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Campus Resilience ProgramExercise Starter Kit

Scenario: Active ShooterSetting: Elementary School

Situation Manual[Insert Date]

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Campus Resilience ProgramActive Shooter: Elementary School Tabletop Exercise

Situation Manual

HANDLING INSTRUCTIONS[Planner Note: The purpose of this Situation Manual is to provide a baseline exercise document that Elementary Schools can use to assess their emergency plans, policies, and procedures. The sample content contained in this document can be tailored as necessary to meet the desired goals and outcomes for the exercise by filling in all bracketed content that is highlighted in red. Content that is not in red text may also be modified based on the school district’s or school’s needs. This document is to be used in tandem with the Active Shooter: Elementary School Tabletop Exercise Conduct Briefing and Facilitator Guide; therefore, any changes made to this document will also need to be aligned with those documents.]

The title of this document is the Active Shooter: Elementary School Tabletop Exercise (TTX) Situation Manual. This document should be safeguarded, handled, transmitted, and stored in accordance with appropriate security directives. Reproduction of this document, in whole or in part, is prohibited without prior approval from the exercise planning team. This document has been marked as “FOR DISCUSSION PURPOSES ONLY.”

For more information on this exercise, please consult the following point of contact:

[Lead Planner Name][Position][Organization][Division within Organization][Phone][Email]

iFOR DISCUSSION PURPOSES ONLY



Situation Manual

TABLE OF CONTENTS

Handling Instructions................................................................................................................................... iTable of Contents.........................................................................................................................................iiAgenda......................................................................................................................................................... iiiOverview.......................................................................................................................................................1General Information....................................................................................................................................2

Introduction...............................................................................................................................................2

Overview...................................................................................................................................................2

Objectives and Core Capabilities..............................................................................................................2

Participant Information and Guidance......................................................................................................4

Participant Roles and Responsibilities......................................................................................................4

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

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

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

Module 1: Initial Response..........................................................................................................................6

Background................................................................................................................................................6

Scenario.....................................................................................................................................................6

Discussion Questions................................................................................................................................7

Module 2: Continued Response..................................................................................................................9

Scenario.....................................................................................................................................................9

Discussion Questions................................................................................................................................9

Module 3: Short-Term Recovery..............................................................................................................12

Scenario...................................................................................................................................................12

Discussion Questions..............................................................................................................................12

Appendix A: School Diagram.................................................................................................................A-1Appendix B: Relevant Plans....................................................................................................................B-1Appendix C: Participating Organizations.............................................................................................B-1Appendix D: Acronyms...........................................................................................................................D-1Appendix E: Glossary..............................................................................................................................E-1

FOR DISCUSSION PURPOSES ONLY



Situation Manual

AGENDAActive Shooter: Elementary School Tabletop Exercise

[Date]; [Time]

[Location of Exercise]

[Planner Note: The agenda items and times listed below are general suggestions for the exercise breakdown. Activities and times may be adjusted based on a school district’s or school’s exercise scope, planned audience, and duration.]

[00:00 a.m.] [Welcome and Introductions] [Recommended Time: 5 Minutes]

[00:00 a.m.] [Exercise Overview] [Recommended Time: 10 Minutes]

[00:00 a.m.] Module 1: Initial Response [Recommended Time: 60 Minutes]

[00:00 a.m.] Break [Recommended Time: 10 Minutes]

[00:00 p.m.] Module 2: Continued Response [Recommended Time: 60 Minutes]

[00:00 p.m.] Break [Recommended Time: 10 Minutes]

[00:00 p.m.] Module 3: Short-Term Recovery [Recommended Time: 60 Minutes]

[00:00 p.m.] [Exercise Hot Wash] [Recommended Time: 15 Minutes]

[00:00 p.m.] [Closing Comments] [Recommended Time: 10 Minutes]

iiiFOR DISCUSSION PURPOSES ONLY



Situation Manual

OVERVIEW

Exercise Name Active Shooter: Elementary School Tabletop Exercise

Exercise Date [Insert Date]; [Insert Start Time – End Time]

Scope

This exercise is a discussion-based tabletop exercise, planned for [insert exercise duration] at [insert exercise location]. Divided into three Modules, this exercise will examine response and recovery operations related to an active shooter scenario.

Mission Areas Response and Recovery

Objectives

1. Operational Coordination: Assess the ability to establish an effective command structure that integrates all critical stakeholders to ensure school and community resources are used efficiently to respond to and recover from an active shooter incident.

