RegulusPipeline researchPHMSA Guidance, Guidelines for Hazardous Materials Response, Planning and Prevention/Mitigation Training
Portal detail 1Guidelines for Hazardous Materials Response, Planning and Prevention/Mitigation Training 01-Planning-2016-508-Compliant.pdf (6.31 MB) The HMEP Guidelines effort includes (1) the development and maintenance of guidelines against which courses can be assessed by state, tribal, territory and local training managers and (2) the implementation and maintenance of support systems to help state, tribal, territory and local training offices improve key elements that affect the quality of training, such as needs assessment, training plan development, testing, and assimilation of existing courses and materials from other jurisdictions. 02-Prev-Mitig-Training-2016-508-Compliant.pdf (6.44 MB) 03-Response-Training-Considerations-2016-508-Compliant.pdf (5.85 MB)#
Portal detail 2Issued Date: Monday, January 1, 2018#
Attachment 1, passage 1Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Planning Curriculum Overview Page 1#
Attachment 1, passage 2Hazardous Materials Planning Curriculum The goal of the Hazardous Materials Incident Response Planning Curriculum is to enhance the knowledge, skills, and attitudes of a broad spectrum of state and local training audiences, thus promoting better hazardous materials and terrorist incident planning by jurisdictions and facilities. The Planning Curriculum Guidelines are intended to assist public sector training managers and employers to understand the requirements for training public sector personnel involved in planning for hazardous materials and terrorist emergencies. Existing regulatory requirements are defined, and training recommendations are offered to help public sector training mangers improve the quality and effectiveness of hazardous materials and terrorist incident response planning. What is an Emergency Operations Plan? According to the Federal Emergency Management Agency (FEMA), an emergency operations plan (EOP) is a document that: • Assigns responsibility to organizations and individuals for carrying out specific actions at projected times and locations in an emergency. • Sets forth lines of authority and organizational relationships, and shows how all actions will be coordinated. • Describes how people and property will be protected in emergencies and disasters. • Identifies personnel, equipment, facilities, supplies, and other resources available for use during response and recovery operations. • Identifies steps to address mitigation concerns during response and recovery activities. The fundamental logic that underlies the development of emergency plans is that these and related decisions must be addressed before an incident occurs. During an emergency, no time exists to resolve such issues or to practice and refine roles and responsibilities. The complex analysis and preparation required to establish an effective emergency operations capability must be completed in advance so that public officials and response personnel can act quickly and decisively to control dangerous situations and protect the public. Given this rationale, an emergency plan must be more than just a document. To be effective, all personnel who will participate in a hazardous materials or terrorist incident response must know their roles and responsibilities and be competent in the tasks they will perform. This goal is greatly enhanced by participation of tasked organizations and the public in an integrated planning process, including exercising the plan and periodically revising the plan as needed. The elements covered in a hazardous materials or terrorist incident response plan and the approach to planning will vary, depending on the jurisdiction’s or facility’s unique needs. However, all plans should contain: (1) an analysis of the emergencies likely to occur; (2) an assessment of available resources and existing capabilities; (3) detailed Page 2#
Attachment 1, passage 3Hazardous Materials Planning Curriculum response operations strategies and assignments that address notification, command and control, life safety, and other functional requirements; and (4) identification of prevention measures that can mitigate the seriousness of an emergency or prevent it from occurring. The level of detail captured in the plan will also vary, but must be adequate to allow tasked organizations and individuals to develop comprehensive Standard Operating Procedures (SOPs) in their assigned areas. The Planning Process There is no single correct way to write a hazardous materials or terrorist incident emergency plan. Each entity must plan according to its own situation, based on such factors as geographic size, types of hazards, populations at risk, resources, and level of preparedness. Jurisdictions and facilities should choose the planning elements and processes most appropriate to their circumstances. However, every community and industry needs to evaluate its preparedness for hazardous materials incidents and plan accordingly. Various explanations of the planning process can be found in the literature, including those described in the Comprehensive Preparedness Guide 101: Developing and Maintaining Emergency Operations Plans (FEMA CPG 101); Comprehensive Preparedness Guide 201: Threat and Hazard Identification and Risk Assessment Guide (FEMA CPG 201); Hazardous Materials Emergency Planning Guide (NRT-1); Technical Guidance for Hazards Analysis (EPA/FEMA/DOT); Handbook of Chemical Hazard Analysis Procedures (FEMA/DOT/EPA); and Emergency Management Guide for Business & Industry (FEMA 141). These documents and approaches to planning, which are briefly described in the Appendix to the Planning Guidelines, incorporate the generic functional requirements of planning, although the steps and procedures may be defined somewhat differently. Jurisdictions and facilities should review these and/or other models to select a process that best meets their unique planning needs and preferences. Whatever model is adopted for the planning process, a team approach is strongly recommended. A planning team is the best mechanism for incorporating the various types of expertise needed in planning, building consensus among organizations, the business community, and individuals affected by the plan, and promoting professional relationships and understanding among responders. Team members can also help ensure that plans are adequately implemented, evaluated, and maintained after promulgation, and that personnel are given the training and tools they need to achieve competency in their assigned roles and responsibilities. No specific format is mandated for the results of hazardous materials or terrorist incident response planning. CPG 101 discusses format options for all-hazard and hazard-specific community plans. National Response Team’s Integrated Contingency Plan Guidance (see the Appendix to the Planning Guidelines) describes an approved format for consolidating multiple plans that facilities may have to prepare in compliance with various federal regulations. However, a format is “good” if users understand it, are comfortable with it, Page 3#
Attachment 1, passage 4Hazardous Materials Planning Curriculum and can extract the information they need. FEMA recommends that planning teams consider the following design characteristics when deciding upon a format: organization, progression, consistency, adaptability, and compatibility. The approach taken in these Planning Guidelines identifies two fundamental planning products, both of which are derived from a common hazards analysis and capability assessment base: • an emergency operations plan that addresses preparedness for, response to, and short-term recovery from hazardous materials or terrorist incidents; and • a prevention/mitigation section of the plan that addresses measures designed to eliminate or reduce the effects of potential emergencies (e.g., land use planning, building codes, inspections, equipment testing, release detection, site security, containment, and fail-safe engineering). Note that community development planning, long-term recovery, and organizational administrative planning (financial management, personnel management, record keeping, labor relations, etc.) are outside the intended scope of the Planning Guidelines. Requirements for Hazardous Materials and Terrorist Incident Response Planning The responsibility to plan for and, if possible, prevent or mitigate hazardous materials or terrorist emergencies is a fundamental extension of the civic responsibility of state and local organizations to ensure the safety of responders and to protect the public. Congress recognizes this government responsibility for emergency management in the Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended. Similarly, the Fixing America's Surface Transportation (FAST) Act streamlined and maximized the impact of PHMSA’s hazardous materials grants for emergency responders, hazardous materials professional and local communities. The FAST Act also promotes greater accountability and provides grantees more flexibility in administrating grants that help emergency responders prepare for and respond to incidents involving hazardous materials. Hazardous materials emergency planning is also required under a number of other federal laws and regulations. EPCRA and SARA Title III The Emergency Planning and Community Right-to-Know Act (EPCRA) & Title III of Superfund Amendments and Reauthorization Act of 1986 (SARA) EPCRA and Title III of SARA require the formation of State Emergency Response Commissions (SERCs), Tribal Emergency Response Commissions (TERCs), emergency planning districts, and Local Emergency Planning Committees (LEPCs). Each LEPC must develop, exercise, and maintain an emergency plan that identifies: (1) facilities and transportation routes related to specific chemicals; (2) response procedures of facilities and local emergency and medical personnel; (3) names of community and Page 4#
Attachment 1, passage 5Hazardous Materials Planning Curriculum facility emergency coordinators; (4) procedures for notifying officials and the public in the event of a hazardous material release; (5) methods for detecting a release and identifying areas and populations at risk; and (6) schedules for exercising the emergency plan. Occupational Safety and Health Administration (OSHA) 29 CFR § 1910.120 The OSHA regulations (29 CFR § 1910.120) require employers involved in hazardous waste operations to develop and implement an emergency response plan for employees. The elements of this plan must include: (1) Pre-emergency planning; (2) Personnel roles, lines of authority, training, and communication; (3) Emergency recognition and prevention; (4) Safety distances and places of refuge; (5) Site security and control; (6) Evacuation routes and procedures; (7) Decontamination procedures which are not covered by the site safety and health plan; (8) Emergency medical treatment and first aid; (9) Emergency alerting and response procedures; (10) Critique of response and follow-up; and (11) PPE and emergency equipment .Resource Conservation and Recovery Act (RCRA). Under subtitle C of RCRA, the Environmental Protection Agency (EPA) implements standards for the generation, transportation, treatment, storage, and disposal of hazardous wastes through permits issued by EPA or an authorized state. Permit requirements include a facility contingency plan, with required opportunities for local government and public comment and input into the plan development. FEMA Emergency Operations Plan Requirements Planning requirements for jurisdictions receiving FEMA funds are set forth in 44 CFR Part 206, effective May 12, 1986. This regulation requires states and local governments to prepare emergency operations plans (EOPs) that: (1) identify available personnel, equipment, facilities, supplies, and other resources in the jurisdiction; and (2) describe the method or scheme for coordinating actions taken by individuals and government services in the event of emergencies, including those involving hazardous materials. Coordination with Federal Response State and local hazardous materials emergency preparedness should include plans for coordination with, and support for, federal response to emergencies. The National Contingency Plan (NCP) is coordinated by the National Response Team under section 105 of the Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA). The NCP provides for federal support to local responders during hazardous materials transportation and fixed facility incidents. The Federal Response Plan (FRP), coordinated by FEMA, describes resources and support for state and local governments during natural and man-made disasters, including major hazardous materials emergencies. Page 5#
