefighter Program Presentation Instructor Notes Unit HM 6.1.2 Chapter 5 Implementing the Planned Response Slide 1 Connecticut Fire Academy – Recruit Program Hazardous Materials Operations N.F.P.A. 472 2013 Implementing the Planned Response Jones & Bartlett Hazardous Materials Awareness and Operations Chapter 5 July 01, 2014 Slide 2 Connecticut Fire Academy – Recruit Program Describe how to notify proper authorities and request additional resources Describe procedures for requesting additional resources Describe scene control procedures using control zones Describe appropriate locations for control zones and incident command posts Implementing the Planned Response Objectives (1 of 4) Slide 3 Connecticut Fire Academy – Recruit Program Describe effective coordinated communication techniques Describe evidence preservation Describe the roles of the operations level responder, the incident safety officer, and a hazardous materials branch or group, at a hazardous materials incident Describe levels of hazardous materials incidents Implementing the Planned Response Objectives (2 of 4) Slide 4 Connecticut Fire Academy – Recruit Program Describe the incident command system Describe the importance of the buddy system and backup personnel Describe protective actions during search and rescue, evacuation, and sheltering-in- place Implementing the Planned Response Objectives (3 of 4)

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Page 1: Implementing the Planned Response PPT Instructor Notes

1 of 18 Revision: 030215

The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 1

Connecticut Fire Academy – Recruit Program

Hazardous Materials OperationsN.F.P.A. 472 – 2013

Implementing the Planned ResponseJones & Bartlett

Hazardous Materials Awareness and Operations

Chapter 5

July 01, 2014

Slide 2

Connecticut Fire Academy – Recruit Program

• Describe how to notify proper authorities

and request additional resources

• Describe procedures for requesting

additional resources

• Describe scene control procedures using

control zones

• Describe appropriate locations for control

zones and incident command posts

Implementing the Planned Response

Objectives (1 of 4)

Slide 3

Connecticut Fire Academy – Recruit Program

• Describe effective coordinated

communication techniques

• Describe evidence preservation

• Describe the roles of the operations level

responder, the incident safety officer, and

a hazardous materials branch or group, at

a hazardous materials incident

• Describe levels of hazardous materials

incidents

Implementing the Planned Response

Objectives (2 of 4)

Slide 4

Connecticut Fire Academy – Recruit Program

• Describe the incident command system

• Describe the importance of the buddy

system and backup personnel

• Describe protective actions during search

and rescue, evacuation, and sheltering-in-

place

Implementing the Planned Response

Objectives (3 of 4)

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 5

Connecticut Fire Academy – Recruit Program

• Describe safety precautions to be

observed when approaching or working in

a hazardous materials environment

– Safety briefings

– Physical capability requirements

• For heat and cold stress

• Describe evaluation and communication of

the status of the response

Implementing the Planned Response

Objectives (4 of 4)

Slide 6

Connecticut Fire Academy – Recruit Program

• Important at all emergencies

• Paramount at hazardous materials

incidents

Scene Control

Slide 7

Connecticut Fire Academy – Recruit Program

• Rapid mental evaluation

• Use visual indicators of incident

• Process the information

• Conclusions help form plan of action

Incident Size-up

Slide 8

Connecticut Fire Academy – Recruit Program

• Size-up of incident determines posture

• Aggressive, offensive posture

– Attack the problem

• Defensive posture

– Isolate the scene and protect exposures

– Allow incident to stabilize

Plan of Action (1 of 2)

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 9

Connecticut Fire Academy – Recruit Program

• Initial actions set tone for response and

are critical to success of effort

– Safety

– Isolate

– Notify

Plan of Action (2 of 2)

Slide 10

Connecticut Fire Academy – Recruit Program

• Ensure your own safety

• Obtain briefing from those involved

• Understand nature of problem

• Attempt to identify released substance

Safety

Slide 11

Connecticut Fire Academy – Recruit Program

• Isolate and deny entry to scene

• Separate the people from the problem

• Establish command post

• Formulate incident action plan

• Begin assigning tasks

Isolate

Slide 12

Connecticut Fire Academy – Recruit Program

• Decide if anyone should be notified:

– Specialized responders

– Law enforcement

– Technical experts

– Regulatory agencies

Notify

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 13

Connecticut Fire Academy – Recruit Program

Several different management processes exist

8-Step Process• Used by CT Regional HM Response Teams

• Used in CFA 472- Technician Training

GEDAPER Process

DECIDE Process

IFSTA

APIE-T

Cores of all systems are basically the same:

protection of life, property, environment

Group of responders will fit into the ICS using one

of these processes, or a combination

NFPA 5.4.3(3)

Decision Making Algorithms

5.4.3* Initiating the Incident Command System.

