implementing the planned response ppt instructor notes
TRANSCRIPT
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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 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)
17 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 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
18 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 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