Attachment 1, passage 6Hazardous Materials Planning Curriculum Other Facility Planning Requirements Facilities that store, handle, or transport certain types and quantities of hazardous materials may be subject to additional federal contingency planning regulations. In this context, the term “facility” is meant to have a wide connotation, and may include, but is not limited to, any mobile or fixed onshore or offshore building, structure, installation, equipment, pipe, or pipeline. A particular facility may be subject to one or more of the following federal regulations: • EPA’s Oil Pollution Prevention Regulation (SPCC and Facility Response Plan Requirements)— 40 CFR §§ 112.7(d) and 112.20 to 112.21 • Bureau of Safety and Environmental Enforcement (BSEE)’s Facility Response Plan Regulation—30 CFR part 254 • PHMSA’s Pipeline Response Plan Regulation—49 CFR part 194 • US Coast Guard’s Facility Response Plan Regulation—33 CFR part 154, subpart F • EPA’s Risk Management Programs Regulation—40 CFR part 68 • OSHA’s Emergency Action Plan Regulation—29 CFR § 1910.38(a) • OSHA’s Process Safety Standard—29 CFR § 1910.119 • EPA’s Resource Conservation and Recovery Act Contingency Planning Requirements—40 CFR part 264, subpart D; 40 CFR part 265, subpart D; and 40 CFR § 279.52 • EPA’s 40 CFR parts 300 through 313 In addition, states and local jurisdictions may mandate regulatory requirements and procedures that must be considered in hazardous materials and terrorist incident response planning. Local governments and facilities are encouraged to coordinate the development of hazardous materials and terrorist incident response plans with relevant state and local agencies to ensure compliance with any additional regulatory requirements. The Need to Train The skill and training of individual responders is only one aspect of safe and effective emergency operations. Terrorist and hazardous materials incidents are complex and involve the coordinated and timely actions of many different persons, often under stressful conditions. The quality of this coordination—based on clearly defined lines of authority, adequate communication systems, availability of resources when needed, etc.—may play a more important role than individual responder training in minimizing injuries and maximizing control of the emergency. In hazardous materials and terrorist instigated emergencies, the importance of pre- response planning cannot be overstated. Plans provide a mechanism for evaluating operational strategies, defining roles and procedures, communicating organizational assignments, and assessing the adequacy of responder training. The integrated team planning process fosters trust and cooperation among individuals and organizations that Page 6#
Attachment 1, passage 7Hazardous Materials Planning Curriculum must work together during an incident. Planning also leads to effective mitigation and prevention measures, thus providing communities and facilities with an opportunity to eliminate or reduce the costly and tragic effects of hazardous materials incidents before they occur. Effective response and prevention planning depends upon the ability of the people who do the work. The quality of hazard analyses and capability assessments, and the effectiveness of response and prevention plans, are directly related to the competency of the personnel assigned responsibility for performing related tasks—public and private sector officials, agency and program managers, planners, technical experts, and many others. OSHA’s regulation 29 CFR § 1910.120(q) requires that all employees be properly trained to perform their roles in response to hazardous materials emergencies. By convention, this is extended to responders to terrorist incidents as well. Employers are not currently required by federal law to train personnel involved in planning. However, federal guidelines strongly recommend that all personnel who participate in the hazardous materials or terrorist incident response planning process at the state and local levels be trained to full competency to perform their roles. The Scope of the Planning Curriculum The Hazardous Materials Incident Response Planning Curriculum addresses training needed by persons who have a defined role in the development, implementation, evaluation, and maintenance of hazardous materials and terrorist incident emergency plans and standard operating procedures. These critical documents must be prepared by state governments, local communities/jurisdictions, community support services organizations (hospitals, schools, mass care, business/industry, etc.), public sector agencies, and private sector facilities that store, use, or transport significant quantities of hazardous materials. Training requirements for the curriculum span a tremendous variety of functions, skills, and audiences. Planning Development, Implementation, Evaluation, and Maintenance In the public sector, functional responsibilities include directing and controlling the planning process, collecting data and managing information, identifying hazards, analyzing related vulnerabilities, estimating risk, assessing capabilities, serving as operational experts in writing plans and SOPs, implementing and integrating the results with other planning efforts, designing and evaluating complex exercises, and updating the plan on a regular basis. Individuals performing this work include community officials, SERC, TERC and LEPC members, agency and program managers, emergency managers, fire service workers, police, emergency medical services personnel, public works officials, community services and volunteer organization representatives, consultants and technical experts, and many others. Page 7#
Attachment 1, passage 8Hazardous Materials Planning Curriculum Planning for the Transportation and Storage of Hazardous Materials In the private sector, similar roles and functions must be performed. Facilities that meet certain criteria must also conduct technically sophisticated analyses for chemicals they store, handle, or transport; develop production/process safety management plans and employee safety plans; and comply with employee and community right-to-know requirements and other reporting mandates. Potential training audiences include industry owners and executives, business planners, production/process managers, functional managers (e.g., communications, public information, emergency response, etc.), safety officers, technical experts, and others employed by the facility. Local government personnel who have responsibilities for reviewing and approving facility plans and/or enforcing compliance with existing regulations and standards may also benefit by training in this area. Training Challenges This diversity of audiences and roles presents a special challenge for managing training for hazardous materials and terrorist response planning. Access to training audiences is more complex because the interdisciplinary nature of the audience suggests a broad range of possible training delivery mechanisms. Audience members may have limited time available for training in planning because this role is often viewed as an ancillary duty to primary work responsibilities. Finally, hazardous materials and terrorist incident training resources may be limited, necessitating an emphasis on response training, with training in planning and prevention receiving a lower organizational priority. The Planning Curriculum Model The curriculum is organized into three training levels based on general skill requirements of the target audience: Planning Awareness, Core Planning Competencies, and Mission Specific Planning Competencies. Planning Awareness The Planning Awareness curriculum area provides an introduction to hazardous materials and terrorist incident response planning, with an emphasis on the need for effective plans and the benefits to be derived. Instruction is designed to help individual students identify their roles and responsibilities in the planning process, and motivate them to participate fully and effectively as planning team members. Desired training competencies include an awareness level understanding of general hazardous materials and terrorist incident planning concepts, processes, and legal requirements. No prerequisite knowledge of planning and emergency management concepts is assumed or required, and no skill development is attempted. Training should result in a positive attitudinal change and a general understanding of the planning function. Page 8#
Attachment 1, passage 9Hazardous Materials Planning Curriculum Core Planning Competencies The Core Planning Competencies curriculum area provides participants with the knowledge and skills they need to develop a basic integrated hazardous materials and terrorist incident emergency plan for a jurisdiction or facility. The primary training audience is local planning team members. Training objectives cover a broad range of general competencies, including the ability to function effectively in a team environment, assist in or conduct a basic hazards analysis and capability assessment, work with others to analyze options and draft sections of the plan, and participate in plan implementation, evaluation, and maintenance. The Core Planning Competencies curriculum area addresses basic skills, with an emphasis on the student’s ability to interpret and use information provided by various technical specialists in developing the plan. More advanced planning skills are covered in the Mission Specific Planning Competencies curriculum area, discussed below. Audience members are assumed to already possess training competencies covered in Planning Awareness and an expertise in the professional discipline that the student represents on the planning committee. Managerial, administrative, and logistic requirements for organizing the planning process, including staff recruitment and assignments, are not addressed. Mission Specific Planning Competencies Recognizing that many skills are needed to support the planning process above those involved in basic plan development, the Mission Specific Planning Competencies curriculum area has been organized to articulate additional, often more advanced, learning competencies. State and local planning needs and training requirements will vary considerably in these specialty areas. Hence, the curriculum supports selective, focused training by jurisdictions and facilities in only those specialty skill areas where training is needed at any given time. The Planning Curriculum Guidelines The planning curriculum model presented in this Chapter reflects the general planning philosophies and team approaches incorporated in FEMA and NRT guidance. The training requirements derived from this planning curriculum model support the tasks needed to produce comprehensive OSHA and SARA Title III plans and facility plans. As noted previously, the training requirements address a variety of audiences and needs. While these Planning Guidelines bring together the planning guidance of emergency management agencies and the planning requirements of regulatory agencies, the challenge for state, tribal, and local training managers will be to match the unique roles and responsibilities of personnel in their jurisdictions with the three curriculum areas (or competency levels) used in this model. Alternatively, training managers may tailor the model to meet their specific needs. Page 9#
