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Complex Attack

Situational Awareness

and Response (CASAR)

Course Design Document – WBT

March 2013

Complex Attack Situational Awareness and Response Training Development Center Course Design Document (CDD) WBT

March 2013

Developed for:

U. S. Department of Homeland Security Federal Emergency Management Agency

Homeland Security National Training Program National Training and Education Division (NTED)

National Preparedness Directorate Tech World Building, Room 2107

500 C Street SW Washington, DC 20472

Developed by:

Mid-Atlantic Center for Emergency Management

Frederick Community College 7932 Opossumtown Pike

Frederick, MD 21702

Agreement Number: EMW-2012-CA-00093-S01


March 2013

Copyright Information Complex Attack Situational Awareness and Response (CASAR) (Web Based Training) © The Mid-Atlantic Center for Emergency Management and Frederick Community College, 2013 All Rights Reserved. First Edition 2013 This Printing: March 2013 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-2012-CA-00093-S01 administered by the U.S. 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 U.S. Department of Homeland Security. Department of Homeland Security reserves a royalty-free, nonexclusive, 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.


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Table of Contents

Course Description .................................................................................................................... 6 Overview ................................................................................................................................ 6 Scope ..................................................................................................................................... 6 Target Audience ..................................................................................................................... 7 Prerequisites .......................................................................................................................... 7 Required Materials ................................................................................................................. 7 Testing/Certification ............................................................................................................... 7 Reference List ........................................................................................................................ 7 Evaluation Strategy ................................................................................................................ 8

Level 1 Evaluation .............................................................................................................. 8 Level 2 Evaluation .............................................................................................................. 8 Level 3 Evaluation and Other Reports and Evaluation ........................................................ 8 Formative & Summative Evaluation and Application Opportunities ..................................... 8 Continuing Education Credits and Course Recognition ...................................................... 9

Technical Requirements ......................................................................................................... 9 Course Structure/Content Outline ............................................................................................ 11

Module 1 – Pretest ................................................................................................................11 Module 2 – Participant Survey ...............................................................................................11 Module 3 – Introduction .........................................................................................................11 Module 4 – Nature of Complex Attacks .................................................................................11 Module 5 – C4ISR Tenets .....................................................................................................11 Module 6 – Information and Crisis Communication ...............................................................11 Module 7 – Managing Risks and Hazards .............................................................................11 Module 8 – Comprehensive Evaluation .................................................................................12 Module 9 – Simulation Exercise ............................................................................................12 Module 10 – Closing .............................................................................................................12

Course Progression ................................................................................................................. 13 Course Design Matrix ............................................................................................................... 15

Module 1 – Pretest ................................................................................................................15 Module 2 – Participant Survey ...............................................................................................15 Module 3 – Introduction .........................................................................................................15 Module 4 – Nature of Complex Attacks .................................................................................16 Module 5 – C4ISR Tenets .....................................................................................................17 Module 6 – Information and Crisis Communication ...............................................................18 Module 7 – Managing Risks and Hazards .............................................................................19 Module 8 – Comprehensive Evaluation .................................................................................20 Module 9 – Simulation Exercise ............................................................................................21 Module 10 – Closing .............................................................................................................22

Estimated Contact Time ........................................................................................................... 23 Module 1 – Pretest ................................................................................................................23 Module 2 – Participant Survey ...............................................................................................23 Module 3 – Introduction .........................................................................................................23 Module 4 – Nature of Complex Attacks .................................................................................23 Module 5 – C4ISR Tenets .....................................................................................................23


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Module 6 – Intelligence, Information, and Crisis Communication ...........................................23 Module 7 – Managing Risks and Hazards .............................................................................24 Module 8 – Comprehensive Evaluation .................................................................................24 Module 9 – Simulation Exercise ............................................................................................24 Module 10 – Closing .............................................................................................................24


