arc trainers guide updated_4_4_15

RESPONDER MANUAL:TRAIN THE TRAINER GUIDEBOOK

April 4th, 2015

The Train-the-Trainer Responder Manual 2014 1

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This Train-the-Trainer Manual Will Cover the Following:

Response Orientation

Mission

Vision

Values

Code of Conduct

Fundamentals

Instructions to SABA Online Courses

Volunteer Connection

Ride Along

Response Teams

Module 1: Getting Started

Module 2: Damage Assessment

Module 3

Module 4

Module 5

Safety and Procedures

DCS Ops

Team Organization


Introduction: Getting Started at the American Red Cross in Greater New York Chapter

Disaster preparedness planning is a continuous process that guides disaster relief responders and assists in the on-going evaluation of our chapter's readiness.

The appropriate disaster response is dependent upon the incident: type, location, size, and scope. Relief may be thought of as a "measured response" to a given event. In general, the structure that works best for recurrent family emergencies within our community is the response teams. This group of dedicated people is prepared to respond to the traditional emergency needs of the single or multiple families most often affected by fire. As the disaster response is initiated, the first persons on the scene evaluate the need for additional personnel and/or equipment. For example, if there are more families involved than the responding response teams can assist in a timely fashion, additional team members can be activated to respond. If mass care feeding in the field is needed, the response teams may initiate canteen service, providing hot coffee and snacks from their vehicle.

The pivotal decision point in disaster preparedness planning is when to make the decision to augment, or replace the response teams response with that of the chapter's Disaster Plan - a Disaster Relief Operation.

1.1 Mission of the American Red CrossThe American Red Cross prevents and alleviates human suffering in the face of emergencies by mobilizing the power of volunteers and the generosity of donors.

1.2 Vision Aspire to turn compassion into action so that all people affected by disaster across the country and around the world receive care, shelter and hope our communities are ready and prepared for disasters; everyone in our country has access to safe, lifesaving blood and blood products; all members of our armed services and their families find support and comfort whenever needed; and in an emergency, there are always trained individuals nearby, ready to use their Red Cross skill to save lives.


1.3 ValuesWe reaffirm our commitment to the Fundamental Principles of the International Red Cross and Red Crescent Movement and add to these principles five values that are essential to our continued success in meeting our mission.

Compassionate: We are dedicated to improving the lives of those we serve and to treating each other with care and respect.

Collaborative: We work together as One Red Cross family, in partnership with other organizations, and always embrace diversity and inclusiveness.

Creative: We seek new ideas, are open to change and always look for better ways to serve those in need.

Credible: We act with integrity, are transparent guardians of the public trust and honor our promises.

Committed: We hold ourselves accountable for defining and meeting clear objectives, delivering on our mission and carefully stewarding our donor funds.

1.4 Code of ConductDisaster Team Members must read and sign the Volunteer Agreement and abide by the FundamentalPrinciples of the Red Cross: Humanity Impartiality Neutrality Independence Voluntary Service Unity Universality

1.5


1.6 FundamentalsHumanity: The Red Cross, born of a desire to bring assistance without discrimination to the wounded on the battlefield, endeavors—in its international and national capacity—to prevent and alleviate human suffering wherever it may be found. Its purpose is to protect life and health and to ensure respect for the human being. It promotes mutual understanding, friendship, cooperation and lasting peace amongst all peoples.

Impartiality: It makes no discrimination as to nationality, race, religious beliefs, class or political opinions. It endeavors to relieve the suffering of individuals, being guided solely by their needs, and to give priority to the most urgent cases of distress.

Neutrality: In order to continue to enjoy the confidence of all, the Red Cross may not take sides in hostilities or engage at any time in controversies of a political, racial, religious or ideological nature.

Independence: The Red Cross is independent. The national societies, while auxiliaries in the humanitarian services of their governments and subject to the laws of their respective countries, must always maintain their autonomy so that they may be able at all times to act in accordance with Red Cross principles.

Voluntary service: The Red Cross is a voluntary relief movement not prompted in any manner by desire for gain.