2. On-Scene Security, Protection, and Law Enforcement: Evaluate the ability to provide a safe and secure environment for students and staff, as well as first responders, during the response to an active shooter incident occurring on school grounds.

3. Mass Care Services: Examine processes and procedures to provide and coordinate mass care services to include life-sustaining, human services, and Psychological First Aid for Schools (PFA-S) during the response to and recovery from an active shooter incident.

4. Public Information and Warning: Assess the ability to deliver coordinated, actionable, age-appropriate, and timely information to critical partners and stakeholders when faced with an active shooter incident.

5. Community Resilience: Assess recovery plans that capture expectations, priorities, and actions of students, staff, families, and the community in the aftermath of an active shooter incident.

ScenarioThe exercise scenario will include an active shooting incident that results in multiple injuries and fatalities on [insert your school’s name] grounds.

Participating Groups/Departments

[Insert Participating Organization]− [Insert Participating Sub-Organization]

A full list of participating organizations is provided in Appendix C.

Sponsoring Organization

[Insert Sponsoring Organization(s)]

Point of Contact[Insert Point of Contact Name], [Position], [Organization]

[Phone number], [Email]

1FOR DISCUSSION PURPOSES ONLY



Situation Manual

GENERAL INFORMATION

Introduction

This document serves as the Active Shooter: Elementary School Tabletop Exercise Situation Manual (SitMan). It includes the exercise goals and objectives, scenario details, as well as discussion questions for use during the exercise. In addition to aligning with the National Preparedness Goal, the content contained in this SitMan has been designed in accordance with Homeland Security Exercise and Evaluation Program (HSEEP) doctrine.

Overview

The U.S. Department of Homeland Security (DHS), Office of Academic Engagement (OAE) is pleased to support the Active Shooter: Elementary School Tabletop Exercise as part of the broader Campus Resilience Program (CR Program) Exercise Starter Kits. This Exercise Starter Kit was made possible through the collaboration and coordination with the Federal Emergency Management Agency (FEMA) National Exercise Division (NED). The broader purpose of each Exercise Starter Kit offered through the CR Program is to support practitioners and senior leaders from the Elementary School education community in assessing emergency plans, policies, and procedures while also enhancing overall Elementary Education resilience. Specifically, this Exercise Starter Kit will provide school districts and schools the opportunity to examine response and recovery operations related to a school mass shooting.

Objectives and Core Capabilities

The following objectives in Table 1 describe the expected outcomes for this exercise. The objectives are linked to core capabilities, which are distinct critical elements necessary to achieve the specific mission area(s).

Table 1: Exercise Objectives and Core Capabilities

Exercise Objective Core Capability

1. Assess the ability to establish an effective command structure that integrates all critical stakeholders to ensure school and community resources are used efficiently to respond to and recover from an active shooter incident.

Operational Coordination

2. Evaluate the ability to provide a safe and secure environment for students and staff, as well as first responders, during the response to an active shooter incident occurring on school grounds.

On-Scene Security, Protection, and Law Enforcement

3. Examine processes and procedures to provide and coordinate mass care services to include life-sustaining, human services, and PFA-S during the response to and recovery from an active shooter incident.

Mass Care Services




Situation Manual

Exercise Objective Core Capability

4. Assess the ability to deliver coordinated, actionable, age-appropriate, and timely information to critical partners and stakeholders when faced with an active shooter incident.

Public Information and Warning

5. Assess recovery plans that capture expectations, priorities, and actions of students, staff, families, and the community in the aftermath of an active shooter incident.

Community Resilience




Situation Manual

PARTICIPANT INFORMATION AND GUIDANCE

Participant Roles and Responsibilities

The term participant encompasses many groups of people, not just those playing in the exercise. Groups of participants involved in the exercise, and their respective roles and responsibilities, are detailed below.

Facilitator(s)The Facilitator will guide exercise play and is responsible for ensuring that participant discussions remain focused on the exercise objectives. They provide additional information and resolve questions as required. They are also responsible for making sure everyone is included in the conversation and has the opportunity to participate.

PlayersPlayers have an active role in discussing their preparedness, response, and recovery activities during the exercise. Players should discuss or initiate actions based on the simulated exercise scenario.

Observers Observers may visit or view selected segments of the exercise but do not actively engage in exercise discussions.

