Readiness: Training Identification and Preparedness Planning MGT-418

Course Design Document Version 2.1

Copyright Information

Readiness: Training Identification and Preparedness Planning © National Center for Biomedical Research and Training, Academy of Counter-Terrorist Education, Louisiana State University and A&M College, 2016 All Rights Reserved. Second Edition 2016 This Printing: October 2016 Printed in the United States of America. Reproduction of this document, in whole, or in part, in any form or by any means—graphic, electronic, or mechanical, including photocopying, digital copying, recording, taping, or web distribution or information storage and retrieval systems—is strictly prohibited. This project was supported by Cooperative Agreement Number EMW-2015-CA-00092-S01 administered by the US Department of Homeland Security. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the US Department of Homeland Security. Department of Homeland Security reserves a royalty-free, non-exclusive, and irrevocable license to reproduce, publish, or otherwise use, and authorize others to use, for federal government purposes: (1) the copyright in any work developed under an award or sub-award; and (2) any rights of copyright to which a recipient or sub-recipient purchases ownership with federal support. FEMA’s National Training and Education Division (NTED) offers a full catalog of courses at no cost to help build critical skills that responders need to function effectively in mass-consequence events. Course subjects range from weapons of mass destruction (WMD), terrorism, cyber security, and agro terrorism to citizen preparedness and public works. NTED courses include multiple delivery methods: instructor-led (direct deliveries), train-the-trainer (indirect deliveries), customized (conferences and seminars), and web-based. Instructor-led courses are offered in residence (at a training facility) or through mobile programs, in which courses are brought to state and local jurisdictions that request the training. A full list of NTED courses can be found at http://www.firstrespondertraining.gov.

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Course Description

Overview

The goal of Readiness: Training Identification and Preparedness Planning (RTIPP) is to teach participants how to create effective training plans for their agencies and jurisdictions using an approach that includes the whole community. The RTIPP process stems from the National Preparedness System (NPS) guidelines, and each module is based on a component of the NPS. The components of the NPS are as follows:

• Identifying and Assessing Risks • Estimating Capability Requirements • Building and Sustaining Capabilities • Planning to Deliver Capabilities • Validating Capabilities • Reviewing and Updating

In this course, participants will learn how to implement a training planning process in their communities. First, participants will build an assessment team with representatives from the whole community. The whole community assessment team will understand and enhance the jurisdictional profile and identify and assess risks for its particular community. Next, the team should estimate the capability requirements and establish target skill levels for the capabilities most applicable to its community. Then, the assessment team can analyze its current set of capabilities and identify where its capability training does not meet the skill need. After completing the RTIPP process, participants will discuss RTIPP implementation in their communities, including barriers, and create action plans to deliver and validate capabilities. (DHS 2011a)

Core Capabilities

The terminal learning objectives of this course align with the following core capabilities: • Planning • Public Information and Warning • Operational Coordination • Intelligence and Information Sharing (Prevention and Protection) • Risk Management for Protection Programs and Activities • Community Resilience • Long-Term Vulnerability Reduction • Risk and Disaster Resilience Assessment • Threat and Hazard Identification • Operational Communications • Logistics and Supply Chain Management • Situational Assessment

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Scope

This is a management and planning-level course. Participants’ success in this course requires an open and honest discourse about and evaluation of training gaps in their agencies and jurisdictions. Modules 2 through 6 build on each other, working through a seven-step gap analysis process that focuses on the whole community. Module 7 explores barriers that a community may encounter during RTIPP implementation and allows participants an opportunity to discuss strategies to mitigate those barriers. When implemented in their agencies and jurisdictions, focusing on the whole community approach, the process will allow participants to create comprehensive training plans. This course has one option for delivery: Direct Delivery (DD) format is taught by NCBRT instructors. Participants receive credit for the course but are not certified to instruct.