Unity: There can be only one Red Cross society in any one country. It must be open to all. It must carry on its humanitarian work throughout its territory.

Universality: The Red Cross is a worldwide institution in which all societies have equal status and share equal responsibilities and duties in helping each other.

1.7


1.8 Instructions to Access SABA Online CoursesIn order to access online courses you need to have an account in SABA, which is the online training site that is used national by the American Red Cross.

1 Accessing SABA,

Go to the Home page in SABA. The link is:a. https://classes.redcross.org/saba/web/main b. If you do not have an existing account use the New Users tab to

create one.2 Find courses in SABA

Select the Advance Search tab. You will now be directed to the Offerings page: Fill in your zip code. For the Radius field select 5 miles. In the Category Field select Disaster Response Training. The Start Date will be defaulted to today’s date. For the End Date use one month greater than the Start Date. Select Search Leaning Catalog tab. Now search through the list of courses:

1. Shelter Fundamentals 2. Feeding Fundamentals3. Disaster Services: An Overview (Module 1) 4. Basic Food Safety 5. Bulk Distribution Fundamentals6. Psychological First Aid via Classroom only7. Recovery Services: An overview8. Casework and Recovery Planning Fundamentals9. Mass Care Overview10.Disaster Assessment Fundamentals

Select the Register option. You will now be on the Create Orderpage:

Select Place Order, which is on the bottom of the page. Select Go To My Enrollments tab and Launch the course.


https://classes.redcross.org/saba/web/main

3 FEMA Courses

ICS 100 Offered Online and Classroom (via Community Partners)

• ICS 700 Offered Online and Classroom (via Community Partners)

• ICS 800 Offered Online and Classroom (via Community Partners)

Please note that the courses (listed above) are part of the Core Capability Volunteers Program. The CCV Program will define a Core Capability Volunteer as a volunteer who has successfully completed all of the thirteen (13) Core Capability Courses.

1.9 How to register for a classroom class in Volunteer Connection:

1. Using your login information sign into Volunteer Connection: https://volunteerconnection.redcross.org/?nd=login&logout=1

2. Select the My Chapter tag.3. On the drop down menu select, Disaster Training Calendar tag.4. If you see a course that you would like to take click on the class. You will

now see information about the class for example location, time, description of course material to be covered and any prerequisites needed to take prior to this class.

5. If you want to register for the class than select the More Info button in the description box.

6. You will now be taken to the SABA system. You will need to use your SABA login information to gain access to the system. Note: This information may be different from the login information you used for the Volunteer Connection system.

7. Once logged into the SABA system you will automatically be placed into the registration screen for the course you selected.On the bottom of the page please select Place Order. This willregister you for the course and send you an email confirmation to the email address connected to your SABA account.Should you have any questions please contact the Disaster Training Department at [email protected].

1.10 Ride Along Shift (Active )


1. Sign in, get gear and radio• Have RIT be your shadow as you get ready for your shift. Take them to sign in get gear and radio. Check in with the Emergency Communications Center Check in with Team Leader Meet the Response Manager

2. Check go bag for Helmet and Flashlight• As you get RIT’s go bag ensure it has a helmet and flashlight, also give

them a belt.3. Segment 1 of the orientation

• Can be found in N-Drive -> disaster planning and response -> training responder -> training for the Ride Along -> orientation to be given. Go over segment 1 of orientation.

4. Assist in van preparation• Prepare the van and have RIT observe as you prepare the van

5. Review Nextel usage guidelines (material can be found in their packet)• Tell them the guidelines as you remember them

6. Use Nextel to communicate w/ECC and others• Call into ECC as an example them have RIT call into ECC

7.Segment 2 of the orientation• Can be found in N-Drive -> disaster planning and response -> training responder -> training for the Ride Along -> orientation to be given. Go

over segment 2 of orientation.

8. Observe basic reports to ECC via radio• Give reports to ECC with RIT near so they could observe as you give reports to ECC

9. Observe client interview• Take RIT with you to the client and inform RIT that they are about to observe a client interview.