Support StaffThe exercise support staff includes individuals who perform administrative and logistical support tasks during the exercise (e.g., registration, catering, etc.).

Exercise Structure

The Active Shooter: Elementary School Tabletop Exercise will consist of three, [insert duration]-minute Modules that focus on response and recovery operations. Each Module will consist of two separate activities: a scenario overview and facilitated discussions. The exercise facilitator will first provide an overview of the scenario and will then engage participants in facilitated discussions around a set of questions. Discussions should focus on key actions, activities, and decisions that each player would perform given the specific scenario conditions. The three exercise Modules include:

Module 1 will focus on initial response operations following an active shooter incident Module 2 will focus on continued response operations following an active shooter incident Module 3 will focus on short-term recovery operations following an active shooter incident

The approximate duration of each exercise activity is noted in Table 2 below.

[Planner Note: The timing of the items in Table 2 are general suggestions. Activities and times may be adjusted based on a school’s exercise scope, planned attendance, and duration.]

Table 2: Module Structure




Situation Manual

Module 1 Module 2 Module 3

Total Minutes [60 Minutes] [60 Minutes] [60 Minutes]

Scenario Updates [5 Minutes] [5 Minutes] [5 Minutes]

Facilitated Discussions [55 Minutes] [55 Minutes] [55 Minutes]

Exercise Guidelines

This exercise will incorporate a scenario-based format guided by the event objectives. The Modules and associated discussion questions support achievement of the objectives by initiating discussions, facilitating decision-making, and assisting participants in the determination of appropriate response outcomes. This approach allows the discussions to focus on situations within a moving timeline and encourages participants to contribute to the discussion from the perspective of their role in the scenario. The Facilitator will ensure that the scenario moves along at an appropriate pace and that all participants have an opportunity to contribute.

Assumptions and Artificialities

AssumptionsAssumptions are the implied factual foundation for the exercise and are assumed to be present before the exercise starts. The following assumptions apply to the exercise:

Exercise players will use existing plans, policies, procedures, and resources to guide responses Participants may need to balance exercise play with real-world emergencies; real-world

emergencies take priority Discussion questions are intended for school district and/or school personnel; however, they can

be adjusted or answered based on external stakeholder participation (e.g., local first responders, emergency management)

[Insert any additional assumptions that may be relevant to the exercise]

ArtificialitiesDuring this exercise, the following artificialities apply:

The scenario is plausible, and events occur as they are presented There is no “hidden agenda” nor are there any trick questions The scenario assumes certain player actions as it moves through each phase; players should first

discuss the actions stipulated by the scenario Players are welcome to engage in “what if” discussions of alternative scenario conditions [Insert any additional artificialities that may be relevant to the exercise]




Situation Manual

MODULE 1: INITIAL RESPONSE

Background

It is a few days before the end of the school year, and your elementary school is preparing for a Fine Arts night, during which student performances will be conducted, and student art work will be displayed throughout the school. Decorations and art work are being put up in the auditorium, in hallway display cases, and in each of the classrooms. A parent notifies the school that, while at a local coffee shop, she overheard an agitated individual yelling into his cellphone and making threatening remarks regarding the administration and teachers at the school. This individual appeared unstable, and, based on the conversation, the parent is worried about her child’s safety at the school.

Scenario

[Insert Date and Time]

Two hours later, an unidentified individual carrying two large duffle bags is seen walking into the front hall of [insert school name], where students are putting up artwork in hallway display cases and activities are occurring inside the auditorium and classrooms. Soon after, loud “popping noises” and screams can be heard coming from a hallway on the first floor. The suspect enters classrooms one by one and begins firing a rifle indiscriminately at anyone he sees. Hearing the shots and screams, teachers and staff in other classrooms begin turning off lights, barricading doors, and hiding their students while trying to keep them focused, quiet, and calm. Several of the fourth and fifth grade students who had been in the auditorium are seen fleeing the building; some of them are covered in blood and appear to be in shock. The gunman leaves the first floor through a stairwell and proceeds to walk up the stairs towards the second floor. The sound of popping noises and screaming continues sporadically. Local 9-1-1 operators receive calls from teachers and staff inside the school reporting popping noises, screaming, and flashes of light. Calls are frantic and do not provide a detailed description of the threat. [The school resource officer hears gun shots and sees people frantically fleeing the building and leaving the surrounding area. She runs into the building and hears shots coming from an upper floor. She runs up the stairs and encounters the gunman in a second-floor hallway. The officer is hit and goes down outside one of the classrooms. The officer contacts dispatch and requests back up and medical assistance as she crawls to find cover.] First responders from the local police department, fire-rescue, and emergency medical services (EMS) begin to arrive on scene.