Target Audience

The target audience for this course includes federal, state, local, and tribal representatives of each of the following response disciplines: law enforcement, emergency medical service, emergency management agency, fire service, hazardous materials personnel, public works, governmental administrative, public safety communication, healthcare, public health, food and agriculture, nongovernmental organizations, and members of the private sector, which encompasses the whole community approach. Also included are individuals whose responsibilities include the following job functions: plan development, including emergency operations plans; training needs determination and management; resource allocation and management (including personnel, equipment, and systems); purchasing and logistics management; exercise coordination, development, and evaluation; capabilities evaluation; and organizational design and management. The course site visit will serve to help jurisdictions place the most appropriate participants into the class delivery of Readiness: Training Identification and Preparedness Planning. Note: At many points in this course, federal, state, and local agencies are mentioned. Whenever this phrase occurs, it should be understood to include tribal and territorial governing agencies as well.

Prerequisites

Participants for this course should optimally have significant expertise in their functional areas and in training management. They should have regular interaction with other response agencies and disciplines, some level of decision-making authority within their agencies, and general knowledge of the community.

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Participants should have knowledge of the jurisdictional emergency response plan and mutual aid agreements as well as discipline-specific internal training processes. Experience with data collection and interpreting reporting tools is important, as is the ability to create an operational calendar at the conclusion of the assessment. Although knowledge of the National Incident Management System (NIMS), the Incident Command System (ICS), and the whole community approach is beneficial, it is not required for this course. The target audience is broadened by the whole community approach, though not all members of the private sector may have been exposed to ICS and NIMS. This course will identify the training needs of the whole community and use ICS and NIMS as the main training vehicle for integration and interoperability. To enroll in this course, participants must be US citizens and must possess or obtain a FEMA student identification number (SID).

Course Length

This course is designed for presentation over two days. Beginning and ending time for instruction can be adjusted to accommodate local requirements at the training location. However, the schedule should permit one 10-minute break approximately every hour and a one-hour lunch break. Total instructional time is 16.0 hours for eight standard modules.

Required Materials and Facilities

NCBRT-Provided The following equipment and materials are required to support instruction in this course:

• Instructor Guide • Instructor ID • Presentation slides • Audiovisual kit • Projection screen • Attendance sheet • Several colors of dry erase markers • Pre-test answer sheet • Post-test answer sheet • At least one 3” x 5” pad of sticky notes per table • One per participant of the following items:

Participant Guide Registration form and test answer sheet DHS Student Assessment of Course and Instructors evaluation form Pre-test Post-test Pencil Tent name card Resource flash drive Laptop or computer, if available, especially on the second day of instruction

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Acronym Helper card ICS/NIMS Training Pyramid handout Plan — Train — Respond — Recover Together card Barrier/Solution Worksheet Copy of the jurisdiction’s THIRA, EOP, and AAR

Host-Provided The host agency will be required to provide the following classroom and logistical needs:

• 40-person classroom (for 30 participants plus instructional support personnel), environmentally controlled (heating, ventilation, and air conditioning [HVAC]); with round or rectangular tables allowing class participants to work in groups (not an auditorium with fixed seating)

• Three additional tables for display materials and as a projector surface • Two easels and easel pads with markers • Audiovisual equipment: projection screen or area in classroom for projection • Eight power outlets in the classroom for audiovisual components and computers used by

the instructional support personnel and participants during the course • Instructor access the day before the class start date for classroom setup • Adequate security to prevent having to reset the classroom daily • Adequate participant and instructor parking • Internet connection

Testing and Certification

Participants will take two tests—a pre-test administered during the first module (prior to instruction), and a post-test administered during the last module after completion of instruction. Each test will include questions that reflect the course objectives and assess participants’ understanding of the learning objectives. Participants who perform successfully on the post-test (scoring 70% or better) will receive a Certificate of Completion. Participants who do not achieve a passing score can re-test. Participants may request a Certificate of Attendance if they require documentation of their presence at the class. Instructors will evaluate individual participation in classroom activities and discussions to determine participants’ achievement of affective goals. Active participation and expressed understanding for and appreciation of the contributions of all emergency response agencies will be accepted as reflecting achievement of affective goals.