10. Note assistance provided• If any assistance is provided, briefly state what assistance you provided.

11. Assist in Mass Care distribution• Allow RIT to give the clients the mass care you set aside for the clients.

12. Replenish any supplies used during the shift• Replenish supplies while RIT observes

13. Return equipment• Once again have RIT be your shadow as you return all equipment.

14. Review DCSOps/Volunteer Connections on How to Sign up for Shifts


and enter contact info (for SMS Texting)15. Interview Response Manager16. Sign out17. Notify SSR of the end of shift

1.11 Response TeamsThe American Red Cross in Greater New York (ARC/GNY) response teams are organized to quickly place trained American Red Cross personnel at the scene of a disaster, to provide immediate, emergency assistance to clients and to provide support for emergency personnel at the incident ARC/GNY response teams operate out of Chapter Headquarters and Areas Offices. Regardless of where teams are based, the level of service to clients is consistent in quality and delivery. For area office and headquarters locations, see Appendix 2 in the Responder Manual.

Response Team Responsibilities

Makes contact with the Incident Commander, or ranking public officials and other appropriate authorities at the disaster scene to coordinate American Red Cross actions with those of the fire department, police, emergency management authorities and other agencies that are involved with the disaster relief efforts.

Makes a rapid appraisal of the total situation, completes damage assessment-related records, including dwelling surveys, and immediately conveys this to the Emergency Communications Center.

Meets the immediate needs for food, clothing, shelter, transportation and other humanitarian services that may be needed.

Determines the immediate need for American Red Cross Disaster Relief services and support beyond the Response Team capability, and relays this information to the Emergency Communications Center

Provides information for follow-up contact with the chapter's caseworkers.

In order to provide shelter, the response teams will: Suggest temporary housing with family or friends, or House clients in available hotels, or Open a temporary shelter, if necessary.

Response Team Leadership


Leadership is defined as the ability to guide individuals or a group in establishing and achieving goals; acting as a role model and inspiring individuals with a sense of pride and accomplishment.Response team leadership must manage the "things” at a disaster; the paperwork, the resources, the vehicles, the Nextels and laptops, etc. But the response team leader must also lead the people. providing disaster volunteers, clients, and emergency workers with a sense of direction, accomplishment and hope. However, response team leadership is not the sole responsibility of DAT captains, Sr. Responders or Supervisors; all ARC/GNY Responders are expected to provide leadership in the face of disaster by providing safety, comfort and reassurance to the affected; communicating effectively and using Chapter resources wisely; and by working constructively with ARC/GNY partners (FDNY, NYPD, etc.) in the field.

For a full list of roles and responsibilities, please refer to Appendices 3, 4, 5 and 6; also see the notes on partner agencies on Appendices 27 and 28 in the Responder Manual


OBJECTIVES OF SECTION 1Part 1: Teaching Notes

To introduce the Train-the-Trainer manual as well as review exercises and examples from the perspective of a level 3, level 4 responder and Captain.

To get the trainers engaged in the scenarios and exercise provided on this manual.

Preparation for section 1Organize your teaching venue to have the following equipment:

Helmet ARC Vest iPad First Aid KitFlashlights Cambros GPS/Map Book Boots

ARC Jackets Nextel Radios CAC cards

Section 1: Getting Started (Module 1)

Setup: For the trainers to show the class on how the equipments above are used.

Facilitation: Tell the class that the workshop is to refresh our memories through scenarios and discussions in getting started. Mention that they will not be evaluated. However, these exercises and discussions will help the trainer on how to properly orient new responders.

Takeaways: Tell the trainers that the point of section 1 is to touch base on the some of the equipment that we use on the daily basis and to discuss the Do’s and Don’ts of the exercises provided on the PowerPoint.


I. In Chapter

1. Sign In, get gear and radio• If reporting to ARC/GNY headquarters take RIT to SSR and explain to

them how to sign in with ECC.• Inform RIT (Responder in Training) that DAT Team members sign in with

their DAT Captain and the DAT Captain is responsible for providing ECC with the names of all the team members.