Various Processing Systems have been developed over the

years to help organize the Hazardous Materials Response.

The three most popular are listed on this slide and will be

broken down in the next slides.

It is up to the AHJ what process they choose to develop their

Emergency Response Plans etc.

Slide 14

Connecticut Fire Academy – Recruit Program

STEP 1 – Site Management & Control

STEP 2 – Material Identification

STEP 3 – Hazard & Risk Analysis

STEP 4 – Determine Personal Protective Equipment

STEP 5 – Information and Resource Coordination

STEP 6 – Product Control, Containment & Confinement

STEP 7 – Decontamination

STEP 8 – Terminate the Incident

NFPA 5.4.3(3)

8 Step Process

Note: Most Common Process Used in Connecticut

Decision Making Algorithms

5.4.3* Initiating the Incident Command System.

Most Popular in Connecticut

8 – Step Process

STEP 1: Site Management & Control Secure the scene, establish zones, control access

Determine a safe approach to go in and take charge of the

impacted site. Evacuate any remaining persons and

cordon off the perimeter of the hazard zone. Create a

secure staging area for rescuers and other responders who

have been alerted to the situation.

STEP 2: Identifying the Problem What Product, Container, potential for expansion?

Understand what materials are onsite and look for any

breaches to containment. Determine where the hazard is

emanating from and if it can be controlled. Predict what

could occur next based on the nature of the materials,

their location, and proximity to workers or the general

public.

STEP 3: Hazard & Risk Evaluation What harm can it do, Is it worth exposing personnel, Does it

have to be stopped?

Evaluate the ongoing risk of the spill or leakage including

the potential for fire or explosion. Assess any physical

symptoms being experienced by individuals who were at

the location when the hazard first emerged. This can tell

you a lot about the material involved. For example,

headaches could be evidence of carbon monoxide.

Coupled with a sweet odor, the culprit could be benzene

or hydrocarbons. Burning eyes and throat indicate acids

of some kind, while a euphoric feeling can point to

ketones.

STEP 4: Protective Clothing & Equipment What is the right P.P.E. for the product?

Closer investigation of any hazardous materials breach

requires the use of proper protective gear and equipment.

This can include everything from a positive pressure self-

contained breathing apparatus to a full coverage

HAZMAT suit. Monitoring equipment should also be

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

deployed to gauge air quality, radioactivity levels and

other environmental quality measures. Thermal imaging

cameras and infrared thermometers can also be helpful in

scanning a larger area for contaminants.

STEP 5: Information Management & Resource

Coordination Good Planning, Info gathering, Resource availability; 6 “Ps”

“Proper Planning Prevents Piss Poor Performance”

Information sharing is critical, both within the organization

and with external sources including news media. All

available resources should also be mobilized to help keep

the hazard area protected from entry by outside parties.

Depending on the type of hazard, this area could span up

to a 1/3-mile radius. Meanwhile, response teams will

need to be directed to the site and given all available

information to take the proper actions.

STEP 6: Implementing Response Objectives Product Control, Containment & Confinement

Continue to evolve your plan of action based on the

knowledge you have gained to this point, and the type of

resources available to you. Implement your plan in

accordance with local emergency response plans and

standard operating procedures for your workplace.

Ensure that all measures are being taken to ensure safety

while also getting the hazardous materials under control.

STEP 7: Decontamination Emergency DECON in Place; Right DECON for the

Product, What to do with personnel after.

The speed and intensity of your decontamination efforts will

depend on the severity of the situation. If the hazard is

not life threatening, you can take the time to set up a

formal decon station. If, however, lives are in peril, do

not wait to begin decon efforts. Cut any clothing away

from the affected persons and hose them down

immediately, doing your best to contain hazardous run-

off from the water.