Reference List

Aniskoff, Paulette (FEMA Director). 2011. “Toward ‘Whole Community’ Emergency Management.” EM Forum, FEMA. PowerPoint, February 23. http://www.udel.edu/ DRC/emforum/recordings/20110223.pdf.

ASCE (American Society of Civil Engineers). 2016. 2013 Report Card for America’s

Infrastructure. www.infrastructurereportcard.org.

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ASPR (Assistant Secretary for Preparedness and Response). 2012. Healthcare Preparedness Capabilities: National Guidance for Healthcare System Preparedness, January. http://www.phe.gov/preparedness/planning/hpp/reports/documents/capabilities.pdf.

ASTD (American Society for Training and Development). 2010. “Facilitating for Excellence

Certificate Program—NCBRT.” DHS (US Department of Homeland Security). 2011a. “Figure 1. NIMS Core Curriculum.”

National Incident Management System Training Program, 15–16. September. http://www.fema.gov/pdf/emergency/nims/nims_training_program.pdf.

———. 2011b. National Preparedness System, November. https://www.fema.gov/media-library-

data/20130726-1855-25045-8110/national_preparedness_system_final.pdf. ———. 2011c. “The Strategic National Risk Assessment in Support of PPD-8: A

Comprehensive Risk-Based Approach toward a Secure and Resilient Nation.” December. http://www.dhs.gov/xlibrary/assets/rma-strategic-national-risk-assessment-ppd8.pdf.

———. 2011d. A Whole Community Approach to Emergency Management: Principles, Themes,

and Pathways for Action. FDOC 104-008-1. December. http://www.fema.gov/media -library-data/20130726-1813-25045-3330/whole_community_dec2011__2_.pdf.

———. 2013a. NIPP 2013: Partnering for Critical Infrastructure Security and Resilience.

December. https://www.dhs.gov/sites/default/files/publications/National-Infrastructure -Protection-Plan-2013-508.pdf.

———. 2013b. Threat and Hazard Identification and Risk Assessment Guide: Comprehensive

Preparedness Guide (CPG) 201. 2nd ed. August. http://www.fema.gov/media-library-data/8ca0a9e54dc8b037a55b402b2a269e94/CPG201_htirag_2nd_edition.pdf.

———. 2015a. Critical Infrastructure Sectors, October 27. http://www.dhs.gov/critical

-infrastructure-sectors. ———. 2015b. National Preparedness Goal. 2nd ed. September. http://www.fema.gov/media

-library-data/1443799615171-2aae90be55041740f97e8532fc680d40/National _Preparedness_Goal_2nd_Edition.pdf.

———. 2016a. “DHS Announces Funding Opportunities for Fiscal Year (FY) 2016

Preparedness Grants,” press release, February 16. https://www.dhs.gov/news/2016/02 /16/dhs-announces-funding-opportunity-fiscal-year-fy-2016-preparedness-grants.

———. 2016b. National Planning System, February. http://www.fema.gov/media-library

-data/1454504745569-c5234d4556a00eb7b86342c869531ea0/National_Planning _System_20151029.pdf.

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———. 2016c. National Response Framework. 3rd ed. June. http://www.fema.gov/media -library-data/1466014682982-9bcf8245ba4c60c120aa915abe74e15d/National _Response_Framework3rd.pdf.

HHS (US Department of Health and Human Services). 2015. “FEMA’s Functional Needs

Support Services Guidance.” Public Health Emergency, March 19. http://www.phe. gov/Preparedness/planning/abc/Pages/funcitonal-needs.aspx.