Attachment 1, passage 10Hazardous Materials Planning Curriculum The Chapters of the Planning Guidelines identify training requirements for each major curriculum area: Planning Awareness, Core Planning Competencies, and Mission Specific Planning Competencies. These requirements are defined primarily in the form of objectives, which describe capabilities needed by audience members to successfully perform the basic competencies stated in the terminal objectives. An overview of the target audiences and recommended training methodologies is presented below. More in- depth descriptions of the curriculum area, target audiences, subject matter content, and recommended training methodologies are offered at the beginning of each chapter. Planning Awareness Training Audience The primary training audience for Planning Awareness includes all potential participants in the hazardous materials and terrorist incident planning process from jurisdictions, government and response agencies, community services organizations, private sector facilities and transporters, and other businesses and industries. Specifically included are elected and appointed officials, chief executive officers (CEOs), program managers, and others who are able to influence jurisdictional and organizational planning priorities and resources. In addition, training is encouraged for the broad spectrum of persons who have a “stake” in planning, i.e., they may be impacted by the results of planning, although they have no defined role in the actual development of emergency plans. Thus, audience members might include: • Jurisdiction and facility planning team members • LEPC, TERC, and SERC members • Local, tribal, and state government officials, including elected and appointed • Facility owners and managers • Representatives of government and response agencies, including SOP writers • Representatives of community support services and volunteer organizations • Emergency responders and mitigation/prevention personnel • Citizens in the impacted planning jurisdiction • Special interest and advocacy groups • Emergency program managers Methodology Recommendations The typical training delivery format for Planning Awareness is a brief (one to four hours) presentation or seminar led by an experienced and dynamic facilitator. Whenever possible, the audience should include representatives from a broad range of organizations and disciplines, thereby promoting a heightened understanding of the diverse interests and requirements associated with hazardous materials and terrorist incident response planning. Because training should motivate and encourage attitudinal change, the use of presentation graphics and instructional media (slides, videotapes, etc.) is particularly appropriate. Other considerations include: Page 10#
Attachment 1, passage 11Hazardous Materials Planning Curriculum • Training must be tailored to audience needs, recognizing that some students may have no understanding of emergency management or the challenges associated with interdepartmental planning and coordination. • When possible, training should permit group interactions and foster initial team building. • Training experiences should be practical and constructive to promote positive attitudinal change. The discussion of hazardous materials and terrorist threats, which is important to focus attention and clarify program need, should emphasize positive solutions through community and industrial planning and cooperation. • Course materials should include local examples and issues to help generate interest and participation in local planning processes. • Recruitment of students may be an issue due to lack of preexisting interest in the subject (or local economic hardship prevails). “Teaser” programs and strategies to peak community interest and enrollment may be appropriate. Core Planning Competencies Training Audience The training audience for the Core Planning Competencies curriculum area includes planning team members who have a defined responsibility in researching, preparing, implementing, and maintaining hazardous materials and terrorist incident response plans for jurisdictions or facilities. These persons generally represent their organization or functional specialty in an integrated planning process. Audience categories can be summarized as follows: • For communities, training audiences may include local government emergency planners, SERC/TERC/LEPC and Area Committee members, hazardous materials officers and team leaders, emergency program managers, public sector agency representatives, community support services and volunteer organization representatives, and various technical specialists. • For private sector facilities, audience members may include industry owners and executives, general planners, production/process managers, functional managers (e.g., communications, public information, emergency response, etc.), safety officers, technical experts, and others employed by the facility. • Personnel who have responsibilities for reviewing and approving facility plans and/or enforcing compliance with existing community regulations and standards may also benefit by training. Methodology Recommendations It is recognized that the planning needs of different jurisdictions and facilities, and the resulting training needs of planning team members, can vary greatly, depending on such factors as geographic size, demographics, hazards, local resources, and political preferences. However, the Core Planning Competencies curriculum area is intended to address the generic training requirements of all hazardous materials and terrorist Page 11#
Attachment 1, passage 12Hazardous Materials Planning Curriculum incident response planners. Training managers, course developers, and instructors may need to tailor materials to meet the unique needs and interests of different audiences, incorporating elements covered in Planning Specialties, as appropriate. Training can typically be accomplished in two to four days of classroom instruction led by an experienced facilitator. Breaking training into modules (e.g., Hazards Analysis) that are delivered at different times is also possible, and this approach may be beneficial if timed to coincide with planning team assignments. However, team building is very important in the planning process, so continuity of student groupings throughout training is recommended. Other training considerations include the following: • Training should focus on the actual development of local plans, with the product and participation in the group planning process used to demonstrate student mastery of the objectives. • Audience should be heterogeneous, reflecting the diverse community members and professional disciplines involved in the planning process. It is highly recommended that team members who will work together in subsequent planning efforts be trained together as a team. • Course methodology should emphasize group interactions, team building, and resolution of interpersonal conflicts, as well as the development of the plan product itself. • Course materials should be multi-tracked in terms of type of plan (OSHA, SARA, etc.) to facilitate tailoring the instruction to the needs of the audience. • Instruction should include practical strategies for merging local plan requirements and needs (i.e., merging several plan requirements into one development effort) to foster more efficient planning efforts. • Instruction should emphasize the need for ongoing planning commitments by the team and the organizations they represent. • Instruction should emphasize the need for ongoing evaluation at each step in the planning process. • Instructors should emphasize that steps in the planning process, although taught sequentially, may actually be performed simultaneously. Mission Specific Planning Competencies The next eight chapters in the Planning Guidelines address training objectives that should be achieved by public sector employees performing various hazardous materials and terrorist incident response planning functions. These training objectives are organized by specialty area, and are subsumed under the Mission Specific Planning Competencies curriculum area. • Planning Specialties • Commodity Flow Study • Hazard Analysis • Capability Assessment Page 12#
Attachment 1, passage 13Hazardous Materials Planning Curriculum • Planning for Protective Actions • Plan Implementation and Maintenance • Facility Planning • Planning for Public Education The list of mission specific specialty areas included in the curriculum is intended to reflect the prevailing needs of state and local training organizations. It is anticipated that more mission specific specialty areas will be defined over time, and some may be eliminated or modified as needs change. Some candidates for future topic areas include Using Geographic Information Systems in Planning, Organizing the Planning Process, Planning Information Management, Exercising the Plan, SOP Writing, Illicit Use of Hazardous Materials, Liability Issues in Hazardous Materials, and Marketing the Plan. Training Audience The training audience for the Mission Specific Planning Competencies curriculum area includes jurisdiction and/or facility hazardous materials planning team members that have been assigned responsibilities requiring advanced level knowledge and skills, i.e., exceeding those skills needed to develop a basic plan as defined in Planning Essentials. Included are representatives of local government and response agencies, community services organizations, private sector facilities and transporters, and other businesses and industries. Because audience members will vary somewhat according to the topic, they are defined in more detail for each specialty area. However, a generic listing might include: • Jurisdiction and facility planning team members • LEPC, TERC, and SERC members • Facility owners and managers • Representatives of government and response agencies • Representatives of community support services and volunteer organizations • Mitigation/prevention personnel • Consultants and technical experts • Emergency program managers Methodology Recommendations The typical training delivery format for Mission Specific Planning Competency training is a one to two day course led by an experienced instructor. However, more or less time may be appropriate, depending on the subject area, degree of complexity, and related planning requirements. Training managers may also wish to combine Planning Specialties modules for audiences that need training in more than one area, or add one or more modules to Planning Essentials. Other training considerations include the following: • Audience members are assumed to already possess basic competencies in hazardous materials plan development. Otherwise, experience and expertise among audience members may vary significantly. Page 13#
Attachment 1, passage 14Hazardous Materials Planning Curriculum • Training should be tailored to audience needs, focusing on the specific jurisdiction’s or facility’s planning requirements and individual assignments in the planning process. • Course materials should include local examples, and activities should be based on local issues and data to the extent possible. • Where local teams are conducting complex studies, members should be trained concurrently, and training should permit group interactions and foster team building. More information on training scope, audiences, and appropriate methodologies is presented on subsequent pages for each specialty topic area. Page 14 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Planning Awareness Page 15#