STEP 8: Terminating the Incident Getting back to “Normal”, Orderly & Accountable

dismissal, Resources replenished

This final step has four components: (1) Incident Debriefing

to be conducted immediately after the emergency has

passed, before responders leave the scene; (2) Post-

Incident Analysis which provides a formal review of the

event; (3) Incident Critique which evaluates the strengths

and weaknesses of the overall response; and (4)

Reporting and Documentation.

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 15

Connecticut Fire Academy – Recruit Program

G – Gather Information

E – Estimate Harm

D – Determine Goals

A – Assess Options

P – Plan Actions

E – Evaluate

R – Review

NFPA 5.4.3(3)

GEDAPER Process

Note: Commonly Used by Military

Decision Making Algorithms

DECIDE Process

D – Detect Presence

E – Estimate Harm

C – Choose Response

I – Identify Action

D – Do Best Option

E – Evaluate Progress

Note: Also Popular Process Used in

Connecticut

5.4.3* Initiating the Incident Command System.

GEDAPER

G – Gather information: Identify the hazard

E – Estimate Harm: Risk Analysis

D – Determine Goals: What do you want/need to

accomplish

A – Assess Options: Plans A, B and C, maybe more, What’s

the safest, most efficient to control the situation

P – Plan Actions: Prepare everything you need and plan for

things to go wrong …

The “What If’s”

E – Evaluate: Is what you are doing working? How can it be

improved? Do you need to adjust your plan?

R – Review: Lessons learned, what can you do better?

What do you need to be safer and more efficient?

Slide 16

Connecticut Fire Academy – Recruit Program

I – Identify Problem

F – Formulate Objectives

S – Select Option

T – Take Action

A – Analyse

NFPA 5.4.3(3)

IFSTA Process

Note: Developed by I.A.F.F. – 472

written in this format

A – Analyse

P – Plan

I – Implement

E – Evaluate

T – Terminate

APIE-T Process

Decision Making Algorithms

5.4.3* Initiating the Incident Command System.

IFSTA:

I – Identify the nature of the problem

F – Formulate objectives based on available information

S – Select the desired alternatives from the available option

T – Take appropriate action

A – Analyze outcomes continually

Slide 17

Connecticut Fire Academy – Recruit Program

Decision Making Algorithms

5.4.3* Initiating the Incident Command System.

This chart identifies the three most popular processes

with the Goals identified by the N.F.P.A.

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 18

Connecticut Fire Academy – Recruit Program

• Isolate release area

• Establish control zones

– Emergency Response Guidebook (ERG)

• Evacuate others

• Sheltering-in-place strategy

• Emergency medical care at safe location

Response Safety Procedures

Slide 19

Connecticut Fire Academy – Recruit Program

• Identify and secure

• So as not to create unintentional ignition

source, use only intrinsically safe devices

Ignition Sources

All intrinsically safe radios and batteries will be marked by the factory with a

specific label denoting them as such.

Slide 20

Connecticut Fire Academy – Recruit Program

Establishing and Enforcing Scene

Control Procedures

NFPA 5.4.1(1)

5.4.1 Establishing and Enforcing Scene Control

Procedures.

5.4.1(1) Identify the procedures for establishing scene

control through control zones.

Control Zones:

• Set up as soon as possible

• Size is based on the degree of hazard

• Utilize site map

• Monitor hot zone

• Cordon control zones

• Control access

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 21

Connecticut Fire Academy – Recruit Program

Contamination

Reduction Zone

Exclusion

Zone

Support

Zone

Command

PostDecontamination Area

access control points

HOT WARM COLDWIND DIRECTION

WORK ZONES

NFPA 5.4.1(1)

Establishing and Enforcing Scene

Control Procedures

5.4.1 Establishing and Enforcing Scene Control

Procedures.

5.4.1(1) Identify the procedures for establishing scene

control through control zones.

Control Zones:

Hot: Also called Exclusion Zone, limit access,

accountability of personnel is crucial

Warm: This is the Contamination Reduction Zone or

Corridor; Place with wind blowing towards Hot Zone.

Establish a Control Entry or Access Point, preferably with

security for Responders

going into the Hot Zone for Rescue and Mitigation as well

as:

Decontamination System for everyone leaving the Hot Zone

Cold: Support Zone, Location of Command Post, logistics

support, staging etc.