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Course Description

Overview As a result of the September 11, 2001 terrorist attacks on the United States, Department of Homeland Security (DHS) was created to consolidate 22 federal agencies to lead the unified national effort to secure America, to prevent and deter terrorist attacks, and to protect against and respond to threats and hazards to the nation. As a part of DHS, the Federal Emergency Management Agency (FEMA) leads the effort to prepare the United States for all hazards and effectively manage federal response and recovery efforts in wake of national emergencies. In contemporary society all elements of the nation’s infrastructure and resources are connected and interdependent. This creates vulnerability. There is a growing security concern for the threat of complex terrorist attacks on both cyber and physical systems. Complex attacks can span multiple jurisdictions and levels and they require prioritization of resources based on real-time assessments and situational awareness. Responding to complex attacks requires greater levels of capability, collaboration, and coordination by state, local, and tribal jurisdictions than ever before. DHS has facilitated development of broad networks comprised of emergency responders, emergency managers, and intelligence officials; however, there is also an ongoing need for specific training in intelligence gathering, risk assessment, and crisis communications to prevent and mitigate complex attacks hazards risk management and risk reduction leadership. The Mid-Atlantic Center for Emergency Management is developing the CASAR training through a grant funded by the National Preparedness Directorate National Training and Education Division (NPD/NTED). The purpose of the training is to enhance the capabilities of individual first responders in analysis, management, and execution of the many variables to be considered in complex attack scenario.

Scope The CASAR course will consist of eight (8) hours of asynchronous, self-paced, web-based instruction, covering the legal and policy framework; complex attacks; the tenets of command, control, communications, intelligence, surveillance, and reconnaissance; information gathering and crisis communications; and hazards risk management. These modules will contain interactive components, enrichment with video materials, and other supplemental materials such as job aids, checklists, and after action templates. Best practices will also be highlighted. The course will include one or more optional opportunities for participants to engage in real-time instructor-led online group discussion. This will be facilitated by encouraging students to email course-related questions to a designated and qualified instructor who will synthesize and select questions. Students will be notified of pre-determined dates and times for group discussions and may sign-up for the forums on a voluntary basis. Each forum will accommodate up to 10


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participants. The number of discussion forums offered will be determined by the number of interested students. Forums slots will be filled on a first come first serve basis. The final element of the course will be a web-based participatory complex attack simulation in which students can interact with preprogrammed characters and activities. Registration for the initial of CASAR will be open to up to 500 participants. Once registered, participants must complete the training within 60 days. The training will be accessed over the Internet from remote locations nationwide.

Target Audience The CASAR course will target the senior leaders and decision-makers of the nation’s Emergency Services Sector (i.e., law enforcement, fire service, emergency medical services, and emergency management) as well as the public and private sector directors of risk management, safety, or security.

Prerequisites Participants must possess senior command experience as a first responder in law enforcement, fire, emergency medical services, emergency managers, and public or private sector personnel in comparable status. Senior command experience is defined as those who occupy positions such as Chief, Commander, or Director. Specifically, candidate students should meet the following qualifications:

Currently serving as a Chief Officer, Commander, Director, Emergency Manager, or the public or private sector equivalent

Minimum of seven years of command or supervisory experience

Required Materials See the section below titled Technical Requirements.

Testing/Certification See the section below titled Evaluation Strategy.

Reference List National Preparedness Goal National Response Framework National Incident Management System National Infrastructure Protection Plan Presidential Policy Directive-8 (National Preparedness) Presidential Policy Directive-21 (Critical Infrastructure Security and Resilience)


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Public Law 108-458 (Intelligence Reform and Terrorism Prevention Act of 2004) ITACG, Intelligence Guide for First Responders

Evaluation Strategy

Level 1 Evaluation A survey will be included at the conclusion of the course. The survey will gauge participants’ reactions to and impressions of the training related to structure, objectives, content, instructional methods, technical quality, and overall impression.