Figure 1: Elementary School Classroom

Figure 2: The Shooter Walks Down the Hallway



Situation Manual

Discussion Questions

Operational Coordination1. What plans, policies, and procedures does your school district or school have in place to respond

to an active shooter event? a. Does your school district or school have an Emergency Operations Plan (EOP)?b. Has the EOP been shared with local first responders?

2. What are your school district’s or school’s initial priorities?3. How would your school district or school establish a command structure to coordinate your

immediate response efforts?a. Is there a single individual (or position) within your school district or school who would

make leadership decisions?b. Who are your key internal and external partners, and how would your school district or

school incorporate them into this command structure? i. Does your school have a school resource officer (SRO)?

ii. Does your school district or school have existing partnerships with local first responders?

iii. Are there roles and responsibilities for leadership within your school district or school, as applicable?

c. How can your school district or school coordinate with private and public partners to ensure a unified response effort?

4. What resource gaps could limit your school district’s or school’s ability to respond to an active shooter incident?

a. What community resources and aid agreements could compensate for these resource gaps?

5. [Insert additional discussion questions as appropriate]

On-Scene Security, Protection, and Law Enforcement1. In terms of securing the scene, what are the immediate priorities? [Do you know what your local

first responders’ immediate priorities are as well?]a. What plans, policies, or procedures are in place to maintain the safety of your students

and staff during initial response efforts? b. Do you have plans to evacuate, lock down, or shelter-in-place students, staff, and

visitors?c. Do these plans address accessibility concerns for shelter sites and evacuation routes for

those with language needs or access and functional needs?d. Do these plans address those students who may not be with staff or in a classroom at the

time of the incident? 2. Given the situation, what protective measures, if any, would you adopt at this point?

a. Do your staff and your local first responders have access to the building schematics and other pertinent information (e.g., locations of locks and access controls)?

b. Do your local first responders have advance information on where students and staff are likely to be sheltering or evacuating, based on your existing plans?

c. Do your staff and your local first responders know the location of public address systems, security cameras, and alarm controls?

3. How would resource needs be prioritized in the event of a secondary attack? 4. Have you trained or exercised with your local first responders? 5. [Insert additional discussion questions as appropriate]




Situation ManualMass Care Services

1. What are your school district’s or school’s immediate mass care priorities? a. Do your staff and your local first responders know the location of medical supplies?b. Have any of your staff participated in mass-casualty training (e.g., “Stop the Bleed” or

Tactical Emergency Casualty Care [TECC])?c. Are any of your staff trained to provide PFA-S?

2. What partners would you begin to coordinate with at this point?a. Who are your internal partners?b. Who are your external partners? c. Do you have existing partnerships with these individuals or organizations?

3. What critical decisions might need to be made at this point?a. Who in your school district or school is responsible for making and coordinating these

decisions? 4. [Insert additional discussion questions as appropriate]

Public Information and Warning1. How does your school district or school issue warnings, alerts, and other emergency messaging?

a. Does your school district or school use pre-scripted or automated messaging that would expedite critical communications?

b. Does your school district or school have age-appropriate messaging for this type of incident?

c. Do your communication methods include the capability to communicate with students and staff who have language needs or access and functional needs?

d. Are your communications protocols known and accessible to the staff and local emergency responders who may need to implement these protocols?

2. What plans, policies, and procedures does your school district or school have in place to guide your internal and external communications strategies?

a. Who are the internal partners you need to communicate and coordinate actions with regarding the incident?

b. Who are the external partners you need to communicate and coordinate actions with regarding the incident?

c. What information should your school district or school release to them at this time? How is this information released?

3. What individual (or position) coordinates and delivers your school district’s or school’s public messaging?





Situation Manual

MODULE 2: CONTINUED RESPONSE

Scenario

[Insert Date and Time + 15 Minutes]

Local law enforcement officials arrive on scene within minutes of the first 9-1-1 call, made from a staff member’s cell phone on the second floor of the building. Police quickly enter the building [and ascend the stairs to the second floor where the wounded officer called in her request for backup]. They begin a systematic search of the building for the gunman and call for the local special weapons and tactics (SWAT) team to respond and aid in the search for the suspect.