• RIT should already be aware what gear they should be wearing. If they are still not clear of the uniform show them what you where when you respond. Gear includes hardhat, utility belt, flashlight, Nextel radio, Toughbook, Printer and Go Bag

2. Check go bag for forms (3.5) and equipment (3.1-3.5)• Go bags (3.3.1) must be taken with you whenever you go out on a

response. Walk RIT to closet in the hallway between ECC and the response unit to retrieve go bag.

• Tell RIT that the Go Bag should contain flashlight, clipboard, equipment belt and helmet and folder with forms. Also let them know that other equipment includes the Nextel, a laptop and a printer.

• Show RIT forms that should be in go bag: DA forms, white printer paper, 901 form, 1030 form, 1475 form, 15 days notice (CACs), home visit note (English/Spanish), tax exempt (English/Spanish), Getting here (English/Spanish) and Where to Obtain Documentation.

3. Check equipment readiness


• Have RIT check flashlight and other equipment to ensure they are working.4. Assist in van preparation

• Response teams must sign out their vehicle and ensure that it is stocked with the appropriate equipment and supplies before being deployed to a response at the beginning of a shift.

• Show RIT the vehicle check list (Appendix 10) and prepare van using the check list at the beginning of shift.

• Mention to RIT that they should always confirm vehicle number with the ECC before leaving the chapter/area office (3.4 & 3.5).

5. Review Nextel usage guidelines.• Tell RIT they should always note the Nextel numbers of your team,

supervisor, and ECC supervisor (Handouts in package). 6. Use Nextel to communicate w/ ECC and others.

• Show RIT how to use Nextel by communicating with RIT via Nextel and by calling into ECC.

7. Review Portable Radio Protocol (handouts in package)8. Use Hagstrom map book to locate address/route

• Retrieve book from supervisor and have RIT locate an address on the map.9. Review and practice reporting requirements

• Explain a Preliminary Report, which is the first report upon arriving on the scene. (4.3.1 & 4.4).

• Explain as Progress Report, which is given every 30 minutes until incident is closed or another timeline for reports is established by the Job Director in coordination with Disaster Management (4.5).

10. Discuss and role play a routine response • Think of a recent response. Give RIT scenarios and ask them how they

would go about responding to such scenarios.11. Take notes while role-playing12. Discuss supply replenishment at active shift end (3.5).

• Explain to RIT the importance of replenishing the van after a shift.13. Review knowledge of paper work submission

• Ask RIT to recap what paper work we submit if they forget any remind them of it.

14. Return Equipment• Let RIT return equipment assisting them if they need help.

15. Sign out16. Notify SSR of the end of shift: Have trainee notify SSR that their shift has ended.


II. Active

1. Sign In, get gear and radio• If reporting to ARC/GNY headquarters take RIT to SSR and explain how

to sign in with ECC.• Inform RIT that DAT Team members sign in with their DAT Captain and

the DAT Captain is responsible for providing ECC with the names of all the team members.

• RIT should already be aware of the gear they should be wearing. If they are still unclear of the uniform show them what you wear when responding. Gear includes hardhat, utility belt, Xcaper mask, flashlight, Nextel radio, Toughbook, Printer and Go Bag

2. Check go bag for forms (3.5) and equipment (3.1-3.5)• Go bags (3.3.1) must be taken with you whenever you go out on a

response. Walk RIT to closet in the hallway between ECC and the response unit to retrieve go bag.

• Tell RIT that the Go Bag should contain flashlight, clipboard, equipment belt, helmet and folder with forms. Also let him/her know that other equipment includes the Nextel, a laptop and a printer.

• Show RIT forms that should be in go bag: DA forms, white printer paper, 901 form, 1030 form, 1475 form, 15 days notice (CACs), home visit note (English/Spanish), tax exempt (English/Spanish), Getting here (English/Spanish) and Where to Obtain Documentation.