Slide 22

Connecticut Fire Academy – Recruit Program

• Remove bulk of contaminants from person

as quickly and completely as possible

• Performed in potentially life-threatening

situations

• Without formal establishment of

decontamination corridor

Emergency Decontamination

Slide 23

Connecticut Fire Academy – Recruit Program

• First priority: Evaluate threat to life

– If none exist, severity of incident is diminished

• Life-safety actions include:

– Ensuring your own safety

– Search and rescue

Protective Actions

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 24

Connecticut Fire Academy – Recruit Program

• Operating alone should never be allowed

• No fewer than two responders enter

contaminated area

• Required by OSHA HAZWOPER

regulation

Buddy System

Slide 25

Connecticut Fire Academy – Recruit Program

• Backup team

– Wears same level of protection as entry team

– Required by OSHA HAZWOPER regulation

– A team of at least two

– Ready to spring into action

Backup Personnel

Slide 26

Connecticut Fire Academy – Recruit Program

• Incident commander determines need

• May be assisted by:

– Fire fighters

– Law enforcement personnel

Evacuation

Slide 27

Connecticut Fire Academy – Recruit Program

• Safe area must be found

• Transportation must be arranged

• ERG lists evacuation distances

– Orange-bordered pages

Evacuation

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 28

Connecticut Fire Academy – Recruit Program

• Usually inside structures

• Windows and doors closed, ventilation off

• Local emergency plans should identify

available facilities

• Evacuate vs. shelter-in-place: Consider

chemical released, time available to avoid

Sheltering in Place

Slide 29

Connecticut Fire Academy – Recruit Program

• Ensuring your safety is first priority

• Released substance must be known

• IC determines need/feasibility

• Victims are removed to warm zone

Search and Rescue

Slide 30

Connecticut Fire Academy – Recruit Program

• Written site safety

plan should be

completed

– May have to

abandon if rescue

required

• Verbal safety briefing

is performed

– May be brief

Safety Briefing (1 of 2)

Slide 31

Connecticut Fire Academy – Recruit Program

• Informs all responders of:

– Health hazards

– Incident objectives

– Emergency medical procedures

– Radio frequencies and emergency signals

– Description of site

– PPE to be worn

Safety Briefing (2 of 2)

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 32

Connecticut Fire Academy – Recruit Program

Heat StressHeat Stroke

Heat Exhaustion

Heat Cramps

Heat Rashes

Heat Fatigue

NFPA 5.4.4(4)

Excessive Heat Disorders

5.4.4 Using Personal Protective Equipment. 5.4.4(4) Identify the signs and symptoms of heat and cold

stress and procedures for their control.

Heat stress

• Heat stroke – Heat illness caused by heat exposure,

resulting in failure of body’s heat regulating mechanism.

Fever of 105 to 106 F, dry, red, hot skin, rapid, strong

pulse deep breaths, convulsions . Possible Coma or

Death

• Heat exhaustion – Heat illness caused by exposure to

excessive heat weakness, cold / clammy skin, heavy

perspiration, rapid / shallow breathing, weak pulse,

dizziness, possible unconsciousness

• Heat Cramps – Heat illness resulting from prolonged

exposure to high temperatures

Excessive sweating, muscle cramps in the abdomen and

legs, faintness, dizziness and exhaustion

• Heat Rash – Condition that develops from continuous

exposure to heat and humid air

Aggravated by clothing that rubs the skin, reduces

tolerance to heat

• Heat Fatigue – A feeling of weakness brought on by

high outdoor temperature.

Symptoms include cool, moist skin and a weakened

pulse. The person may feel faint.

Slide 33

Connecticut Fire Academy – Recruit Program

Cold StressHypothermia

Frost Bite

Trench Foot

NFPA 5.4.4(4)

Cold Temperature Exposures

5.4.4 Using Personal Protective Equipment. 5.4.4(4) Identify the signs and symptoms of heat and cold

stress and procedures for their control.

Cold stress

• Hypothermia – Abnormally low or decreased body

temperature

• Frost bite – Local freezing and tissue damage due to

prolonged exposure to extreme cold

• Trench Foot – Can result when wet socks are worn for

long periods of time in cool environments, wet and cold

softens the skin, causing numbness, tingling, peeling of

skin .. Can result in infection

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 34

Connecticut Fire Academy – Recruit Program

• Pre-entry health

screening

• On-scene medical

monitoring

Physical Capability Requirements of P.P.E.