The shooter barricades himself inside a second-floor stairwell and hears police activity below. Once he sees police on the second-floor landing, he fatally shoots himself. SWAT and local authorities begin rescue operations.

[Insert Date and Time + 1 Hour]

National and local media outlets are beginning to provide coverage of the incident, and there is reporting on social media platforms as the event unfolds. Conflicting information is being reported on various networks, including rumors of multiple suspects involved in a shooting rampage at the school.

Upon hearing the news reports, parents begin inundating the school with phone calls; others arrive at the school, wanting to know if their children are safe and demanding information. Several distraught parents require medical attention.

Law enforcement begins to conduct a building and grounds search for possible accomplices or secondary devices.


Operational Coordination1. What plans, policies, and procedures does your school district or school have in place to guide

response efforts at this point? a. If applicable, does your school district have specific plans for all schools within the

district?b. How have your priorities shifted?

2. How would your school district or school administrators integrate into the law enforcement command structure to coordinate emergency response efforts?

a. Who are the key decision-makers at this point? b. What are their specific roles and responsibilities? c. If applicable, what is the role of your school district, the district authorities, and public

officials?3. How do key decision-makers collect information to assess the situation, including the number of

injuries and fatalities? 4. What operational resources are currently available?


Figure 3: Law Enforcement Officers Arrive on Scene



Situation Manuala. What plans, agreements, and contingency contracts are in place to address potential

resource shortages? 5. Who are the key external partners that would support response efforts?

a. How would your school district or school coordinate and communicate with these partners?


On-Scene Security, Protection, and Law Enforcement1. What response plans and protocols would your school district or school activate at this point?

a. What partners would be involved in managing and securing the scene?b. Are your students and staff familiar with rescue operations and procedures, as well as the

expected actions of the local first responders at the scene?2. How will students and staff know when the school is safe and the scene is secure?3. What additional protective measures would be implemented at this time based on your earlier

decision to either evacuate, shelter-in-place, or lock-down the school?4. How would you begin to conduct personnel accountability for students and staff?5. [Insert additional discussion questions as appropriate]

Mass Care Services1. What potential mass-care coordination challenges does this type of incident pose for school

administrators while working with emergency managers and law enforcement response personnel?

2. How would your school district or school address challenges of injured students and staff both on-scene and among those fleeing away from the scene?

a. How will you coordinate with emergency responders and emergency care facilities to identify, locate, and transport injured or deceased persons?

3. Does your school district or school have a family reunification plan in place?a. If yes, has the plan been shared with parents, guardians, and designated emergency

contacts? With your staff and with the applicable local first responders?b. Does the plan address pre-designated locations and communications requirements? c. What external partners, if any, would support family reunification?d. What challenges, if any, does this incident pose for family reunification efforts?


Public Information and Warning1. How does your school district or school ensure consistent, coordinated public messaging

throughout this phase of response operations?a. Who is responsible for delivering this public messaging?b. How does this messaging accommodate students, staff, and families with language needs

or access and functional needs? 2. How does your school district or school ensure timely and accurate updates for internal and

external partners throughout the response period? a. Who is responsible for delivering these updates? b. What sort of information is your school district or school releasing at this point?




Situation Manual3. How and when does your school district or school activate its crisis communications plan? 4. How does your school district or school notify families, key partners, and the public of fatalities

or serious injuries? 5. [Insert additional discussion questions as appropriate




Situation Manual

MODULE 3: SHORT-TERM RECOVERY

Scenario

[Insert Date and Time + 4 Hours]

After a few hours, response personnel confirm that the threat has been neutralized. Law enforcement confirm that the gunman was indeed related to the credible threat reported by a parent earlier in the day. Law enforcement completes the building and grounds search for possible accomplices or secondary devices and clears the school and grounds of any additional suspects or threats.

Individuals that sustained gunshot wounds and other injuries at the scene of the shooting have been transported to healthcare facilities and hospitals in the area. At this time, your school is still compiling information on the number of wounded and determining how many patients each hospital has received. Additionally, your school has transitioned from emergency response to fatality management operations for approximately [insert number] fatalities on several floors of the [insert school name] building. Your school is working to confirm the identities of the deceased.

Your school has implemented family reunification protocols to support reunification and provide resources and services for the impacted families, students, and staff.