3. Check equipment readiness• Have RIT check flashlight and other equipment to ensure they are

working.4. Assist in van preparation

• Response teams must sign out their vehicle and ensure that it is stocked with the appropriate equipment and supplies before being deployed to a response at the beginning of a shift.

• Show RIT the vehicle check list (Appendix 10) and prepare van using the checklist at the beginning of shift.

• Mention to RIT to always confirm vehicle number with the ECC before lleaving the chapter/area office (3.4 & 3.5).

5. Review Nextel usage guidelines.• Mention that they should always note the Nextel numbers of your team,

supervisor, and ECC supervisor (Handouts in package).6. Use Nextel to communicate w/ ECC and others.


• Show RIT how to use Nextel by communicating with RIT via Nextel and calling into ECC.

7. Use Hagstrom map book to locate address/route• Retrieve book from supervisor and have RIT locate an address on the map.

8. Discuss reporting requirements• Explain a Preliminary Report, which is the first report upon arriving on the

scene (4.3.1 & 4.4). • Explain as Progress Report, which is given every 30 minutes until incident

is closed or another timeline for reports is established by the Job Director in coordination with Disaster Management (4.5).

• Explain final report. Tell RIT that a response is closed when all client’s immediate, emergency needs have been assessed and we have met as many of those needs as possible. Demonstrate this by giving a report to ECC.

9. Observe basic reports to ECC via radio• Demonstrate to RIT the basic reports to ECC via radio by giving a

preliminary and progress report while out in field.• Tell them to listen to what you report to ECC. Ask if they have any

questions after you leave the scene.10. Take notes while on-scene for later discussion

• Remind RIT to take notes while on scene and you can do a comparison or answer questions while driving back to chapter.

11. Discuss: Identifying Clients on Scene• Explain to RIT that we refer to the people we respond to as clients. We

identify a client by locating the people that were directly affected by any given disaster.

12. Basics of client interview (6.2) (CAS 2.0, forms, etc)• Explain to RIT that the purpose of interviewing the client is to clarify key

information and determine their immediate needs so that we could provide appropriate assistance.

13. Note assistance given• Identify assistance given to the RIT after response is done.

14. Assist in Mass care distribution (6.13)• Explain to RIT that this refers to the items at the back of the van and Metro

Cards. Show RIT what is kept at the back of the van and have them observe what you distribute. Explain why you gave some and not everything.

15. Replenish any supplies used during the shift (3.5, 3.5.2, Appendix 10,11 & 12)

• Show RIT supplies kept in the canteen room located in the basement at the east end of the garage.


• Explain the importance of replenishing the van after every shift.16. Review paper work and reports

• Go over the forms you filled out on CAS 2.0 with RIT. Ask RIT if he/she recognized when the preliminary, progress and final reports were given.

17. Return equipment• Have RIT return the equipment. Assist them if they need help.

18. Sign out19. Notify SSR of the end of shift: have trainee notify SSR that their shift has

ended



To review some casework examples and create discussion with respect to the video that will be shown in class.

To get the trainers engage in the scenarios and exercise provided in this section.


iPadGPS/Map Book

Helmet

Section 2: Damage Assessment (Module 2)

Setup: To walk through damage assessments exercises as well as demonstrate a video regarding a fire that occurred in Harlem. The video shows several firefighters battling the flames in the apartment building.

Facilitation: Instruct the trainers to observe what the firefighters are doing. The trainers will discuss the level of exposure based on the displayed video and will explain the different levels of exposures. One of the trainers will walk through damage assessment in the tablet as to how to populate the information.

Takeaways: To continue to review examples of damage assessments as well as lead a discussion on the different levels of exposures.


I. In-Chapter

1. Review items from module one• Ask RIT to tell you what they learned in module 1 and if they have any

questions, or are still not comfortable with any of the material.2. Review DA matrix, focus on minimum level requirements

• Explain what it means for a dwelling place to be destroyed, major, minor, affected and have no damage (refer to DA guidelines in packet)

3. Show volunteers how to filling out Damage Assessment forms• Demonstrate using both the paper version in packet and CAS 2.0 on the

training laptops (Appendix 37 & 38).4. Review RIT DA’s

• Look over the DA’s the RIT did. Explain to them reasons for the corrections if any.