Slide 35

Connecticut Fire Academy – Recruit Program

• HAZWOPER OSHA regulation requires

• Advantages:

– Common terminology

– Consistent organizational structure

– Consistent position titles

– Common incident facilities

Incident Command System (ICS)

Slide 36

Connecticut Fire Academy – Recruit Program

The Incident Commander performs all major ICS

command and staff responsibilities unless these

functions are activated. Position Always Filled

SafetyOfficer

LiaisonOfficer

Public InformationOfficer

Command

Staff

IncidentCommander

OperationsSection

PlanningSection

LogisticsSection

Finance /Admin. Section

General

Staff

NFPA 5.4.3(3)

Incident Command System (ICS)

5.4.3* Initiating the Incident Command System.

Incident Command Major Functions:

Incident Commander – This position is Always Filled

General Staff:

• Operations

• Planning

• Logistics

• Finance/Administration

Command Staff:

• Public Information Officer

• Liaison Officer

• Safety Officer

Slide 37

Connecticut Fire Academy – Recruit Program

Command: Provides overall

incident objectives and strategy.

Establishes procedures for

incident resource ordering.

Establishes procedures for

resource activation, mobilization,

and employment. Approves

completed IAP by signature.

Operations: Assists in

identifying strategies.

Determines tactics to achieve

incident objectives. Determines

work assignments and resource

requirements.

Logistics: Identifies

the logistics

requirements to

support the tactics.

IncidentCommander

OperationsSection

PlanningSection

LogisticsSection

Finance /Admin. Section

Safety Officer

Finance/Admin:

Conducts any

needed cost-

analyses.

Planning: Provides

status reports,

manages the

planning process,

and produces the

IAP.

Safety Officer: Reviews

hazards associated with the

incident and proposed

tactical assignments. Assists

in developing safe tactics.

Develops safety message(s).

NFPA 5.4.3(3)

Who Does What? Major Functions

Incident Command System (ICS)

5.4.3* Initiating the Incident Command System.

What the Major Functional Positions are Responsible

for:

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 38

Connecticut Fire Academy – Recruit Program

BranchesAir OpsBranch

Divisions Groups

Operations Section

Single Resource

Task Force

Strike Team

ResourcesUnit

Planning Section

Demob.Unit

SituationUnit

Doc.Unit

Logistics SectionFinance /

Administration Section

TimeUnit

CompensationClaims Unit

ProcurementUnit

CostUnit

Incident Commander

Public InformationOfficer

LiaisonOfficer

SafetyOfficer

Commun.Unit

MedicalUnit

FoodUnit

ServiceBranch

SupportBranch

SupplyUnit

FacilitiesUnit

GroundSupport

Unit

NFPA 5.4.3(3)

Incident Command System Flow Chart

5.4.3* Initiating the Incident Command System.

Full ICS Flow Chart with areas of responsibility

identified under each functional area

ICS-300 goes over individual functions and ICS forms

applicable to each

Slide 39

Connecticut Fire Academy – Recruit Program

Hazmat

Branch Director

Resource /

Information

Recon /

Entry TeamHazmat Medical Decontamination

DEP /

Contractor

Hazmat

Safety Officer

Back Up Team Technical

Emergency Decon

PD – ESU

Operations Chief

Incident Commander

NFPA 5.4.3(3)

Hazardous Materials ICS

5.4.3* Initiating the Incident Command System.

Hazardous Material Specific Positions

Hazardous Materials is a unique and vital area of

responsibility that requires multiple support functions

Slide 40

Connecticut Fire Academy – Recruit Program

Planning Section

ResourcesUnit

DemobilizationUnit

SituationUnit

DocumentationUnit

Info. & Intelligence Unit

OperationsSection

PlanningSection

LogisticsSection

Finance/Admin.Section

Info. & Intelligence Section

Based on the incident needs, the

information and intelligence function

may be activated as a fifth Section, as

an element within the Operations or

Planning Sections, or as part of the

Command Staff.

Info. & Intelligence Branch

Operations Section

Incident Commander

Info. & IntelligenceOfficer

NFPA 5.4.3(3)

Information and Intelligence

5.4.3* Initiating the Incident Command System.