Parents are active on social media, posting that they are worried about their children returning to school and participating in upcoming school activities and end of the year events.


Operational Coordination1. How does your school district or school coordinate the transition from response to short-term

recovery efforts?2. What plans, policies, and procedures guide your school district’s or school’s recovery process?

a. Who is responsible for coordinating short- and long-term recovery efforts?b. What are your school district’s or school’s priorities for short-term recovery?

3. What resource gaps could limit your school district’s or school’s ability to meet these priorities?a. What community resources or aid agreements could compensate for those gaps?b. How can your school district or school coordinate with private and public partners to

ensure a whole-community recovery effort? 4. [Insert additional discussion questions as appropriate]

On-Scene Security, Protection, and Law Enforcement1. What plans or procedures are in place to manage and secure the scene following the incident?

a. How do these account for situations involving mass fatalities or casualties?b. At what point can a scene be considered safe or secure?c. Who is responsible for making this determination?


Figure 4: Emergency Response Personnel Begin Recovery Actions



Situation Manual2. What partners would be engaged to assist with these efforts?3. What is the process for tracking the status and location of individuals who have been injured or

fatally wounded?4. [Insert additional discussion questions as appropriate]

Mass Care Services1. What are your school district’s or school’s mass care recovery priorities at this point?

a. What type of information or services are you providing?b. What stakeholders would your school district or school engage to assist with this effort?

2. How does your school district or school handle the notification of death or injury to relatives? 3. What plans or policies are in place to support affected populations with counseling and

behavioral health resources?4. What additional resources, if any, would be needed to support family reunification and other

support services for families, students, and staff?5. [Insert additional discussion questions as appropriate]

Public Information and Warning1. How does your school district or school ensure consistent, coordinated public messaging

throughout the recovery period?a. How does your school district’s or school’s communications strategy transition from

response-oriented to recovery-oriented messaging? 2. How does your school district or school provide internal and external partners with timely

updates concerning recovery efforts? With families, students, staff, and alumni?3. Do your recovery communications methods include the capability to communicate with students

and staff with language needs or access and functional needs? 4. [Insert additional discussion questions as appropriate]

Community Resilience1. Has your school district or school and your community thought about the aftermath of this type of

incident and what the priorities, needs, and expectations of the students, staff, families, and community would be?

2. Does your school district or school have the ability to support long-term behavioral health needs for students and staff? If not, are there public or private resources that can support these requirements?

3. What actions, if any, have been identified to help the community heal?4. What mechanism do you use to communicate with and encourage your students, staff, and

families to take individual steps to prepare for a potential active shooter incident?5. [Insert additional discussion questions as appropriate]




Situation Manual

APPENDIX A: SCHOOL DIAGRAM [Insert current school diagram. If one is not available, then this generic school diagram may be used.]

A-1FOR DISCUSSION PURPOSES ONLY

Figure 5: Sample School Diagram



Situation Manual

APPENDIX B: RELEVANT PLANS [List any relevant plans, policies, or procedures to be tested during the exercise]

B-1FOR DISCUSSION PURPOSES ONLY



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APPENDIX C: PARTICIPATING ORGANIZATIONS

Participating Organizations[Insert Participating Organization]

[Insert Participating Organization]






C-1FOR DISCUSSION PURPOSES ONLY



Situation Manual

APPENDIX D: ACRONYMS

Acronym TermCR Program Campus Resilience Program

DHS Department of Homeland Security

EMS Emergency Medical Services

EOP Emergency Operations Plan

FEMA Federal Emergency Management Agency

HSEEP Homeland Security Exercise and Evaluation Program

NED National Exercise Division

OAE Office of Academic Engagement

OCMEPFA-S

Office of the Chief Medical ExaminerPsychological First Aid for Schools

SitMan Situation Manual

SRO School Resource Officer

SWAT Special Weapons and Tactics

TECC Tactical Emergency Casualty Care

TTX Tabletop Exercise

[Acronym] [Term]

[Acronym] [Term]

[Acronym] [Term]

D-1FOR DISCUSSION PURPOSES ONLY



Situation Manual

APPENDIX E: GLOSSARY

Term DefinitionActive Shooter An individual actively engaged in killing or attempting to kill

people in a confined space or other populated area, most often using firearms and following no pattern or method in the section of victims (DHS Active Shooter)

After Action Report (AAR) The AAR summarizes key exercise-related strengths and areas for improvement, and establishes a list of action items, a timeline and assignment of responsibilities for completion of action items.