5. Talk about connection between DA and services provided.• Explain to RIT that services are provided depending on the severity of the

damage to the living quarters of the home. (Section 6). 6. Practicing DA skills.

• Encourage RIT to continue practicing DA skills. How to practice DA skills: We currently do not have a way to practice these skills in chapter. One idea is to create scenarios with descriptions of different damages and have RIT rate the damage based on DA guidelines.


II. Active

1. Review items from module one• Ask RIT to tell you what they learned in module 1 and if they have any

questions, or are still not comfortable with any of the material.2. Discuss damage levels in affected dwelling

• While doing assessment show volunteer the damage levels in the affected dwelling. Explain why you gave it a certain rating.

3. Learn CAS 2.0 for iPad and Desktop4. Complete DA forms on scene for all dwellings

• Guide volunteer in completing DA forms on scene for all dwellings. Or youmay perform assessments then compare yours with the RIT and give adviceas needed.

5. Observe assistance provided based on DA form.• Explain to volunteer what assistance you gave based on DA form

6. Obtain feedback on DA form completion• Give volunteer feedback about the DA form they completed.

7. DA Basics Video (Local DA)8. Review Food Safety Guide9. Review & Summarize Shift



To provide a breakdown of both In-chapter and Active with respect to Vehicle and On-site Operations.

To review exercises involving mass care distribution and among other activities.


Cambros Heat bags for the food Nextel radiosHelmet Foam plates and cups BootsVests Blankets Ez-pass

Section 3: Vehicle and On-site Operations (Module 3)

Setup: Have the Nextel radios ready to conduct a preliminary exercise in pairs of two.

Facilitation: Tell the class that they will be provided with a preliminary exercise and that they will have to communicate with their partner through the Nextel radios.

Takeaways: The takeaway of this exercise is to stress the importance of using the phonetic alphabet while communicating over the phone or point to point contact.


I. In- Chapter

1. Review previous modules2. Complete vehicle DA (in packet) and sign out a vehicle

• Take RIT to garage in basement to familiarize them with where the vehicle DA forms are located. Have them fill a vehicle DA and sign out a vehicle.

3. Stock and Emergency Response Vehicle (ERV) (ERV checklist in packet & Appendix 11 & 12).• Carefully go through ERV checklist with RIT, ensure ERV is stocked and

read for a response.4. Start ERV generator

• Take RIT to ERV allow them to go inside and show them the switch for the generator. Demonstrate how to start generator then have them do it by themselves.

5. Troubleshoot common ERV generator issues• Tell RIT to immediately contact their supervisor if the generator does not

start or shows signs of other problems in the field. We are not expected to know how to troubleshoot generator issues.

6. Discuss routine interactions w/on scene agencies• Explain to RIT that ERV’s are usually used when there’s a large scale

disaster. We interact with several agencies (Appendix 27). Tell RIT that some or all of these agencies may be scene when we arrive. Emphasize that we should not be discussing client information with other agencies.

7. Discuss different partner agencies on scene


• Tell RIT about the agencies we interact with frequently when we arrive to a disaster, such as NYPD, FDNY, HPD, Dept. of Buildings etc.

8. Discuss the other people that may be on scene• This includes bystanders, neighbors,

9. Review media handout (in packet)10. Role play media inquiries11. Discuss providing Mass Care to evacuated clients

• Describe to RIT that mass care given from an ERV is somewhat different from an everyday response in that hot meals may be served and there is an operation set up to ensure the system runs smoothly.

II. Active

1. Review Previous Modules2. Complete Vehicle DA and sign out a vehicle

• Take RIT to garage in basement to familiarize them with where the vehicle DA form is located. Have them fill a vehicle DA and sign out a vehicle.