New under NIMS:

Law Enforcement may be in various positions determined

by the Incident and as the Incident Commander Dictates.

Extremely vital component if WMD / Terrorism suspected

Slide 41

Connecticut Fire Academy – Recruit Program

• Responsible for management of response

• Unified command

– Helpful when multiple agencies are involved

• Incident command post (ICP)

– At or near scene of emergency

– Command and all direct support staff

ICS - Command

A unified command

involves many agencies

directly involved in the

decision-making process

for a large incident.

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 42

Connecticut Fire Academy – Recruit Program

• Led by Operations Section Chief

• Responsible for all tactical operations

• Contains groups and divisions

– Group: Working on same task or objective

– Division: Working in same geographic location

ICS - Operations (1 of 2)

Slide 43

Connecticut Fire Academy – Recruit Program

ICS - Operations (2 of 2)

Operations

HAZMAT Branch

RECON / ENTRY Team

Back-Up Team

DECON TeamResource

TeamHM Medical

Law Enforcement

Branch

Perimeter Control Group

Investigation Group

Public Works Branch

Utilities Group

Debris Removal

Group

EMS Branch

Rehab Group

Triage Group

Transportation Group

Infroamtion / Intelligence

Safety Officer

Slide 44

Connecticut Fire Academy – Recruit Program

• Led by Planning Section Chief

• Central point for collecting information– Situation status

– Tracks and logs on-scene resources

– Disseminates written incident action plan

Planning

• Led by Logistics Section Chief

• Arranges:

– Food

– Sleeping facilities

– Transportation

– Other resources

• Tracks costs related to incident

• Handles procurement issues

• Bills responder time

Finance / Administration

Logistics

ICS

Slide 45

Connecticut Fire Academy – Recruit Program

Initiating the Incident Command System

Identify the levels of hazardous materials/WMD

incidents as defined in the emergency response plan.

Level I

Level II

Level III

NFPA 5.4.3(2)

5.4.3* Initiating the Incident Command System.

5.4.3(2) Identify the levels of hazardous materials/WMD

incidents as defined in the emergency response plan.

• Level I – Potential Emergency Condition

• Level II – Limited Emergency Condition

• Level III – Full Emergency Condition

Instructors Note:

Don’t spend a lot of time on this slide, each topic has it’s

own slide

Skill Sheet: 5.4.2A

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 46

Connecticut Fire Academy – Recruit Program

Initiating the Incident Command System

Level I

Potential Emergency Condition

An incident or threat of a release, which can be

controlled by the first responder. It does not

require evacuation, beyond the involved structure

or immediate outside area.. The incident is

confined to a small area and poses no immediate

threat to life and property.NFPA 5.4.3(2)

5.4.3* Initiating the Incident Command System.

5.4.3(2) Identify the levels of hazardous materials/WMD

incidents as defined in the emergency response plan.

Level I – Potential Emergency Condition:

An incident or threat of a release, which can be controlled

by the first responder.

It does not require evacuation, beyond the involved structure

or immediate outside area. The incident is confined to a

small area and poses no immediate threat to life and

property.

Slide 47

Connecticut Fire Academy – Recruit Program

Initiating the Incident Command System

Level II

Limited Emergency Condition

An incident involving a greater hazard or larger

area than a Level I which poses a potential threat

to life and property. It may require a limited

protective action of the surrounding area.

NFPA 5.4.3(2)

5.4.3* Initiating the Incident Command System.

5.4.3(2) Identify the levels of hazardous materials/WMD

incidents as defined in the emergency response plan.

Level II – Limited Emergency Condition

An incident involving a greater hazard or larger area than a

Level I which poses a potential threat to life and

property. It may require a limited protective action of

the surrounding area.

Slide 48

Connecticut Fire Academy – Recruit Program

Initiating the Incident Command System

Level III

Full Emergency Condition

An incident involving a severe hazard or large

area which poses a significant threat to life and

property and which may require a large scale

protective action.

NFPA 5.4.3(2)

5.4.3* Initiating the Incident Command System.

5.4.3(2) Identify the levels of hazardous materials/WMD

incidents as defined in the emergency response plan.

Level III – Full Emergency Condition

An incident involving a severe hazard or large area which

poses a significant threat to life and property and which

may require a large scale protective action.