Attachment 1, passage 15Hazardous Materials Planning Curriculum Introduction The Planning Awareness curriculum area provides an introduction to hazardous materials incident response planning, with an emphasis on the need for planning and the benefits to be derived. Instruction should help individual students identify their roles and responsibilities in the planning process, and motivate them to participate fully and effectively as planning team members. Desired training competencies include an awareness level understanding of general hazardous materials and terrorist incident planning concepts, processes, and legal requirements. No previous knowledge is assumed, and no skill development should be attempted. Training should result in a positive attitude change and the achievement of a general understanding of the planning function. Training Audience The primary training audience for Planning Awareness includes all potential participants in the hazardous materials incident planning process from jurisdictions, government and response agencies, community services organizations, private sector facilities and transporters, and other businesses and industries. Specifically included are elected and appointed officials, CEOs, program managers, and others who are able to influence jurisdictional and organizational planning priorities and resources. In addition, training is encouraged for the broad spectrum of persons who have a “stake” in planning, i.e., they may be impacted by the results of planning, although they have no defined role in the actual development of emergency plans. Thus, audience members might include: • Jurisdiction and facility planning team members • LEPC, TERC, and SERC members • Local, tribal, and state government officials, including elected and appointed • Facility owners and managers • Representatives of government and response agencies, including SOP writers • Representatives of community support services and volunteer organizations • Emergency responders and mitigation/prevention personnel • Citizens in the impacted planning jurisdiction • Special interest and advocacy groups • Emergency program managers Methodology Recommendations The typical training delivery format for Planning Awareness is a brief (one to four hours) presentation or seminar led by an experienced and dynamic facilitator. Whenever possible, the audience should include representatives from a broad range of organizations and disciplines, thereby promoting a heightened understanding of the diverse interests and requirements associated with hazardous materials and terrorist incident response planning. Because training should motivate and encourage attitudinal Page 16#
Attachment 1, passage 16Hazardous Materials Planning Curriculum change, the use of presentation graphics and instructional media (slides, videotapes, etc.) is particularly appropriate. Other considerations include: • Training must be tailored to audience needs, recognizing that some students may have no understanding of emergency management or the challenges associated with interdepartmental planning and coordination. • When possible, training should permit group interactions and foster initial team building. • Training experiences should be practical and constructive to promote positive attitudinal change. The discussion of hazardous materials and terrorist threats, which is important to focus attention and clarify program need, should emphasize positive solutions through community and industrial planning and cooperation. • Course materials should include local examples and issues to help generate interest and participation in local planning processes. • Recruitment of students may be an issue due to lack of preexisting interest in the subject. “Teaser” programs and strategies to peak community interest and enrollment may be appropriate. Page 17#
Attachment 1, passage 17Hazardous Materials Planning Curriculum Recommended Training Objectives The following instructional objectives describe student competencies recommended for orienting planning team members and others to the subject of hazardous materials and terrorist incident response planning. The legislative and regulatory basis for this training can be found primarily in the requirements specified in OSHA 1910.120 for development of employers’ emergency response plan, SARA Title III for development of planning jurisdiction emergency response plans, and various federal agency regulations for development of facility and transporter emergency response plans. Sources for the material include the planning guidance in FEMA CPG 101, NRT-1, and other reference documents, the most important of which are described in the Appendix to these Planning Guidelines. The objectives are designed to be comprehensive, i.e., to address the training requirements of all identified audience members; thus, training developers and instructors will need to tailor these objectives to meet local audience interests, needs, and planning processes. Key Objectives PLN AW - 1 Explain the purpose, benefits of, and participants in hazardous materials emergency planning. PLN AW - 2 Identify legal requirements impacting the planning process. PLN AW - 3 Identify the scope and elements of a hazardous materials plan. PLN AW - 4 Identify the major steps to be taken, participants involved, and resources needed in the planning process. PLN AW - 5 Identify strategies for promoting hazardous materials planning. PLN AW - 1 Given a description of potential hazardous materials and terrorist incident risks, explain the purpose and benefits of integrated hazardous materials emergency planning, and describe typical roles and participants in the emergency management system. PLN AW - 1.1 Describe the nature of the hazardous materials and terrorist incident threat and associated risks for the government, industry, and community, including the relationship between natural and technological hazards. Page 18#
Attachment 1, passage 18Hazardous Materials Planning Curriculum PLN AW - 1.2 Describe the purpose and benefits of a comprehensive and integrated approach to hazardous materials and terrorist incident response planning, including the relationships among plans, SOPs, and exercises. PLN AW - 1.3 Describe the roles and general responsibilities of federal, state, and local government agencies and private sector organizations in integrated hazardous materials and terrorist incident preparedness, response, recovery, and mitigation/prevention. PLN AW - 2 Given a jurisdiction or facility with the need to develop an integrated hazardous materials plan, identify legal requirements impacting the planning process and product. PLN AW - 2.1 Identify hazardous materials planning requirements for state and local jurisdictions contained in the following authorities: • Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended • Title III of the Superfund Amendments Reauthorization Act (SARA) • Hazardous Materials Emergency Planning Guide (NRT-1) • OSHA 29 CFR 1910.120 and EPA 40 CFR PLN AW - 2.2 List legislation and regulations that affect facility planning requirements, including: • EPA’s Oil Pollution Prevention Regulation (SPCC and Facility Response Plan Requirements)— 40 CFR part 112.7(d), 112r, and 112.20 to 112.21 • BSEE’s Facility Response Plan Regulation—30 CFR part 254 • PHMSA’s Pipeline Response Plan Regulation—49 CFR part 194 • USCG’s Facility Response Plan Regulation—33 CFR part 154, subpart F • EPA’s Risk Management Programs Regulation—40 CFR part 68 • OSHA’s Emergency Action Plan Regulation—29 CFR 1910.38(a) • OSHA’s Process Safety Standard—29 CFR 1910.119 • OSHA’s HAZWOPER Regulation—29 CFR 1910.120 • EPA’s Resource Conservation and Recovery Act Contingency Planning Requirements—40 CFR part 264, subpart D, 40 CFR part 265, subpart D, and 40 CFR part 279.52 Page 19#
Attachment 1, passage 19Hazardous Materials Planning Curriculum EPA’s 40 CFR 300 through 313PLN AW - 3 Given the assignment to conduct hazardous materials and terrorist emergency planning, identify the scope and elements of an integrated hazardous materials and terrorist incident emergency plan. PLN AW - 3.1 Define the scope (in terms of types of emergencies and functions to be addressed) of an integrated hazardous materials and terrorist emergency plan for a jurisdiction or facility. PLN AW - 3.2 Identify the elements of an integrated hazardous materials and terrorist emergency plan that are necessary to meet local, state, and federal requirements and guidelines. PLN AW - 4 Given the assignment to conduct hazardous materials and terrorist incident emergency planning, identify and describe the major steps to be taken, the participants to be involved, and the resources that will be needed in the planning process. Note: Various explanations of the planning process can be found in the literature, including those described in the Guide for All-Hazard Emergency Operations Planning (FEMA CPG 101), Hazardous Materials Emergency Planning Guide (NRT-1), Technical Guidance for Hazards Analysis (EPA/FEMA/DOT), Handbook of Chemical Hazard Analysis Procedures (FEMA/DOT/EPA), and Emergency Management Guide for Business & Industry (FEMA 141), and NRT’s Integrated Contingency Plan Guidance. These approaches to planning, which are briefly described in Appendix B, incorporate the generic functional requirements of planning, although the steps and procedures may be defined somewhat differently. Jurisdictions and facilities should select and/or modify these models to best meet their unique planning needs and preferences. PLN AW - 4.1 Identify and describe the major steps in the planning process to be used. PLN AW - 4.2 Identify participants and other resources needed for the planning process. PLN AW - 5 Given an assignment to participate in or support integrated hazardous materials and terrorist incident response planning, identify strategies for promoting planning. PLN AW - 5.1 Describe the participant’s role, responsibilities, and work requirements in the integrated hazardous materials and terrorist incident response planning process. Page 20#
Attachment 1, passage 20Hazardous Materials Planning Curriculum PLN AW - 5.2 Identify related information and training needs, available resources, contacts, and possible obstacles or constraints. PLN AW - 5.3 Identify criteria for selecting strategies for promoting planning. Page 21 Hazardous Materials Planning Curriculum Page Intentionally Left Blank Page 22 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Core Planning Competencies Page 23#