3. Stock an Emergency Response Vehicle (ERV) (ERV checklist in packet & Appendix 11 & 12).• Carefully go through ERV checklist with RIT, ensure ERV is stocked and

read for a response.4. Start ERV generator

• Take RIT to ERV allow them to go inside and show them the switch for the generator. Demonstrate how to start generator then have them do it by themselves.

5. Troubleshoot common ERV generator issues• Tell RIT to immediately contact their supervisor if the generator does not

start or shows signs of other problems in the field. We are not expected to know how to troubleshoot generator issues.

6. Identify site incident commander, request briefing• Before leaving van to go on scene, discuss with RIT how you may identify

the site incident commander. Example: fire chief with white helmet that says chief, or the inspectors on site at vacate.

7. Communicate with other partner agencies on site• Have RIT ask fire chief if it’s safe to enter a dwelling after a fire, have RIT

speak with buildings inspector to find out the reason for that specific vacate.

8. Lead Mass Care response to clients not in apartments• Allow RIT to distribute mass care items as they see fit.


9. Review media handout (in packet)10. Handle media inquiries

• If media is present and would like a report from us have RIT present information to the media.



To review casework exercises with respect to providing assistance to clients on the scene.


CAC HelmetiPad VestBoots

Section 4: Providing Assistance (Module 4)

Setup: Orient trainers to a quiz they can utilize to measure progress with their team members.

Facilitation: Tell the class that the quiz is a chance for them to think about their current knowledge as a caseworker and responder.

Takeaways: The purpose of the quiz is to provide the trainers with a tool they can use to familiarize their team members to the responsibilities of the responder.


I. In-Chapter

1. Review items from previous modules2. Sign out Ipad

• Ensure RIT checks with SSR on duty to sign out laptops and printers. Let ECC know what equipment you have.

3. Test printer and synchronize laptop: • Show RIT to test printer by writing on the screen tablet and then printing

on a scrap paper. Tell them that to synchronize the laptop they need to click on the Get Incidence tab.

4. Basics of Client interview (Dos and Don’ts): (6.2 and Appendix 30).• Explain that the goal is to understand what emergency needs the client has

so that we can appropriately give assistance.5. Discuss meeting needs of clients (Health/Mental)

• This information is obtained from the client interview6. Connection b/w damage assessment and services

• As discussed in module 2 services are given based on the extent of damage to the dwelling.

7. Walk through tools used for case data (electronic/paper)• Review CAS 2.0 using practice cases and the training laptops• Ensure RIT can identify the paper forms to match those in CAS 2.0

8. Practice interviewing, case data, assistance• Trainer should create a scenario (can be patterned after a past case).

Pretending to be the client, have RIT interview you as if they were on a


response, issuing assistance and entering the case data into the training laptops.

9. Register clients using the Training Laptop10. Issue Client Assistance Card on Training Laptop11. Issue Housing DO on Training Laptop12. Discuss issuing Metro Cards to clients 13. Role play active listening w/ assistance from team14. Role play handling distraught clients w/ assist.

II. Active

Note: Trainer should allow RIT to take lead in providing assistance. If any information is unclear of left out do add the information as you see fit.

1. Review items from previous modules2. Sign out laptop and printer3. Test printer and synchronize laptop4. Conduct client interview w/support (active listen)

• RIT should be the one introducing ARC to clients and being client interview.

5. Demonstrate all relevant icons: CAS 2.0. Google Maps, etc.6. RIT should be giving the client their undivided attention. No Cellular

phones usage or side conversations with other agencies should occur while client is being interviewed.

7. Register clients on scene• Supervise RIT to ensure they are including necessary identification for

clients.8. Issue a Client Assistance Card (CAC)

• Supervise to ensure they are providing aid based the DA. In other cases ensure they are selecting correct quantity sizes.

9. Issue a Housing Disbursement Order (DO)• Ensure that Housing DO in CAS 2.0 is filled out.

10. Issue a Metro Card• Ensure the RIT gets the client signature on the Metro Card charge forms,

as well as document it under the Mass Care tab in CAS 2.0.11. Explain assistance to clients w/support of trainer

• Trainer should ensure RIT tell client how much money is available on the card, how many days the money will be available to them, offer the clients


a tax exempt letter, tell the clients how many rides are on the Metro Cards etc.