Level 2 Evaluation CASAR will incorporate a pretest as part of the opening module to establish a baseline level of knowledge related to course content. After completion of the four core modules, participants will take a comprehensive evaluation that may include multiple choice questions and other opportunities to demonstrate comprehension and synthesis of the material. Participants must pass the evaluation with a grade of 70% or better to receive Continuing Education Credit (CEU) for the course and to continue on to the participatory simulation. Participants may conduct self-remediation if they do not pass the comprehensive evaluation with a score of at least 70%. Self-remediation is accomplished by participants logging back into any of the earlier modules, reviewing the materials, and taking the comprehensive evaluation again. Participants may retake the evaluation up to two times.

Level 3 Evaluation and Other Reports and Evaluation Six months after the initial course offering, a survey will be distributed to all course participants. The survey will elicit information from graduates about changed behaviors related to content covered in the course. MACEM will also collect and maintain demographic data about course participants. The demographic data, along with other data maintained in the Learning Management System will support production of additional reports and analysis related to course outcomes. For example, aggregate learning outcomes may be evaluated by comparing aggregate pretest results to aggregate comprehensive evaluation results. This analysis may be further broken down into results for certain demographic groups.

Formative & Summative Evaluation and Application Opportunities Both formative and summative evaluation will be built into the course. Formative evaluation will first be presented in the core learning modules 4-7. In these modules participants will be challenged with knowledge reviews on each topic as it is presented. Each knowledge review will have built in remediation and feedback. Knowledge reviews will be in the form of multiple choice, sequencing, matching, and true/false exercises. The formative evaluation opportunities in the core modules 4-7 are application one. Summative evaluation is achieved through the comprehensive evaluation, i.e., the level two evaluation, because satisfactory completion of this test determines if participants will get CEU credit for satisfactorily completing the course. This comprehensive evaluation is application two.


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The simulated scenario activity at the end of the course is a formative evaluation activity. Participation in the activity is a requirement for recognized course completion and issuance of CEU credit. The simulated activity provides learners a safe place to practice skills. Categories of success in the simulation will be established with preprogrammed feedback. Learners may participate in the activity as often as they like. The simulated scenario activity is application three.

Continuing Education Credits and Course Recognition Upon successful completion of the course, participants will earn .8 Continuing Education Credit from a fully accredited institution of higher education, Frederick Community College. Participants will also receive a Certificate of Completion from the Mid-Atlantic Center for Emergency Management, and a letter acknowledging successful completion will be mailed to their employing organization.

Technical Requirements The course will be produced using html, JavaScript, and CSS or flash technology. The course will also incorporate audio. It will uploaded into a highly robust, fully SCORM compliant Learning Management System for delivery over the Internet. In order to access and participate in the CASAR course, participants will need access to a PC or Mac that meets the minimum specifications outlined below.

Hardware Windows Macintosh

Operating System Vista (32 bit) or Windows 7 OS X (10.6)

Processor 1 GHz or more 1 GHz or more

RAM 2 GB or more 2 GB or more

Hard Drive 40 GB or more 40 GB or more

Hard Disk Space Available 20 GB 20 GB

Internet Connection Adapter for Ethernet connection (LAN) or a

wireless adapter (Wi-Fi) Adapter for Ethernet connection (LAN) or a wireless adapter (Wi-Fi)

Other

Sound card, graphics card, and speakers

Webcam and microphone*

Sound card, graphics card, and speakers

Webcam and microphone*

*Webcam and microphone are only required if students wish to participate in the optional online discussion groups.


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Browser Windows Macintosh

Internet Explorer 8, or later

Foxfire (Final Release Channel), or later

Chrome (Stable Channel)

Safari 4.0, or later

Foxfire (Final Release Channel), or later

Chrome (Stable Channel) Browser Configuration

Windows Macintosh

Java Script must be enabled

Cookies must be enabled

Pop-up windows must be enabled

Java Script must be enabled

Cookies must be enabled

Pop-up windows must be enabled Browser Plug Ins

Adobe Reader

Adobe Flash Player

Java

Adobe Reader

Adobe Flash Player

Java

PDF plug-in for Macs Additional Information

For users with specific configurations within these system requirements, some limitations may apply. For example, IE 8 and 9 are only supported in Standards Mode by the minimum hardware requirements.