Attachment 1, passage 21Hazardous Materials Planning Curriculum Introduction Training addressing Core Planning Competencies should provide participants with the knowledge and skills they need to develop a basic integrated hazardous materials and terrorist incident emergency plan for a jurisdiction or facility. The primary training audiences are local planning team members. Training objectives cover a broad range of generic competencies, including the ability to function effectively in a team environment, to assist in or conduct a basic hazards analysis and capability assessment, to work with others to analyze options and draft sections of the plan, and to participate in plan implementation, evaluation, and maintenance. The Core Planning Competencies cover basic skills, with an emphasis on the ability to interpret and use information provided by various technical specialists in developing the plan. More advanced planning skills are addressed in Mission Specific Planning Competency areas. Audience members are assumed to already possess the knowledge and skills covered in Planning Awareness and an expertise in the professional discipline that the student represents on the planning committee. It is further assumed that managerial, administrative, and logistic requirements for organizing the planning process, including staff recruitment and assignments, have already been accomplished. Training Audience The training audience for Core Planning Competencies includes planning team members who have a defined responsibility in researching, preparing, implementing, and maintaining hazardous materials and terrorist incident response plans for jurisdictions or facilities. These persons generally represent their organization or functional specialty in an integrated planning process. Audience categories can be summarized as follows: • For communities, training audiences may include local government emergency planners, SERC/TERC/LEPC and Area Committee members, hazardous materials officers and team leaders, emergency program managers, public sector agency representatives, community support services and volunteer organization representatives, and various technical specialists. • For private sector facilities, audience members may include industry owners and executives, general planners, production/process managers, functional managers (e.g., communications, public information, emergency response, etc.), safety officers, technical experts, and others employed by the facility. • Personnel who have responsibilities for reviewing and approving facility plans and/or enforcing compliance with existing community regulations and standards may also benefit by training. Methodology Recommendations It is recognized that the planning needs of different jurisdictions and facilities, and the resulting training needs of planning team members, can vary greatly, depending on such Page 24#
Attachment 1, passage 22Hazardous Materials Planning Curriculum factors as geographic size, demographics, hazards, local resources, and political preferences. However, the Core Planning Competencies are intended to address the generic training requirements of all hazardous materials and terrorist incident response planners. Training managers, course developers, and instructors may need to tailor materials to meet the unique needs and interests of different audiences, incorporating elements covered in Planning Specialties, as appropriate. Training can typically be accomplished in two to four days of classroom instruction led by an experienced facilitator. Breaking training into modules (e.g., Hazards Analysis) that are delivered at different times is also possible, and this approach may be beneficial if timed to coincide with planning team assignments. However, team building is very important in the planning process, so continuity of student groupings throughout training is recommended. Other training considerations include the following: • Training should focus on the actual development of local plans, with the product and participation in the group planning process used to demonstrate student mastery of the objectives. • Audience should be heterogeneous, reflecting the diverse community members and professional disciplines involved in the planning process. It is highly recommended that team members who will work together in subsequent planning efforts be trained together as a team. • Course methodology should emphasize group interactions, team building, and resolution of interpersonal conflicts, as well as the development of the plan product itself. • Course materials should be multi-tracked in terms of type of plan (OSHA, SARA, etc.) to facilitate tailoring the instruction to the needs of the audience. • Instruction should include practical strategies for merging local plan requirements and needs (i.e., merging several plan requirements into one development effort) to foster more efficient planning efforts. • Instruction should emphasize the need for ongoing planning commitments by the team and the organizations they represent. • Instruction should emphasize the need for ongoing evaluation at each step in the planning process. • Instructors should emphasize that steps in the planning process, although taught sequentially, may actually be performed simultaneously. • Conduct appropriate exercise type (seminar, workshop, or table-top) to help with development and/or validation of planning content. Page 25#
Attachment 1, passage 23Hazardous Materials Planning Curriculum Recommended Training Objectives The following instructional objectives describe competencies recommended for training planning team members and others in the core competencies of hazardous materials and terrorist incident response planning. The legislative and regulatory basis for this training can be found primarily in the requirements specified in OSHA 1910.120 for development of employers’ emergency response plan; SARA Title III for development of planning jurisdiction emergency response plans; and various federal agency regulations for the development of facility and transporter emergency response plans. The objectives incorporate generic concepts and processes derived from various sources in the planning literature. Several of the most important reference documents, and more specific models for planning, are described in the Appendices. The objectives are intended to be comprehensive, i.e., to address the training requirements of all identified audience members; thus, training developers and instructors will need to tailor these objectives to meet local audience interests, needs, and planning processes. Key Objectives PLCORE - 1 Identify an appropriate planning strategy and describe team member responsibilities. PLCORE - 2 Describe steps involved to identify, acquire and summarize relevant background information. PLCORE - 3 Identify and describe the purpose, benefits, major steps, and participants’ roles in Hazards Analysis and Capability Assessment. PLCORE - 4 Describe the steps involved to identify, collect, review and interpret the Hazards Analysis and Capability Assessment. PLCORE - 5 Identify the issues and solutions to be addressed in the plan and identify needed assignments for developing the plan. PLCORE - 6 Describe the steps in developing or updating a Hazardous Materials and Terrorist Incident Response Plan. PLCORE - 7 Describe the steps in developing or updating the prevention/mitigation section of the plan. PLCORE - 8 Describe the steps in the plan review and appraisal process. PLCORE - 9 Describe an appropriate strategy and identify methods for implementing the plan. PLCORE - 10 Describe an appropriate strategy for evaluating and maintaining the plan. Page 26#
Attachment 1, passage 24Hazardous Materials Planning Curriculum PLCORE - 1 Given an assignment as a planning team member and an overview of the planning process to be used, identify an appropriate planning strategy and describe team member responsibilities in the process. PLCORE - 1.1 Describe the benefits of a team approach to planning and identify skills necessary to participate in the team planning process. PLCORE - 1.2 Identify team members with related roles, coordination requirements, available resources, and administrative support systems. PLCORE - 1.3 Describe roles of participants in the team planning process, to include organizational and/or functional areas of responsibility. PLCORE - 1.4 Demonstrate an understanding of the planning process mission statement, goals, and objectives. PLCORE - 1.5 Describe the expected results of the planning process, to include the plan format and time lines. PLCORE - 2 Given a review of pertinent information sources and data collection methods, describe the steps involved and demonstrate the ability to identify, acquire and summarize background information related to individual organizational and/or functional area(s) of responsibility that will impact the team planning process. PLCORE - 2.1 Demonstrate the ability to identify, gather, and review copies of policies, plans, and authorities (e.g., community Emergency Operations Plans, mitigation/prevention plans, response agency SOPs, facility plans, codes and ordinances, etc.). PLCORE - 2.2 Demonstrate the ability to review critiques of actual incidents, exercises, and drills and identify issues to be addressed in the plan. Page 27#
Attachment 1, passage 25Hazardous Materials Planning Curriculum PLCORE - 2.3 Demonstrate the ability to review changes and trends impacting the jurisdiction, organization, or facility and identify issues to be addressed in the plan. PLCORE - 2.4 Demonstrate the ability to interview managers, public officials, technical specialists, and practitioners in organizations affected by the plan and identify issues to be addressed in the plan. PLCORE - 2.5 Identify, aggregate, and summarize related planning issues, priorities, concerns, and challenges. PLCORE - 3 Given an assignment as a planning team member and an overview of the planning process to be used, identify and describe the purpose, benefits, major steps, and participant’s role in Hazards Analysis & Capability Assessment. PLCORE - 3.1 Explain the purpose, benefits, and major steps in conducting a Hazards Analysis. PLCORE - 3.2 Explain the purpose, benefits, and major steps in conducting a Capability Assessment. PLCORE - 3.3 Identify responsibilities in the Hazards Analysis & Capability Assessment processes, as appropriate. PLCORE - 3.4 Describe the methods and expected results of the Hazards Analysis & Capability Assessment processes, including roles of various planning team members and technical specialists. PLCORE - 4 Given an assignment as a planning team member and an overview of the planning process to be used, describe the steps involved and demonstrate the ability to identify, collect, review and interpret the Hazards Analysis & Capability Assessment data. PLCORE - 4.1 Demonstrate the ability to collect or assist in collecting the data, as required. Page 28#
Attachment 1, passage 26Hazardous Materials Planning Curriculum PLCORE - 4.2 Demonstrate the ability to review and interpret the data. PLCORE - 4.3 Demonstrate the ability to identify, map, and prioritize hazards, risk areas, and vulnerable zones, and identify capability shortfalls and excesses (gap analysis). PLCORE - 5 Given an assignment as a planning team member and the results of research and input from other planning team members, identify the issues and solutions to be addressed in the plan and identify needed assignments for developing the plan. PLCORE - 5.1 Describe issues and solutions to be addressed in the plan by examining existing plans, Hazards Analysis results, Capability Assessment results and other pertinent information. PLCORE - 5.2 Identify plan development tasks to be assigned to planning team and other organizational representatives. PLCORE - 6 Given identified issues and solutions to be addressed in the plan and assignments to planning team members, describe the steps involved and demonstrate the ability to participate in developing or updating the Integrated Hazardous Materials and Terrorist Incident Response Emergency Plan, to address preparedness, response and short term recovery. PLCORE - 6.1 Identify the planning elements necessary to comply with regulatory requirements, standards, and guidelines. PLCORE - 6.2 If developing or updating a facility or organization plan, describe format guidelines specified in the NRT’s Integrated Contingency Plan guidance. PLCORE - 6.3 Demonstrate the ability to develop or update the plan to meet the required regulatory elements. Page 29#