12. Communicate Housing Arrangements and duration• RIT should tell clients when they would need to check out of the hotel.

m. Communicate ARC/GNY follow-up casework procedures• RIT should explain the importance of following up with the case workers

at our Chapter.13. Upload cases when complete

• RIT should upload cases when all the information is entered.14. Provide final report and successfully upload cases

• RIT should call into ECC to let them know they assistance provided, if we transported the clients anywhere and that we have uploaded the cases.



Trainers will create a scenario based on cases found on DCSOps and engage the class in a discussion as well as an exercise.


DA paperworkVests

Helmets

Section 5: Leading a Response (Module 5)Setup: Prepare the class for discussion with respect to the Concept of Operations.

Facilitation: Review the Concept of Operations with the trainers. (Note: some seasoned responders are not clear on this). Also discuss transitions from-routine response through different escalation levels based on the Concept of Operations chart.

Takeaways: To orient your team to the Concepts of Operations.


I. In-Chapter

Note: In-Chapter checklist for training purposes only. Module 5 must be completed on an active shift in order to progress to Evaluation.

1. Review material from prior modules2. Role play leading response: demonstrate leadership

• Trainer should create a scenario (can be patterned after a past case). Pretending to be the client, have RIT interview you as if they were on a response, issuing assistance and entering the case data into the training laptops.

3. Complete all phases-DA, Mass Care, Client Services• RIT should be leading trainer to on the response. Have the do everything.

Suggestions should be made after the response is done unless it’s very important information the client needs to know that’s forgotten

4. Discuss options w/ Nextel/ Toughbook issues5. Visit and discuss role of ECC w/ECC supervisor

• Take RIT to the ECC and have them meet with ECC supervisor6. Review the Concept of Operations w/trainer *note some seasoned

responders are not clear on this*.• This means explaining the hierarchy of personnel dispatched during

specific incidents (Concept of Operations Chart). This does not have to be memorized but RIT should have an idea of its make up.

7. Discuss transition from routine-escalated response• First, trainer should site a scenario of a routine response: for example; a

fire that affects three households and how we would respond to such an incident. Also the personnel that is apart of this system

• Second step: site the scenario above as being escalated: for example; the fire spreads to more apartments in the building and the entire building of 40 apartments needs to be vacated.

• Third step: explain how the escalated incident changes the nature of the response. Use the Concept of Operations chart to show what other ARC departments might get involved in the response and what kind of assistance we would provide to the clients of the escalated event.

II. Active


1. Review material from prior modules2. Lead response: demonstrate leadership on scene

• RIT should be taking trainer out to the response.3. Gather scene info from team and partner agencies

• Supervise to ensure RIT communicates with fire chief or inspectors to get an overview of the situation.

4. Complete all phases-DA, Mass Care, Client Services• RIT should be leading trainer to on the response. Have the do everything.

Suggestions should be made after the response is done unless it’s very important information the client needs to know that’s forgotten.

5. Communicate info to ECC and SSR (including reports)• RIT should be independently giving the preliminary, progress and final

reports to ECC.6. Review the Concept of Operations w/trainer

• This means explaining the hierarchy of personnel dispatched during specific incidents (Concept of Operations chart). This does not have to be memorized but RIT should have an idea of its make up.

7. Discuss transition from routine-escalated response• First, trainer should site a scenario of a routine response: for example; a

fire that affects three households and how we would respond to such an incident. Also the personnel that is apart of this system

• Second step: site the scenario above as being escalated: for example; the fire spreads to more apartments in the building and the entire building of 40 apartments needs to be vacated.

• Third step: explain how the escalated incident changes the nature of the response. Use the Concept of Operations chart to show what other ARC departments might get involved in the response and what kind of assistance we would provide to the clients of the escalated event.


arc trainers guide updated_4_4_15

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