Although they meet minimum specifications, IE 8 and Safari 4 are not recommended browsers.

Although systems with 1 Ghz processors meet minimum specifications, computers and devices with 1 Ghz processors will result in slow performance and are not recommended.

Participants wishing to access the course on iPads, other tablets, and mobile devices must purchase the Blackboard Mobile Learning app, available for $1.99. Although tablet style devices may be appropriate to view this course, hand-held devices the size of cell phones are not considered a good medium for CASAR course delivery.

Students wishing to participate in optional online discussion groups must have a Google account and establish a Google+ profile.


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Course Structure/Content Outline

Module 1 – Pretest

Module 2 – Participant Survey Demographic data collection about learning population

Module 3 – Introduction Layout, navigation, and course features Course structure Points of Contact Purposes Student requirements Course rationale Participation perspective Complex attacks description Goals and outcomes/Course Terminal Learning Objective ―Gaining attention‖ video or narrative followed by reflective questions

Module 4 – Nature of Complex Attacks Relevant regulations, plans & policies, doctrines, and priorities Historical & contemporary characteristics Terrorist attacks Natural disasters Cascading effects of complex attacks Multifaceted challenges and considerations

Module 5 – C4ISR Tenets Art of command and science of control Communications Role of intelligence (purpose, characteristics, etc.) Reconnaissance, surveillance, and ISR integration

Module 6 – Information and Crisis Communication Information collection process Information management and sharing Crisis communications planning Social media considerations

Module 7 – Managing Risks and Hazards Emergency management and risk Hazards risk management Risk communications


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Module 8 – Comprehensive Evaluation Nature of complex attacks C4ISR tenets Intelligence, information, and crisis communication Managing risks and hazards

Module 9 – Simulation Exercise Nature of complex attacks C4ISR tenets Intelligence, information, and crisis communication Managing risks and hazards

Module 10 – Closing Congratulations on course completion Level 1 course evaluation survey Print certificate of completion


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Course Progression

Key:

Module 1Pretest

Module 2Participant Survey

Module 3Introduction

Module 4Nature of Complex

Attacks

Module 5C4ISR Tenets

Apply effective leadership to guide the whole community

effort to assemble essential information or intelligence and employ hazards risk

management for complexattacks.

Recognize the relevant documents,

characteristics, challenges, and considerations when planning for a complex

attack.

Identify and distinguish the key federal

documents pertaining to actions before, during, or after natural and man-made

disasters.

Identify the historical and contemporary characteristics of complex attacks.

• Indicate the objectives and

outcomes of domestic and transnational terrorism and cyber-terrorism.

• Identify how complex atacks can create high risk s ituations that require procedures for "care under

fi re."

Recognize how natural disasters can be fol lowed by secondary hazards including

complex attacks.

Identify how a complex attack can cause a cascading failure of interdependentcri tical infrastructures.

Recognize the major challenges and

cons iderations for local decision-makers when planning for complex attacks in addition to natural and man-made

disasters.

Identify how Command, Control, Communications, Intelligence, Survei llance, and Reconnaissance (C4ISR*) tenets provide benefits for incident commanders,

emergency responder chief officers, and elected

leaders when supporting a jurisdiction

susceptible to complex attacks.

*Computers will not be included in this course.

• Identify the meaning of the art of command and how it inspires mission

accomplishment by providing purpose, direction, and motivation.

• Identify the meaning of the science of

control as well as the reasons and benefits for i t.

• Identify the characteristics of effective communications.

• Recognize the significant value of effective communications for

s i tuational awareness.