Attachment 1, passage 27Hazardous Materials Planning Curriculum PLCORE - 7 Given identified issues and solutions to be addressed in the plan and assignments to planning team members, describe the steps involved and demonstrate the ability to participate in developing or updating a comprehensive prevention/mitigation section in the plan. PLCORE - 7.1 Identify prevention/mitigation strategies and techniques to address the identified issues and solutions. PLCORE - 7.2 Demonstrate the ability to write the plan to meet all identified prevention/mitigation planning needs. PLCORE - 8 Given a completed draft hazardous materials plan, describe the steps involved and demonstrate the ability to participate in the plan review and appraisal process. PLCORE - 8.1 Identify the purpose and benefits of reviewing the plan. PLCORE - 8.2 Demonstrate the ability to conduct an internal draft plan review to assess adequacy and completeness. PLCORE - 8.3 Demonstrate the ability to facilitate an external review of the draft plan, which may include peer review, management review, community input, and state/federal review. PLCORE - 8.4 Demonstrate the ability to make necessary revisions, and promote formal plan promulgation. PLCORE - 9 Given a completed hazardous materials and terrorist incident response plan, describe an appropriate strategy and identify methods for implementing the plan. PLCORE - 9.1 Identify the purpose and benefits of conducting plan implementation. Page 30#
Attachment 1, passage 28Hazardous Materials Planning Curriculum PLCORE - 9.2 Identify roles and responsibilities for plan implementation, to include available resources, administrative systems, and time lines. PLCORE - 9.3 Describe the strategy and methods for plan implementation, to include: • Disseminating copies of the plan • Briefing and orienting users of the plan • Coordinating the plan with other planning efforts • Coordinating the plan with other training efforts. PLCORE - 10 Given a completed hazardous materials plan, describe an appropriate strategy and identify methods for evaluating and maintaining the plan. PLCORE - 10.1 Identify the purpose and benefits of conducting plan evaluation and maintenance. PLCORE - 10.2 Identify roles and responsibilities for plan evaluation and maintenance. PLCORE - 10.3 Describe the strategy and methods for plan evaluation and maintenance, to include: • Monitoring changes, trends, and actual events impacting the plan • Developing, conducting, and evaluating exercises and drills • Periodically updating and revising the plan. Page 31#
Attachment 1, passage 29Hazardous Materials Planning Curriculum Page Intentionally Left Blank Page 32 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Commodity Flow Study Page 33#
Attachment 1, passage 30Hazardous Materials Planning Curriculum Introduction Most communities, whether large or small, are origins, destinations, or through-routes for hazardous materials transportation. In order to plan and prepare for possible hazardous materials and terrorist transportation incidents, planners need basic data on the types and quantities of chemicals transported through the jurisdiction. The process of acquiring and analyzing this information, referred to here as a commodity flow study, is one of the first steps in preparing a community’s integrated hazardous materials emergency plan. Results can be used to analyze current traffic patterns, focus planning efforts on existing needs, and reduce the potential for incidents to occur. This training specialty area builds on Planning Awareness competencies to provide participants with the knowledge and skills they need to prepare a simple commodity flow study. Content areas covered by training should include the purpose and benefits of conducting commodity flow studies, an overview of appropriate data collection methods, generic steps in the process, related statistical concepts, and sources of additional assistance and information. Where appropriate, more specific models and procedures followed by the jurisdiction can be introduced. Applications and limitations of the study results in the planning process should also be reviewed. Training Audience Potential training audiences include all participants in the planning process that have been assigned responsibility for conducting a commodity flow study that exceeds the competencies covered under Planning Essentials. Possible audience members include: • Community planning team members • Facility planners and managers • Response agency representatives • Prevention personnel, transport inspectors • Technical experts and consultants • Local roadway authorities Prerequisites or Presumed Prior Student Knowledge/Skills Students are assumed to possess the knowledge and skills addressed in the Core Planning Competencies. Consideration should be given to students that have a defined responsibility for conducting a commodity flow study for a jurisdiction as a regular part of their job. Typical Program Format The typical format is an instructor-led program, approximately one to two days in length. Longer programs may be appropriate where more complex commodity flow studies are planned or when actual field surveys are included as training activities. Page 34#
Attachment 1, passage 31Hazardous Materials Planning Curriculum Methodology and Training Delivery Recommendations Training should provide students with knowledge of the steps and components of a generic commodity flow study, and skill in performing various data collection methods. Trainees must understand the significance and application of commodity flow study information, and develop the ability to recognize and develop useful and meaningful data on which to base subsequent emergency operations and prevention programmatic and organizational decisions. Much of the subject matter in this specialty area can be introduced through self-study, but training should include formal classroom instruction with time spent in individual and small-group work. Some commodity flow study training programs include as much as three days of classroom instruction. Activities should focus on skill development in identifying, collecting, and interpreting various types of commodity flow data, and in using this information in the planning process. Limited field surveys, reviews of shipping papers, role plays of driver interviews, etc. are particularly appropriate for promoting learning. Realistic local situations and scenarios should be used as the basis for activities, when possible. Student achievement should be measured as much as possible by direct instructor observation, because students may often need hands on guidance in dealing with the interpretative nature of some of the material being taught Integration of the information learned by trainees can be demonstrated in a post-class activity involving the development of a limited commodity flow study based on data from the jurisdiction or scenarios provided by the instructor. For this reason, members of jurisdictional planning teams should be trained together, if possible, using the planned study as the basis for activities. Content testing is appropriate for demonstrating knowledge of the steps involved in a commodity flow study and methods of data collection. Page 35#
Attachment 1, passage 32Hazardous Materials Planning Curriculum Recommended Training Objectives Key Objectives CFLOW - 1 Describe the purpose and benefits of conducting a commodity flow study. CFLOW - 2 Identify the major steps involved in conducting a commodity flow study. CFLOW - 3 Identify the specific purpose of a commodity flow study. CFLOW - 4 Describe how to identify and review existing baseline information appropriate to the study. CFLOW - 5 Explain how to design a field investigation appropriate to the study. CFLOW - 6 Explain how to implement common data collection methods. CFLOW - 7 Describe how to apply appropriate sampling techniques to the collection and interpretation of the data. CFLOW - 8 Identify how to apply the results of a commodity flow study to planning. CFLOW - 1 Given a jurisdiction with the need to develop an integrated hazardous materials emergency plan, describe the purpose and benefits of conducting a commodity flow study, including appropriate applications of the results in planning. CFLOW - 1.1 Describe the purpose and benefits of conducting a commodity flow study in hazardous materials planning. CFLOW - 1.2 Describe appropriate applications of the results of commodity flow studies in hazardous materials planning. Page 36#
Attachment 1, passage 33Hazardous Materials Planning Curriculum CFLOW - 2 Given an assignment to conduct a commodity flow study for a jurisdiction, identify major steps in the process, such as the following: • Identify the specific purpose(s) of the study. • Review baseline information appropriate to the study. • Design the study. • Conduct field surveys. • Analyze the results. • Apply the results to the study purpose and objectives. CFLOW - 3 Given an assignment to conduct a commodity flow study for a jurisdiction, identify the specific purpose(s) of the study. CFLOW - 3.1 Assess the emergency management needs and other possible applications and uses for hazardous materials transportation data in the jurisdiction. CFLOW - 3.2 Identify the specific types of hazardous materials transportation data needed for the study. CFLOW - 4 Given the specific purpose(s) of a commodity flow study for a jurisdiction, describe how to identify and review existing baseline information appropriate to the study. CFLOW - 4.1 Describe common sources of existing information that can be used to identify roads available to hazardous materials transportation. CFLOW - 4.2 Describe common sources of existing information on vehicle traffic patterns, chemical flows, and accident histories in the jurisdiction. CFLOW - 5 Given the specific purpose(s) and baseline data of a commodity flow study for a jurisdiction, explain how to design a field investigation appropriate to the study. CFLOW - 5.1 Compare baseline information with project goals to determine whether a field investigation should be undertaken. Page 37#
Attachment 1, passage 34Hazardous Materials Planning Curriculum CFLOW - 5.2 Identify options and considerations for determining survey locations. CFLOW - 5.3 Identify options and considerations for determining survey times and repetitions. CFLOW - 5.4 Identify the personnel and other resource requirements associated with selected field survey methods. CFLOW - 6 Given an area to be surveyed and the commodity flow study design for a jurisdiction, describe the steps involved and demonstrate the ability to implement common data collection methods. CFLOW - 6.1 Describe common methods and demonstrate the appropriate use of placard surveys. CFLOW - 6.2 Describe common methods and demonstrate the appropriate use of shipping papers reviews. CFLOW - 6.3 Describe common methods and demonstrate the appropriate use of driver interviews. CFLOW - 6.4 Describe common methods and demonstrate the appropriate use of facility surveys. CFLOW - 6.5 Describe the advantages and disadvantages of various data recording procedures that can be used in field surveys. CFLOW - 7 Given hazardous materials transportation data for a jurisdiction, describe the steps involved and demonstrate the ability to apply appropriate sampling techniques to the collection and interpretation of the data. Page 38#
Attachment 1, passage 35Hazardous Materials Planning Curriculum CFLOW - 7.1 Describe key statistical concepts (e.g., Poisson distribution, expected and observed value, confidence intervals) relevant to traffic flow analysis. CFLOW - 7.2 Make appropriate conclusions and inferences based on sample characteristics and collected data. CFLOW - 8 Given hazardous materials transportation data and analyses for a jurisdiction, describe the steps involved and demonstrate the ability to apply the results in planning. CFLOW - 8.1 Map or otherwise display and report the results of the commodity flow study to obtain a clear picture of hazardous materials transportation in the jurisdiction. CFLOW - 8.2 Compare the study results and project goals to identify action items and a schedule for implementing them through the jurisdiction’s plan development and implementation process. Page 39#