All-Hazards A grouping classification encompassing all conditions, environmental or human-caused, that have the potential to cause injury, illness, or death; damage to or loss of equipment, infrastructure services, or property; or alternatively causing functional degradation to social, economic, or environmental aspects. (National Infrastructure Protection Plan [NIPP])

Best Practices Best practices are peer-validated techniques, procedures, and solutions that prove successful and are solidly grounded in actual experience in operations, training, and exercises.

Capabilities-Based Planning Capabilities-based planning is defined as planning, under uncertainty, to build capabilities suitable for a wide range of threats and hazards while working within an economic framework that necessitates prioritization and choice. Capabilities-based planning is the basis for guidance such as the National Preparedness Goal.

Capability A capability may be delivered with any combination of properly planned, organized, equipped, trained, and exercised personnel to achieve an intended target.

Consequence The effect of an event, incident, or occurrence. (National Preparedness Goal [NPG])

Core Capabilities Distinct critical elements necessary to achieve the National Preparedness Goal.

Corrective Action Corrective actions are the concrete, actionable steps intended to resolve preparedness gaps and shortcomings experienced in exercises or real-world events.

Emergency Operations Center (EOC)

The physical location at which the coordination of information and resources to support incident management (on-scene operations) activities normally takes place. An EOC may be a temporary facility or may be located in a more central or permanently established facility, perhaps at a higher level of organization within a jurisdiction. EOCs may be organized by major functional disciplines (e.g., fire, law enforcement, medical services), but jurisdiction (e.g., Federal, State, regional, tribal, city, county), or by some combination thereof.

E-1FOR DISCUSSION PURPOSES ONLY



Situation Manual

Term DefinitionEmergency Operations Plan (EOP)

An ongoing plan for responding to a wide variety of potential threats and hazards. (National Incident Management System [NIMS])

Exercise An instrument to train for, assess, practice, and improve performance in prevention, protection, mitigation, response, and recovery capabilities in a risk-free environment. Exercises can be used for testing and validating policies, plans, procedures, training, equipment, and interagency agreements; clarifying and training personnel in roles and responsibilities; improving interagency coordination and communications; improving individual performance; identifying gaps in resources; and identifying opportunities for improvement. (Homeland Security Exercise and Evaluation Program [HSEEP] 2013)

First Responders Those individuals who, in the early stages of an incident, are responsible for the protection and preservation of life, property, evident, and the environment, including emergency response providers as defined in section 2 of the Homeland Security Act of 2002 (6 U.S.C. 101), as well as emergency management, public health, clinical care, public works, and other skilled support personnel (such as equipment operators) that provide immediate support services during prevention, response, and recovery operations.

Hazard Something is potentially dangerous or harmful, often the root cause of an unwanted outcome (NIPP, NIMS); natural or man-made source or cause of harm or difficulty. (DHS Risk Lexicon)

Homeland Security Exercise and Evaluation Program (HSEEP)

HSEEP is a program that provides a set of guiding principles for exercise programs, as well as a common approach to exercise program management, design and development, conduct, evaluation, and improvement planning.

Imminent Threat Intelligence or operational information that warns of a credible, specific, and impending terrorist threat or ongoing attack against the United States and its territories that is sufficiently specific and credible to recommend implementation of protective measures to thwart or mitigate against an attack. (NPG)

Incident An occurrence, caused by either human action or natural phenomena, that may cause harm and may require action. Incidents can include major disasters, emergencies, terrorist attacks, terrorist threats, wild and urban fires, floods, hazardous materials spills, nuclear accidents, aircraft accidents, earthquakes, hurricanes, tornadoes, tropical storms, war-related disasters, public health and medical emergencies, and other occurrences requiring an emergency response. (NIPP, DHS Risk Lexicon)




Situation Manual

Term DefinitionIncident Command System (ICS)

A standardized on-scene emergency management construct specifically designed to provide an integrated organizational structure that reflects the complexity and demands of single or multiple incidents, without being hindered by jurisdictional boundaries. ICS is the combination of facilities, equipment, personnel, procedures, and communications operating within a common organizational structure, designed to aid in the management of resources during incidents. It is used for all kinds of emergencies and is applicable to small as well as large and complex incidents. ICS is used by various jurisdictions and functional agencies, both public and private, to organize field-level incident management operations. (NIMS)