• Identify the meaning, purposes, and benefits of intelligence.

• Recognize the components of effective intelligence-led policing.

• Recognize the key s teps of the

intelligence cycle. Identify the sources for intelligence products.

• Identify and distinguish reconnaissance and surveillance operations.

• Recognize the purpose and benefits

of reconnaissance and surveillance operations for community prevention and protection.

• Identify the benefits of ISR integration for incident commanders and chief officers.

Blackboard Module

Course Module

Module Objective

Terminal Objective

Enabling Objective


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Key:

Module 6Information and

Crisis

Communication

Module 9Simulation

Exercise

Module 10Closing

Module 8Comprehensive

Evaluation

Module 7Managing Risks

and Hazards

Describe the s ignificanceof col lecting information and paradox for sharing i t, as well as the cons iderations regarding cris is communications and the use of social media.

• Identify information and the key tasks

of the information collection process. • Recognize the benefits of an

information collection plan (ICP).

• Identify the focus of information

and knowledge management. • Describe the paradox between

"need-to-know" and "need-to-

share."

• Identify the information sharing requirement according to the Incident Command system.

• Summarize the whole community approach to information sharing as established by the National Infrastructure Protection Plan.

Summarize the crisis communications planning considerations and the lessons

learned having applicability to complex attacks.

• Describe the advantages of using social media as part of the whole

community approach to emergency management.

• Recognize the utiliy of cell phones and text messaging during disaster response and recovery.

Indicate the

relationship between emergency management and

risk, and apply the hazards risk management

process to mitigate a

complex attack.

• Expla in emergency management and i ts relationship to risk.

• Recognize the va lue, benefits, and bottom-line outcomes of risk

management. • Describe the driving force behind any

risk management momentum.

• Describe the key tenets and

principles upon which all risk management programs should be based.

• Distinguish the differences between

the internal and external sources of ri sk.

• Expla in hazards ri sk management

and i ts potential to reduce or el iminate the risk of a complex attack and the cascading failure of

cri ti cal infrastructures and key resources.

• Apply the steps of the hazards ri sk management process.

• Summarize the best practices for

preparative and preventative activi ties before a complex attack.

• Recognize the foundation for each

element of the hazards risk

management process. • Describe the interrelated aims that

should guide hazards risk

management communications.

Blackboard Module

Course Module

Module Objective

Terminal Objective

Enabling Objective


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Course Design Matrix

Module 1 – Pretest Scope Statement:

A series of multiple choice questions to test participants’ knowledge of the course content

Module 2 – Participant Survey Scope Statement:

The survey will collect data to better understand characteristics of the learning population. This information will facilitate planning and analysis for future training needs.

o Education level

o Areas of employment (e.g., law enforcement, fire service, etc.)

o Type of employing organization (e.g., federal gov’t, state gov’t, private sector, non-profit)

o Continuing education requirements

o Technology access and usage

o Course format preferences (e.g., in-person, online, mixed format)

Module 3 – Introduction Scope Statement:

This module will provide an overview of the course subject matter and structure. It will provide some background information that will be helpful to the participants, and will cover course navigation features. It will also include a ―gaining attention‖ component and opportunity for students to reflect and recall, to set the stage for learning.

Terminal Learning Objective (TLO) (For Entire Course):

Apply effective leadership to guide the whole community effort to assemble essential information or intelligence and employ hazards risk management for complex attacks. Enabling Learning Objectives (ELO):

This module is not a teaching module. There are no enabling objectives for this module.

Lesson Topics:

Layout, navigation, and course features Course structure Points of Contact Purposes Student requirements Course rationale Participation perspective Complex attacks description


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Goals and outcomes/Course Terminal Learning Objective

Instructional Strategy:

A ―gaining attention‖ video or narrative will be the final element of this module. It will be followed by reflective questions. This presentation and the reflective questions will serve as the ―gaining attention‖ and ―recall‖ components of Gauge’s nine events of learning.