Attachment 1, passage 36Hazardous Materials Planning Curriculum Page Intentionally Left Blank Page 40 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Hazard Analysis and Threat Assessment Page 41#
Attachment 1, passage 37Hazardous Materials Planning Curriculum Introduction A hazards analysis and threat assessment includes (1) identifying hazards associated with the storage, handling, processing and transportation of hazardous materials; (2) identifying potential targets of terrorism within the jurisdictional area; (3) conducting a vulnerability analysis to identify people, property, and environments susceptible to damage should a hazardous materials release or related terrorist incident occur; and (4) conducting a risk analysis to determine the probability of various types of emergencies and estimates of resulting damage. Training should provide the knowledge and skills necessary to conduct a comprehensive hazards analysis/threat assessment for a jurisdiction or facility. Skill development should include the ability to assess the jurisdiction’s or facility’s hazards analysis/threat assessment needs, determine appropriate methods, collect and interpret data, and report the results. Specifically included is the use of tables and other tools for determining the level of concern, establishing hazard and vulnerability zones, and identifying related priorities. More sophisticated and technical approaches to hazards analysis may also be covered, if appropriate, or references provided for additional training and assistance. Training Audience Potential training audiences are all participants in the planning process that have been assigned responsibility for conducting a hazard analysis/threat assessment that exceeds the competencies covered under Planning Essentials. Possible audience members include: • Community planning team members • Facility planners and managers • Response agency representatives • Federal counter-terrorism planning team members • Prevention personnel • Technical experts and consultants Prerequisites or Presumed Prior Student Knowledge/Skills Students are assumed to possess the knowledge and skills addressed in the Core Planning Competencies. Consideration should be given to students that have a defined responsibility for conducting higher level hazards analyses for a jurisdiction or facility as a regular part of their job. Typical Program Format The typical format is an instructor-led program, approximately one to two days in length. Longer programs may be appropriate where more complex studies are planned or when Page 42#
Attachment 1, passage 38Hazardous Materials Planning Curriculum actual field surveys are included as training activities. Training managers may wish to combine this instruction with a module on capability assessment for audiences that perform both tasks. Methodology and Training Delivery Recommendations The successful accomplishment of training objectives should result in enhanced student proficiency in applying the principles of hazards analysis and threat assessment to a specific jurisdiction’s or facility’s planning needs and processes. Training should focus on developing knowledge of the steps and components of hazard analysis and threat assessment, and on developing skill in performing hazard identification, potential target identification, vulnerability analysis, and risk analysis. Trainees must understand the significance and application of hazards analysis and threat assessment information, and develop the ability to recognize and develop useful and meaningful data on which to base subsequent emergency operations planning and prevention programmatic and organizational decisions. Much of the content for analyzing hazards and assessing threats can be introduced through self-study, but training should include formal classroom instruction with significant time spent in individual and small group work. Activities should focus on skill development in extracting hazard identification and vulnerability information from available data sources, using threat alert histories in identifying possible terrorist targets, determining vulnerable zones and potential terrorist targets from maps and hazard data, and performing the analyses leading to accurate risk determination. Content testing is appropriate for demonstrating knowledge of the steps involved in hazards analysis and threat assessment, listing types of hazard and threat information, and identifying the components of a completed hazards analysis and threat assessment. Because of the interdisciplinary nature of hazards analysis and threat assessment work, training audiences should be heterogeneous and, whenever possible, small-group work should be conducted to encourage cross-disciplinary interactions. Integration of the information learned by the trainee can be demonstrated in a post-class activity involving the development of a limited hazards analysis and threat assessment using data from the trainee’s home jurisdiction or facility, or scenarios provided by the instructor. Members of planning teams that are conducting a complex hazard analysis and threat assessments should be trained together, if possible, with student activities based on actual work responsibilities and assignments. Page 43#
Attachment 1, passage 39Hazardous Materials Planning Curriculum Recommended Training Objectives Key Objectives HAZAN - 1 Describe the process to be used for conducting a hazard analysis and threat assessment study. HAZAN - 2 Explain how to identify hazards and situations that pose a threat in the planning area sufficiently serious to be included in the hazard analysis and threat assessment. HAZAN - 3 Describe the steps involved in analyzing and mapping vulnerabilities in the planning area. HAZAN - 4 Explain how to assess the risk of injury or damage due to a potential hazardous materials release or terrorist incident in the planning area. HAZAN - 5 Describe the steps involved in preparing a comprehensive hazard analysis and threat assessment report. HAZAN - 1 Given an assignment to conduct a hazards analysis and threat assessment for a jurisdiction or facility, describe the process to be used for conducting the study. HAZAN - 1.1 Describe the purpose and benefits of conducting a hazards analysis and threat assessment, including appropriate applications of the results in planning. HAZAN - 1.2 Describe the basic steps in a hazards analysis and threat assessment (hazards identification, threat identification, vulnerability analysis, risk analysis). HAZAN - 1.3 Identify types and sources of information commonly used in hazards analysis and threat assessment. HAZAN - 2 Given an assignment to conduct a hazards analysis and threat assessment for a jurisdiction or facility, explain how to identify hazards and situations that pose a threat in the planning area sufficiently serious to be included in the hazard analysis and threat assessment. Page 44#
Attachment 1, passage 40Hazardous Materials Planning Curriculum HAZAN - 2.1 Describe the process and data sources, including Tier II annual reports, to be used for hazards and threat identification. HAZAN - 2.2 Identify the location of hazardous materials facilities and major transportation routes within the planning area. HAZAN - 2.3 Identify the types, quantities, and specific locations of hazardous materials used by facilities within the planning area. HAZAN - 2.4 Identify the types and quantities of hazardous materials transported in or through the planning area. HAZAN - 2.5 Assess the storage conditions of hazardous materials in the planning area (e.g., containment, packaging, security, release detection). HAZAN - 2.6 Identify the nature of hazards (e.g., flammable, explosive, toxic) most likely to accompany hazardous materials spills or releases. HAZAN - 2.7 Identify types of terrorist targets for each of the following areas within a jurisdiction: transportation system and commuting routes, public works facilities, public gathering areas, hazardous materials facilities and storage areas, communications systems, targets with high economic impact, and areas of symbolic or historical value. HAZAN - 2.8 Identify the DHS Chemical Facility Anti-Terrorism Standard program and the information it can provide regarding the terrorism threat to chemical facilities within a community. HAZAN - 3 Given the results of the hazard identification and threat assessment, describe the steps involved and demonstrate the ability to analyze and map the vulnerability of people, property, business interests, and environments in the planning area. Page 45#
Attachment 1, passage 41Hazardous Materials Planning Curriculum HAZAN - 3.1 Describe the process and data sources to be used for vulnerability analysis. HAZAN - 3.2 Identify methods to screen and prioritize hazards for more in-depth analysis. HAZAN - 3.3 Identify the level of concern for chemical hazards. HAZAN - 3.4 Estimate the credible worst-case scenario for hazardous materials and terrorist incident threats. HAZAN - 3.5 Determine the extent of vulnerable zones for identified hazards using worst-case scenarios. HAZAN - 3.6 Map vulnerable zones, and identify conditions that influence the zone of impact. HAZAN - 3.7 Identify susceptible human populations, property, business interests, and environments in the vulnerable zone, including high-risk populations, critical facilities, and sensitive environments. HAZAN - 4 Given a hazard identification, threat assessment and vulnerability analysis for a community or facility, explain how to assess the risk of injury or damage due to a hazardous materials release or terrorist incident in the planning area. HAZAN - 4.1 Describe the process and data sources to be used for risk assessment. HAZAN - 4.2 Estimate the probability of occurrence of worst-case scenarios, and describe unusual conditions, such as the possibility of simultaneous incidents. HAZAN - 4.3 Assess community and facility safeguards, response capabilities in place, and incident histories (as necessary). Page 46#
Attachment 1, passage 42Hazardous Materials Planning Curriculum HAZAN - 4.4 Describe the type of harm to human populations and damage to property, business interests, and environments expected in worst-case situations. HAZAN - 4.5 Categorize, prioritize, and/or rank hazards and threats for planning, as appropriate. HAZAN - 5 Given the hazard and threat identification, vulnerability analysis, and risk assessment for a community or facility, describe the steps involved and demonstrate the ability to prepare a comprehensive hazard analysis and threat assessment report. HAZAN - 5.1 Identify and describe hazards, threats and related conditions in the planning area. HAZAN - 5.2 Describe the vulnerability of populations, property, business interests, and environments to hazardous materials and terrorist threats in the planning area. HAZAN - 5.3 Describe the risk of injury and/or damage from hazardous materials and terrorist incidents in the planning area, and prioritize risks for planning, as appropriate. Page 47#
Attachment 1, passage 43Hazardous Materials Planning Curriculum Page Intentionally Left Blank Page 48 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Capability Assessment Page 49#