Incident Management The broad spectrum of activities and organizations providing effective and efficient operations, coordination, and support applied at all levels of government, utilizing both governmental and nongovernmental resources to plan for, respond to, and recover from an incident, regardless of cause, size, or complexity. (NIMS)

Mitigation The capabilities necessary to reduce loss of life and property by lessening the impact of disasters. (NPG)

National Incident Management System

A set of principles that provides a systematic, proactive approach guiding government agencies at all levels, nongovernmental organizations, and the private sector to work seamlessly to prevent, protect against, respond to, recover from, and mitigate the effects of incidents, regardless of cause, size, location, or complexity, in order to reduce the loss of life or property and harm to the environment. (NIMS)

National Preparedness The actions taken to plan, organize, equip, train, and exercise to build and sustain the capabilities necessary to prevent, protect against, mitigate the effects of, respond to, and recover from those threats that pose the greatest risk to the security of the Nation. (NPG)

National Preparedness Goal The National Preparedness Goal defines the core capabilities necessary to prepare for the specific types of incidents that pose the greatest risk to the security of the Nation. The Goal emphasizes actions aimed at achieving an integrated, layered, and all-of-Nation preparedness approach that optimizes the use of available resources. Specifically, the Goal defines success as: A secure and resilient Nation with the capabilities required across the whole community to prevent, protect against, mitigate, respond to, and recover from the threats and hazards that pose the greatest risk.

National Preparedness System The National Preparedness System is an integrated set of guidance, programs, and processes that will enable the Nation to meet the National Preparedness Goal.




Situation Manual

Term DefinitionPreparedness Actions taken to plan, organize, equip, train, and exercise to build

and sustain the capabilities necessary to prevent, protect against, mitigate the effects of, respond to, and recover from those threats that pose the greatest risk to the security of your community. Preparedness is a continuous process.

Prevention The capabilities necessary to avoid, prevent, or stop a threatened or actual act of terrorism. For the purposes of the prevention framework call for in Presidential Policy Directive (PPD)-8, the term “prevention” refers to preventing imminent threats. (NPD)

Protection The capabilities necessary to secure the homeland against acts of terrorism and manmade or natural disasters. (NPG)

Psychological Consequence Effect of an incident, event, or occurrence on the mental or emotional state of individuals or groups resulting in a change in perception and/or behavior. (DHS Risk Lexicon)

Public Information Processes, procedures, and systems for communicating timely, accurate, and accessible information on an incident’s cause, size, and current situation; resources committed; and other matters of general interest to the public, responders, and additional stakeholders (both directly affected and indirectly affected).

Recovery The capabilities necessary to assist communities affected by an incident to recover effectively. (NPG)

Resources Personnel and major items of equipment, supplies, and facilities available or potentially available for assignment to incident operations and for which status is maintained. Resources are described by kind and type and may be used in operational support or supervisory capacities at an incident or at an Emergency Operations Center. (NIMS)

Response The capabilities necessary to save lives, protect property and the environment, and meet basic human needs after an incident has occurred. (NPG)

Risk The potential for an unwanted outcome resulting from an incident, event, or occurrence, as determined by its likelihood and the associated consequences. (NIPP, DHS Risk Lexicon)

Risk Assessment A product of process which collects information and assigns values to risks for the purpose of informing priorities, developing or comparing courses of action, and informing decision making. (DHS Risk Lexicon)

Security The protection of the Nation and its people, vital interests, and way of life. (NPG, PPD-8)

Stakeholders Individuals or groups that will be affected in any way by an action or policy including businesses, private organizations, and citizens. They can provide input into the development, review, and implementation of the damage assessment plan, based on their participation in all aspects of a disaster.




Situation Manual

Term DefinitionThreat A natural or manmade occurrence, individual, entity, or action that

has or indicates the potential to harm life, information, operations, the environment, and/or property. (NIPP, DHS Risk Lexicon)

Vulnerability A physical feature or operational attribute that renders an entity open to exploitation or susceptible to a given hazard. (NIPP, DHS Risk Lexicon)

Whole Community A focus on enabling the participation in national preparedness activities of a wider range of players from the private and nonprofit sectors, including nongovernmental organizations and the general public, in conjunction with the participation of Federal, state, and local governmental partners in order to foster better coordination and working relationship. (NPG)

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[Term] [Definition]

[Term] [Definition]


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