Assessment Strategy:

No assessment activities included in this module.

Module 4 – Nature of Complex Attacks Scope Statement: This module provides an overview on the topic of complex attacks. It establishes the legal and policy framework for the course as well as defining the environment and characteristics of complex attacks.

Module Learning Objective (MLO):

Recognize the relevant documents, characteristics, and challenges of a complex attack.

Enabling Learning Objectives (ELO):

o Identify and distinguish the key federal documents pertaining to actions before, during, or after natural and man-made disasters.

o Identify the historical and contemporary characteristics of complex attacks.

o Indicate the objectives and outcomes of domestic and transnational terrorism and cyber-terrorism.

o Identify how complex attacks can create high risk situations that require procedures for ―care under fire.‖

o Recognize how natural disasters can be followed by secondary hazards including complex attacks.

o Identify how a complex attack can cause a cascading failure of interdependent critical infrastructures.

o Recognize the major challenges and considerations for local decision-makers when planning for natural and man-made disasters, including complex attacks.

Lesson Topics

o Relevant regulations, plans & policies, doctrines, and priorities

o Historical & contemporary characteristics

o Terrorist attacks

o Natural disasters

o Cascading effects of complex attacks

o Multifaceted challenges and considerations


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Content will be presented in an engaging way employing examples, case studies, multi-media elements, and thought provoking questions. Job aids highlighting best practices and checklists and other resources will be incorporated as appropriate. Knowledge reviews in the form of multiple choice, sequencing, matching and true/false questions, all with corresponding feedback and remediation activities will be incorporated throughout the module. Assessment Strategy:

There is no formal assessment for this module. This module includes formative evaluation only, as described in the knowledge review activities above. These activities are application one within the course.

Module 5 – C4ISR Tenets Scope Statement:

This module examines how the tenets of C4ISR provide benefits for incident commanders and community leaders when planning for all hazards, including complex attacks.


Identify how Command, Control, Communications, Intelligence, Surveillance, and Reconnaissance (C4ISR) tenets provide benefits for incident commanders, emergency responder chief officers, and elected leaders when supporting a jurisdiction susceptible to complex attacks.


o Identify the meaning of the art of command and how it inspires mission accomplishment by providing purpose, direction, and motivation.

o Identify the meaning of the science of control as well as the reasons and benefits for it.

o Identify the characteristics of effective communications.

o Recognize the significant value of effective communications for situational awareness.

o Identify the meaning, purposes, and benefits of intelligence.

o Recognize the components of effective intelligence-led policing.

o Recognize the key steps of the intelligence cycle.

o Identify the sources for intelligence products.

o Identify and distinguish reconnaissance and surveillance operations.

o Recognize the purpose and benefits of reconnaissance and surveillance operations for community prevention and protection.

o Identify the benefits of ISR integration for incident commanders and chief officers.


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Lesson Topics:

o Art of Command and Science of Control

o Communications

o Role of Intelligence

o Reconnaissance, Surveillance, and ISR Integration


Content will be presented in an engaging way employing examples, case studies, multi-media elements, and thought provoking questions. Job aids highlighting best practices and check lists and other resources will be incorporated as appropriate. Knowledge reviews in the form of multiple choice, sequencing, matching and true/false questions, all with corresponding feedback and remediation activities will be incorporated throughout the module. Assessment Strategy:


Module 6 – Information and Crisis Communication Scope Statement: This module reviews the major issues regarding information collection and sharing as they pertain to crisis communications and the use of social media.


Describe the significance of collecting information and paradox for sharing it, as well as the considerations regarding crisis communications and use of social media.


o Identify information and the key tasks of the information collection process.

o Recognize the benefits of an information collection plan (ICP).

o Identify the focus of information and knowledge management.

o Describe the paradox between ―need-to-know‖ and ―need-to-share.‖

o Identify the information sharing requirement according to the Incident Command System.

o Summarize the whole community approach to information sharing as established by the National Infrastructure Protection Plan.

o Summarize the crisis communications planning considerations and the lessons learned having applicability to complex attacks.

o Describe the advantages of using social media as part of the whole community approach to emergency management.

o Recognize the utility of cell phones and text messaging during disaster response and recovery.