Homeland Security Act of 2002. 2002. 6 USC § 101. http://www.dhs.gov/xlibrary/assets/hr_5005

_enr.pdf. LaFree, Gary, and Bianca Bersani. 2012. Hot Spots of Terrorism and Other Crimes in the

United States, 1970 to 2008. University of Maryland National Consortium for the Study of Terrorism and Responses to Terrorism. January 31. http://www.start.umd.edu/sites /default/files/files/publications/research_briefs/LaFree_Bersani_HotSpotsOfUSTerrorism .pdf.

Munich RE. 2012. Severe Weather in North America: Perils, Risks, Insurance. Executive

summary. https://www.munichre.com/site/mram/get/documents_E1449378742/mram /assetpool.mr_america/PDFs/3_Publications/ks_severe_weather_na_exec_summary .pdf.

NCBRT (National Center for Biomedical Research and Training). 2012. A Prepared Jurisdiction:

Integrated Response to a CBRNE Incident. PER-219. Instructor Guide. Version 2.0DR. NTED (National Training and Education Division). 2012. “Course Levels.” November 12.

https://www.firstrespondertraining.gov/content.do?page=courseLevels. ______. 2016. “Federal Emergency Management Agency National Preparedness Directorate

National Training and Education Division Course Catalog.” May 16. https://www.firstrespondertraining.gov/catalogs/NTED_Course_Catalog.pdf.

Powers, Authorities, and Duties of United States Secret Service. 2012. 18 USC § 3056. January

3. http://www.law.cornell.edu/uscode/text/18/3056. Presidential Policy Directive/PPD-8. 2011. “National Preparedness.” March 30.

http://www.dhs.gov/presidential-policy-directive-8-national-preparedness. Presidential Policy Directive/PPD-21. 2013. “Presidential Policy Directive – Critical Infrastructure

Security and Resilience.” February 12. https://www.whitehouse.gov/the-press-office/2013/02/12/presidential-policy-directive-critical-infrastructure-security-and-resil

USA Patriot Act (Uniting and Strengthening America by Providing Appropriate Tools Required to

Intercept and Obstruct Terrorism Act of 2001). 2001. Pub. L. No. 107-56, 115 Stat. 272. https://www.gpo.gov/fdsys/pkg/PLAW-107publ56/pdf/PLAW-107publ56.pdf.

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Evaluation Strategy

Participants are required to complete a course evaluation at the end of the course, which focuses on the following issues:

• Value of materials in supporting the course goal and module objectives • Effectiveness of instruction (instructors presented content in an understandable manner,

used relevant examples, encouraged participation, and answered questions in a clear and concise manner)

• Relevance of instruction to each participant’s assessment of real-world requirements and concerns

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Course Structure/Content Outline

Module 1: Course Overview

Terminal Learning Objective By the end of this module, participants will be able to explain how the RTIPP process will support their communities.

Enabling Learning Objectives By the end of this module, participants will be able to 1-1 engage relationships built in this classroom while performing day-to-day or emergency-

related job responsibilities, and 1-2 explain the organization and content of the course at a high level.

Module 2: Identify and Assess Risk

Terminal Learning Objective By the end of this module, participants will be able to choose appropriate preparedness tools for analyzing capability gaps in their agencies.

Enabling Learning Objectives By the end of this module, participants will be able to 2-1 explain the benefits of a community-based preparedness approach to planning that is

based on integration and interoperability; 2-2 select traditional and national preparedness tools to evaluate readiness in their

agencies, including the National Preparedness Goal and the National Preparedness System; and

2-3 identify threats and hazards of concern to their jurisdictions.

Module 3: Build a Team to Achieve the Whole Community Approach

Terminal Learning Objective By the end of this module, participants will be able to create assessment teams to conduct their jurisdiction training assessments using the whole community approach.

Enabling Learning Objectives By the end of this module, participants will be able to 3-1 explain the benefits of the RTIPP process, 3-2 describe the make-up of the ideal assessment team, and 3-3 describe the responsibilities and qualities required of assessment team members and

the team leader.