Slide 49

Connecticut Fire Academy – Recruit Program

Initiating the Incident Command System

NFPA 5.4.3(2)

5.4.3* Initiating the Incident Command System.

5.4.3(2) Identify the levels of hazardous materials/WMD

incidents as defined in the emergency response plan.

• Level I – Potential Emergency Condition

• Level II – Limited Emergency Condition

• Level III – Full Emergency Condition

The chart on the slide is available from many sources, many

first responders

Vehicles will have this cart laminated and accessible as a

reference.

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 50

Connecticut Fire Academy – Recruit Program

• Integral component of response plan

– Implements or supports actions to protect

people, property, and the environment

– Mission-specific duties determined by AHJ

• Familiar with emergency response plans

• Knows different levels of response

Operations Level Responder (1 of 2)

Slide 51

Connecticut Fire Academy – Recruit Program

Operations Level Responder (2 of 2)

Slide 52

Connecticut Fire Academy – Recruit Program

• SIN—Safety, Isolate, and Notify

• Ensure scene safety

– Establish control zones: hot, warm, cold

• Use the buddy system

Summary (1 of 2)

Slide 53

Connecticut Fire Academy – Recruit Program

• Make risk-based decision to determine

whether to evacuate or shelter-in-place

• Safety briefing informs of health hazards

• Avoid/treat heat and cold exposures

• Employ incident command system (ICS)

Summary (2 of 2)

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 54

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Reference Materials – Unit HM-6 / HM

Operation Guidelines

– Developed using information provided in the

Capitol Region Hazardous Material Response

Plan

• Recommended use for the Initial Arrival of First

Responders

• Initial Responders should concentrate efforts to the

first 3 Steps

– Scene Management

– Recognition & Identification

– Hazardous & Risk Assessment

Slide 55

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Initial Responders should concentrate

efforts to the first 3 Steps

– Scene Management and Control

• Approach the scene cautiously from an upwind

and uphill direction

• Establish Incident Command System (ICS)

• Establish safe staging area for other responding

units

• Request additional resources, as necessary

• Isolate an initial Hot Zone and deny entry

• Establish emergency decontamination procedures

for affected victims

Slide 56

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Initial Responders should concentrate

efforts to the first 3 Steps

– Scene Management and Control (cont.)

• Initiate public protective actions

– (Evacuation or Shelter-in-Place)

• Establish triage, treatment, and transportation

groups and areas.

• Establish other hazard control zones (Warm and

Cold)

• Maintain responder safety and accountability

Slide 57

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Initial Responders should concentrate efforts to the first 3 Steps

– Recognition and Identification of the Problem from a Safe Distance• Attempt to identify Material(s) involved using:

– Occupancy, Location, and Pre- Incident Plans

– Container Shapes

– Markings and Colors

– Placards and Labels

– Shipping Papers/Facility Documents/MSDS

– Drivers/Subject Matter Experts

– Monitoring and Detection Devices

– Senses of Victims/Signs and Symptoms

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The Connecticut Fire Academy

Recruit Firefighter Program

Presentation Instructor Notes

Unit HM 6.1.2

Chapter 5

Implementing the Planned Response

Slide 58

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Initial Responders should concentrate

efforts to the first 3 Steps

– Recognition and Identification of the

Problem from a Safe Distance (cont.)

• Assess container(s) involved

– Size(s)

– Pressure

– Materials of construction

– Relief devices

– Breaches, Leaks, or Openings

• Conduct Defensive Reconnaissance (RECON)

Slide 59

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Initial Responders should concentrate efforts to the first 3 Steps– Hazard and Risk Assessment

• Assess potential hazards– Thermal

– Radiological

– Asphyxiant

– Corrosive

– Etiological (Biological)

– Mechanical

– Poisonous

• Anticipate potential course and harm of the incident

• Develop initial Incident Action Plan (Go/No-Go)– Defensive

– Non-Intervention

Slide 60

Connecticut Fire Academy – Recruit Program

Hazardous Materials Operational Guidelines

• Perform additional Steps when ICS Established– Usually when formal Command Established

• Shift Commander

• Officer in Charge

• Chief

– Selection of Protective Clothing

– Information & Resource Coordination

– Implementation of Response Objectives

– Air Monitoring

– Decontamination

– Incident Termination

Slide 61

Connecticut Fire Academy – Recruit Program

NEVER FORGET