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Lesson Topics:

o Information collection process

o Information management and sharing

o Crisis communications planning

o Social media considerations


Content will be presented in an engaging way employing examples, case studies, multi-media elements, and thought provoking questions. Job aids highlighting best practices and checklists and other resources will be incorporated as appropriate. Knowledge reviews in the form of multiple choice, sequencing, matching and true/false questions, all with corresponding feedback and remediation activities will be incorporated throughout the module.



Module 7 – Managing Risks and Hazards Scope Statement:

This module explains the relationship among emergency management, risks, and hazards. Additionally, it provides an expedient process to plan and prepare for a complex attack.

Module Learning Objective (MLO): Indicate the relationship between emergency management and risk, and apply the hazards risk management process to mitigate a complex attack.


o Explain emergency management and its relationship to risk.

o Recognize the value, benefits, and bottom-line outcomes of risk management.

o Describe the driving force behind any risk management momentum.

o Describe the key tenets and principles upon which all risk management programs should be based.

o Distinguish the differences between the internal and external sources of risk.

o Explain hazards risk management and its potential to reduce or eliminate the risk of a complex attack and the cascading failure of critical infrastructures and key resources.

o Apply the steps of the hazards risk management process.

o Summarize the best practices for preparative and preventive activities before a complex attack.

o Recognize the foundation for each element of the hazards risk management process.


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o Describe the interrelated aims that should guide hazards risk management communications.

Lesson Topics:

o Emergency Management and Risk

o Hazards Risk Management

o Risk Communications


Content will be presented in an engaging way employing examples, case studies, multi-media elements, and thought provoking questions. Job aids highlighting best practices and checklists and other resources will be incorporated as appropriate. Knowledge reviews in the form of multiple choice, sequencing, matching and true/false questions, all with corresponding feedback and remediation activities will be incorporated throughout the module.



Module 8 – Comprehensive Evaluation Scope Statement:

This module tests comprehension of content presented in modules 4–7.

Module Learning Objective (MLO): Demonstrate comprehension and apply knowledge of:

o Nature of complex attacks

o C4ISR Tenets

o Information and crisis communication

o Managing risks and hazards

By attaining a score of at least 70% on comprehensive evaluation.


There are no enabling learning objectives for this module.


Although this is not an instructional module and no new content will be presented, this assessment is application two within the course. It also functions as summative evaluation.


A mixture of multiple choice, sequencing, matching, and true/false exercises will be employed.


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Module 9 – Simulation Exercise Scope Statement:

This will be a brief four to six screen module summarizing what participants have accomplished in the formal learning modules (4–7) and laying any necessary groundwork for the participatory simulation. This participatory simulation will be linked from this module. The participatory simulation will use video gaming technology stage a complex attack unfolding at another location. An avatar character mayor will conduct a meeting in which he challenges the senior leaders of the community’s emergency services and the senior directors of risk management, safety, and security in the local public and private sectors. Participants will step into the roles of the senior leaders. In conjunction with unfolding events, the mayor will inquire as to what has been done to prepare their community for a complex attack. Challenges will be provided that require the participants to apply the hazards risk management process. Choices made at decision points will be assigned point value with better decisions having a higher value. Decision points will be drawn around learning objectives from the core learning modules. Choices/decisions will not necessarily be dependent on earlier decisions, and students will have the opportunity to recoup from poor decisions made early in the process. Categories of success in the simulation will be established with preprogrammed feedback.

Terminal Learning Objective (TLO):

Apply effective leadership to guide the whole community effort to assemble essential information or intelligence and employ hazards risk management for complex attacks.