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Module 4: Understand and Enhance Your Jurisdictional Profile

Terminal Learning Objective By the end of this module, participants will be able to demonstrate an awareness of their jurisdictions’ characteristics that may affect disaster response and demonstrate the need for specific training, step 2 of the RTIPP process.

Enabling Learning Objectives By the end of this module, participants will be able to 4-1 describe their communities’ characteristics, including geographic areas, key responders,

resource groups, and critical infrastructure; and 4-2 evaluate how their communities’ unique characteristics may affect responses to threats.

Module 5: Estimate Capability Requirements

Terminal Learning Objective By the end of this module, participants will be able to write capabilities-based training goals for their agencies using steps 3 and 4 of the RTIPP process.

Enabling Learning Objectives By the end of this module, participants will be able to 5-1 perform a capability gap analysis using traditional and national preparedness tools, 5-2 list capability gaps that can be closed by training, and 5-3 convert training gaps into clear training goals using proactive methodology for writing

training goals.

Module 6: Build and Sustain Capabilities

Terminal Learning Objective By the end of this module, participants will be able to complete prioritized training plans and multiyear training plans to address training goals in their agencies by using steps 5-7 of the RTIPP process.

Enabling Learning Objectives By the end of this module, participants will be able to 6-1 identify training goal priorities, the personnel in need of the training, and the source

documents of the training goals; 6-2 identify courses needed from quality training providers, given online course catalog

databases; 6-3 consolidate agencies’ training plans into one jurisdictional training plan; and 6-4 create multiyear training plans based on prioritization.

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Module 7: Plan to Deliver Capabilities

Terminal Learning Objective By the end of this module, participants will be able to create action plans to overcome potential barriers to implementing the jurisdiction training assessment process within their communities.

Enabling Learning Objectives By the end of this module, participants will be able to 7-1 clearly articulate potential barriers to implementing the RTIPP process at the

jurisdictional level, and 7-2 develop proactive strategies to address and remove these barriers and implement

RTIPP.

Module 8: Testing and Evaluation

Terminal Learning Objective In this module, participants will complete a comprehensive post-test and course evaluation.

Enabling Learning Objectives In this module, participants will 7-1 complete a comprehensive post-test successfully and 7-2 provide feedback by completing a course evaluation form.

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Course Design Matrix

Module 1: Course Overview

Scope Statement In this module, participants and instructors introduce themselves by engaging in a brief opening activity. Participants complete a registration form and take a pre-test. The pre-test is a self-evaluation to assist participants in determining their level of knowledge regarding the course material before the course begins. Participants then discuss a case study of a community that used the RTIPP process during the preparation, response, and recovery phases. Participants also discuss the definitions of the terms preparedness, integration, and interoperability. Finally, instructors introduce the course modules by name and describe the primary focus of the modules briefly.

Terminal Learning Objective By the end of this module, participants will be able to explain how the RTIPP process will support their communities.

Enabling Learning Objectives By the end of this module, participants will be able to 1-1 engage relationships built in this classroom while performing day-to-day or emergency-

related job responsibilities, and 1-2 explain the organization and content of the course at a high level.

Lesson Topics Welcome, Introductions, Can You Fully Implement Your EOP?, Registration Form, Testing, Course Overview

Instructional Strategy Lecture, Pre-Test, Video, Facilitated Discussion

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor-led discussion to ensure participants understand how instructors will evaluate

performance • Instructor administration of a pre-test to assess participants’ prior knowledge of course

materials

Practical Exercise Statement Not applicable

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Module 2: Identify and Assess Risk

Scope Statement Participants will explore various documents that aid in risk assessment. Then, using traditional and national preparedness tools, participants will collect information about threats and hazards that would have significant effects on their communities. The final result should be a snapshot of the range of threats and hazards that the community could face—from those the community will face frequently to those infrequent events that would stress the core capabilities of the entire nation.

Terminal Learning Objective By the end of this module, participants will be able to choose appropriate preparedness tools for analyzing capability gaps in their agencies.

Enabling Learning Objectives By the end of this module, participants will be able to 2-1 explain the benefits of a community-based preparedness approach to planning that is

based on integration and interoperability; 2-2 select traditional and national preparedness tools to evaluate readiness in their

agencies, including the National Preparedness Goal and the National Preparedness System; and

2-3 identify threats and hazards of concern to their jurisdictions.

Lesson Topics Preparedness, Integration, Interoperability, Building Relationships, Traditional and National Preparedness Tools, Special Considerations

Instructional Strategy Lecture, Facilitated Discussion

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants have gained

from each module

Practical Exercise Statement Not applicable

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Module 3: Build a Team to Achieve the Whole Community Approach

Scope Statement In this module, participants will be introduced to the 7-step RTIPP process and will complete Step 1 of the RTIPP process: Build a team. This module will discuss building a planning assessment team with relevant stakeholders from the whole community.

Terminal Learning Objective By the end of this module, participants will be able to create assessment teams to conduct their jurisdiction training assessments using the whole community approach.

Enabling Learning Objectives By the end of this module, participants will be able to 3-1 explain the benefits of the RTIPP process, 3-2 describe the make-up of the ideal assessment team, and 3-3 describe the responsibilities and qualities required of assessment team members and

the team leader.

Lesson Topics Benefits of Using the RTIPP Process, Step 1: Build a Team, Step 1 Activity: Build a Team

Instructional Strategy Lecture, Facilitated Discussion, Small Group Activity

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants have gained

from each module

Practical Exercise Statement Not applicable

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Module 4: Understand and Enhance Your Jurisdictional Profile

Scope Statement The second step in the RTIPP process is to identify planning factors in order to understand and enhance an accurate jurisdictional profile. Participants will define the geographic and population characteristics, the response community, critical infrastructure within and near the geographic area, and resource groups within and outside of the geographic area, then evaluate how those characteristics may affect a response.

Terminal Learning Objective By the end of this module, participants will be able to demonstrate an awareness of their jurisdictions’ characteristics that may affect disaster response and demonstrate the need for specific training, step 2 of the RTIPP process.

Enabling Learning Objectives By the end of this module, participants will be able to 4-1 describe their communities' characteristics, including geographic areas, key responders,

resource groups, and critical infrastructure; and 4-2 evaluate how their communities' unique characteristics may affect responses to threats.

Lesson Topics Step 2: Understand and Enhance Your Jurisdictional Profile, Step 2 Activity: Understand and Enhance Your Jurisdictional Profile

Instructional Strategy Lecture, Facilitated Discussion, Small Group Activity

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants have gained

from each module

Practical Exercise Statement Not applicable

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Module 5: Estimate Capability Requirements

Scope Statement To fully understand capability requirements, each community, organization, and level of government must consider single threats or hazards as well as the full range of risks they may face. In this module, participants will complete Steps 3 and 4 of the RTIPP process: Identify training needs and Develop training goals. Participants will identify training needs by performing a gap analysis on an applicable plan such as an after-action report (AAR), a Threat and Hazard Identification and Risk Assessment (THIRA), or an emergency operations plan (EOP), and they will begin a practice training plan by developing training needs into training goals.

Terminal Learning Objective By the end of this module, participants will be able to write capabilities-based training goals for their agencies using steps 3 and 4 of the RTIPP process.

Enabling Learning Objectives By the end of this module, participants will be able to 5-1 perform a capability gap analysis using traditional and national preparedness tools, 5-2 list capability gaps that can be closed by training, and 5-3 convert training gaps into clear training goals using proactive methodology for writing

training goals.

Lesson Topics Step 3: Identify Training Needs, Step 4: Develop Training Goals

Instructional Strategy Lecture, Facilitated Discussion, Small Group Activity

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants have gained

from each module

Practical Exercise Statement Not applicable

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Module 6: Build and Sustain Capabilities

Scope Statement This module will take participants through Steps 5 through 7 of the RTIPP process. Using the training plan they began in Module 4, participants will identify the documents their gaps came from, review and prioritize each training goal, identify personnel needing training, and identify available training sources to close the gaps. The participants will then determine the outcomes, identify mission areas from the National Preparedness Goal, and tie the gaps to primary core capabilities. Finally, participants will discuss the steps required to create multiyear training plans.