There are no enabling learning objectives for this module.

Lesson Topics:

o Nature of complex attacks

o C4ISR Tenets

o Information and crisis communication

o Managing risk and hazards


The simulated scenario activity is a formative evaluation activity; although participation in the activity is a requirement for recognized course completion and issuance of CEU credit. The simulated activity provides learners a safe place to practice skills. Learners may participate in the activity as often as they like. The simulated scenario activity is application three.


There is no formal assessment for the simulated activity. Learners will receive feedback on their performance in the activity at one of three levels. In order to receive credit for course completion, learners must fall into the first or second level of feedback. Learners my repeat the activity as many times as they would like; but course completion will be registered the first time


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a learner achieves feedback at the first or second levels for their participation in the entire activity.

Module 10 – Closing Scope Statement:

This module will summarize the course. It will include the Level 1 survey of participants’ feedback and permit the participants to print out their certificate of course completion. Terminal Learning Objective (TLO):

There are no learning objectives for this module.


N/A

Lesson Topics:

o Congratulations on course completion

o Level 1 course evaluation survey

o Print certificate of completion


N/A


N/A


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Estimated Contact Time

Module 1 – Pretest Objective Screens: No objectives for this module.

Content Screens: No content screens for this module

Knowledge Check Screens: Approximately 20 at 1 minute/per screen (total estimated time 20 minutes)

Module 2 – Participant Survey Objective Screens: No objectives for this module.

Content Screens: No content screens for this module

Knowledge Check Screens: Approximately 20 at 30 seconds/per screen (total estimated time 10 minutes)

Module 3 – Introduction Objective Screens (min.): I screen at 1 minute (course terminal objective)

Content Screens (min.): approximately 15 at 1 minute

Knowledge Check (KC)/Practical Exercises (PE) Screens (min.): none

Total Screens/Minutes: Approximately 15 screens at 1 minute (total estimated time 15 minutes)

Module 4 – Nature of Complex Attacks Objective Screens (min.): 6 screens at 30 seconds (3 minutes)

Content Screens (min.): 52 screens at 1 minute (50 minutes)

Knowledge Check (KC)/Practical Exercises (PE) Screens (min.): 12 at 1 per screen at 1 minute each (10 minutes)

Total Screens/Minutes: Approximately 60 at 1 minute (total estimated time 65 minutes)

Module 5 – C4ISR Tenets Objective Screens (min.): 4 at 1 minute (5 minutes)

Content Screens (min.): 52 screens at 1 minute (50 minutes)


Total Screens/Minutes: 78 screens (total estimated time 80 minutes)

Module 6 – Intelligence, Information, and Crisis Communication Objective Screens (min.): 4 screens at 1 minute (5 minutes)

Content Screens (min.): 40 at 1 minute (40 minutes)



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Total Screens/Minutes: 62 screens (total estimated time 65 minutes)

Module 7 – Managing Risks and Hazards Objective Screens (min.): 3 screens at 1.5 minutes per screen (5 minutes)

Content Screens (min.): 44 screens at 1 minutes (45 minutes)

Knowledge Check (KC)/Practical Exercises (PE) Screens (min.): 20 screens at 1 minutes (20 minutes)

Total Screens/Minutes: 67 screens at 1 minute (total estimated time 70 minutes)

Module 8 – Comprehensive Evaluation Objective Screens (min.): 1 screen at 1 minute

Content Screens (min.): none

Knowledge Check (KC)/Practical Exercises (PE) Screens (min.): 60 screens at 1 minute


Module 9 – Simulation Exercise Objective Screens (min.): 1 screen at 1 minute

Content Screens (min.): 2 screens plus screens for simulation TBD based on detailed simulation development


Total Screens/Minutes: TBD (total estimated time 80 minutes)

Module 10 – Closing Objective Screens (min.): none

Content Screens (min.): 10 screens at 1 minute



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