Terminal Learning Objective By the end of this module, participants will be able to complete prioritized training plans and multiyear training plans to address training goals in their agencies by using steps 5-7 of the RTIPP process.

Enabling Learning Objectives By the end of this module, participants will be able to 6-1 identify training goal priorities, the personnel in need of the training, and the source

documents of the training goals; 6-2 identify courses needed from quality training providers, given online course catalog

databases; 6-3 consolidate agencies’ training plans into one jurisdictional training plan; and 6-4 create multiyear training plans based on prioritization.

Lesson Topics Review of Day 1; Step 5: Identify Priorities, Personnel, and Source Documents; Step 6: Identify Training Sources, Mission Area, and Core Capabilities; Consolidating Training Plans; Step 7: Create a Multiyear Training Plan; RTIPP Process: Review

Instructional Strategy Lecture, Facilitated Discussion, Small Group Activity, Video

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants have gained

from each module

Practical Exercise Statement Not applicable

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Module 7: Plan to Deliver Capabilities

Scope Statement This module focuses on how to begin the process of implementing RTIPP in a jurisdiction. Participants and instructors will identify barriers to implementation and evaluate strategies to overcome these. Participants will create action plans with the next steps to begin implementation.

Terminal Learning Objective By the end of this module, participants will be able to create action plans to overcome potential barriers to implementing the jurisdiction training assessment process within their communities.

Enabling Learning Objectives By the end of this module, participants will be able to 7-1 clearly articulate potential barriers to implementing the RTIPP process at the

jurisdictional level, and 7-2 develop proactive strategies to address and remove these barriers and implement

RTIPP.

Lesson Topics RTIPP is a Training Planning Toolkit, The Grand Traverse County Tornado—An RTIPP Success Story, Activity: Identifying Barriers to Implementation and Exploring Solutions, RTIPP Implementation Toolkit, RTIPP Implementation, Activity: Review Game

Instructional Strategy Lecture, Video, Facilitated Discussion, Small Group Activity, Think-Pair-Share, Individual Reflection, Whole Class Review Game

Assessment Strategy

• Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants gained from

each module

Practical Exercise Statement Not applicable

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Module 8: Testing and Evaluation

Scope Statement In this module, participants complete an objectives-based post-test. They must score a 70% or greater to receive a Certificate of Completion. Participants who do not achieve a passing score can re-test. (They may also request a Certificate of Attendance as documentation of class attendance.) Participants also complete a course evaluation form and provide feedback about the course instruction, content, and materials.

Terminal Learning Objective In this module, participants will complete a comprehensive post-test and course evaluation.

Enabling Learning Objectives In this module, participants will 8-1 complete a comprehensive post-test successfully and 8-2 provide feedback by completing a course evaluation form.

Lesson Topics Introduction, Course Review, Post-Test, Course Evaluation

Instructional Strategy Lecture, Post-Test, Course Evaluation

Assessment Strategy

• Instructor administration of a post-test to assess knowledge participants have gained from each module

Practical Exercise Statement Not applicable

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Course Agenda

Day 1

• Module 1 Course Overview 1.0 hours

• Module 2 Identify and Assess Risk 2.0 hours

• Module 3 Build a Team to Achieve the Whole Community Approach 1.5 hours

• Module 4 Understand and Enhance Your Jurisdictional Profile 1.0 hour

• Module 5 Estimate Capability Requirements 2.5 hours

Day 2

• Module 6 Build and Sustain Capabilities 4.0 hours

• Module 7 Plan to Deliver Capabilities 3.0 hours

• Module 8 Testing and Evaluation 1.0 hour