Attachment 1, passage 44Hazardous Materials Planning Curriculum Introduction A capability assessment provides information designed to help the planning team evaluate preparedness, prevention, and response resources and capabilities. It includes an assessment of fixed site business and industry resources, transportation resources, and community (response and government agency) resources that could be called on in the event of a potential emergency identified in the jurisdiction’s or facility’s hazards analysis. Training should provide the knowledge and skills necessary to conduct a capability assessment for a jurisdiction or facility. Skill development should include the ability to assess the jurisdiction’s or facility’s capability assessment needs, determine appropriate methods, collect and interpret data, and report the results. Specifically included is the use of checklists, criteria, surveys, and other methods to identify available resources, determine requirements for accessing them, evaluate deficiencies in existing plans and procedures, and assess the effectiveness of emergency response, prevention, and recovery efforts. The successful accomplishment of training objectives should result in enhanced student proficiency in applying general principles of capability assessment to specific jurisdiction or facility planning needs and processes. Training Audience Potential training audiences include all participants in a jurisdiction or facility planning process that have been assigned responsibility for conducting a capability assessment study. Possible audience members include: • Community planning team members • Facility planners and managers • Response agency representatives • Prevention personnel • Technical experts and consultants Prerequisites or Presumed Prior Student Knowledge/Skills Students are assumed to possess the knowledge and skills addressed in the Core Planning Competencies. Consideration should be given to students that have a defined responsibility for conducting a higher-level capability assessment as a regular part of their job for a jurisdiction or facility. Typical Program Format The typical format is an instructor-led program, approximately one to two days in length. Longer programs may be appropriate where more complex studies are planned or when actual departmental response performance surveys are included as training activities. Page 50#
Attachment 1, passage 45Hazardous Materials Planning Curriculum Training managers may wish to combine this instruction with a module on hazard analysis for audiences that perform both tasks. Methodology and Training Delivery Recommendations Training should focus on providing knowledge of the steps and components of a comprehensive capability assessment and on developing related skills. Trainees must understand the significance and application of capability assessment information, and develop the ability to recognize and develop useful and meaningful data on which to base subsequent emergency operations planning and prevention programmatic and organizational decisions. Much of the content for assessing capabilities can be introduced through self-study, but training should include formal classroom instruction with significant time spent in individual and small-group work. Activities should focus on skill development in extracting capability assessment information from available data sources, identifying and assessing existing resources, assessing the effectiveness of emergency management activities, and identifying and evaluating planning shortfalls. Integration of the information learned by the trainee can be demonstrated in a post-class activity involving the development of a limited capability assessment based on the hazards analysis and resource data from the trainee’s home jurisdiction or facility, or from scenarios provided by the instructor. Content testing is appropriate for demonstrating knowledge of the steps involved in capability assessment, listing types of community and facility resources, and identifying the components of a completed capability assessment. Page 51#
Attachment 1, passage 46Hazardous Materials Planning Curriculum Recommended Training Objectives Key Objectives CAP - 1 Describe the process to be used for conducting a capability assessment for a jurisdiction or facility. CAP - 2 Explain how to assess the adequacy of existing resources for preparedness, prevention/mitigation, response and short-term recovery activities. CAP - 3 Describe how to assess a jurisdiction’s or facility’s capability to prepare for, respond to, and recover from worst-case incidents identified in the hazard analysis. CAP - 4 Identify the steps involved in assessing the jurisdiction’s or facility’s capability to prevent or mitigate the effects of identified risks. CAP - 5 Explain how to prepare a comprehensive written capability assessment report. CAP - 1 Given an assignment to conduct a capability assessment for a jurisdiction or facility, describe the process to be used for conducting the study. CAP - 1.1 Describe the purpose and benefits of conducting a capability assessment, including appropriate applications of the results in planning. CAP - 1.2 Describe the advantages and disadvantages of alternative methods for conducting the capability assessment (checklists, criteria, surveys, expert panels, etc.). CAP - 1.3 Identify specific types and sources of information needed to conduct the capability assessment. CAP - 2 Identify specific types and sources of information needed to conduct the capability assessment. Page 52#
Attachment 1, passage 47Hazardous Materials Planning Curriculum CAP - 2.1 Determine the type, amount, capabilities, and accessibility of existing facility resources. CAP - 2.2 Determine the type, amount, capabilities, and accessibility of existing transporter resources. CAP - 2.3 Determine the type, amount, capabilities, and accessibility of existing community resources. CAP - 2.4 Describe EPA’s Safety Performance Indicators Program and its value in identifying the capabilities of a fixed facility and first response community. CAP - 3 Given hazardous materials and terrorist incident response plans and SOPs, a completed hazard and threat analysis, an evaluation of existing resources, critiques of incidents, exercises, and drills, and other pertinent information, describe how to assess the jurisdiction’s or facility’s capability to prepare for, respond to, and recover from worst- case incidents identified in the hazard analysis. CAP - 3.1 Evaluate response issues and concerns identified through surveys and reviews of hazardous materials incident critiques, exercises, and drills. CAP - 3.2 Assess the adequacy of the jurisdiction’s or facility’s concept of operations, including roles and functional assignments, for responding to and recovering from worst-case incidents. CAP - 3.3 Assess the adequacy of existing resources for implementing the concept of operations in worst-case incidents. CAP - 3.4 Assess the adequacy of organizational policies and SOPs for implementing the concept of operations in worst-case incidents. Page 53#
Attachment 1, passage 48Hazardous Materials Planning Curriculum CAP - 3.5 Assess the level of competency of emergency personnel to respond in worst-case incidents identified in the hazard analysis. CAP - 4 Given hazardous materials and terrorist incident response plans and SOPs, a completed hazard and threat analysis, an evaluation of existing resources, critiques of incidents, exercises, and drills, and other pertinent information, identify the steps involved and demonstrate the ability to assess the jurisdiction’s or facility’s capability to prevent or mitigate the effects of identified risks. CAP - 4.1 Evaluate prevention issues and concerns identified through surveys or reviews of hazardous materials incident critiques, exercises, and drills. CAP - 4.2 Assess the adequacy of prevention measures, including roles and functional assignments, for preventing or mitigating the effects of identified risks. CAP - 4.3 Assess the adequacy of existing resources for implementing necessary prevention measures. CAP - 4.4 Assess the adequacy of organizational policies and SOPs for implementing necessary prevention measures. CAP - 4.5 Assess the level of competency of prevention personnel to implement necessary prevention measures. CAP - 5 Given the results of the capability assessment analysis, explain how to prepare a comprehensive written capability assessment report. CAP - 5.1 Describe preparedness, mitigation/prevention, response, and short-term recovery capability shortfalls identified in the analysis. Page 54#
Attachment 1, passage 49Hazardous Materials Planning Curriculum CAP - 5.2 Identify additional resources that may be needed to prepare for, prevent/mitigate, respond to, and recover from worst-case hazardous materials incidents. CAP - 5.3 Describe deficiencies in community and/or facility safety plans and procedures identified in the analysis, and recommend modifications, as appropriate. Page 55 Hazardous Materials Planning Curriculum Page Intentionally Left Blank Page 56 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Protective Actions Planning Page 57#
Attachment 1, passage 50Hazardous Materials Planning Curriculum Introduction Planning for protective actions addresses policy and procedures for providing personal protection to the public, including protection in place and evacuation. Considerations include public education, alert and warning systems, the availability of appropriate shelter, the nature and duration of hazardous materials releases, traffic flow and control, reception and care facilities, health and medical services, protection of water and sewage systems, ongoing incident assessment, and other emergency response functions and capabilities. Training should provide a working knowledge of the benefits and limitations of various protection strategies, including evacuation, in-place protection, and a combination thereof. Participants should gain an understanding of the need for protective action planning and important planning considerations. They should develop the ability to implement a decision-making process for any given hazardous materials emergency or terrorist incident situation and respective protective action options, and learn strategies and techniques for communicating the desired protection action to the general public to elicit the best possible response. Plans for protective actions must address roles, strategies, and procedures for a broad range of emergency preparedness and response activities. Depending on the jurisdiction’s or facility’s needs, planning may involve very complex analyses, decisions, and negotiations that must be addressed before incidents occur. Therefore, the goal of training is to give participants the knowledge and skills they need to assess existing capabilities in this area, identify needed resources, and establish systems for promoting effective response in any realistic hazardous materials incident scenario. Training Audience The training audience includes decision makers, planning team members, SOP writers, and agency and organization representatives with responsibilities related to mass care and protective actions in hazardous materials emergencies. Possible audience members include: • Community planning team members • Local Emergency Planning Committees • Tribal Emergency Response Committees • Government and response agency representatives • Facility planners and managers • Community support services and volunteer group representatives • Incident Commanders • Public Information Officers • Early Warning Officers • Emergency Management Officials • Technical experts and consultants Page 58#
Attachment 1, passage 51Hazardous Materials Planning Curriculum Prerequisites or Presumed Prior Student Knowledge/Skills Students should have mastered basic skills in hazardous materials and terrorism incident response planning, and have assigned responsibilities for hazardous materials and terrorist incident response planning for a jurisdiction or facility. They should possess the knowledge and skills addressed in the Core Planning Competencies, and they should understand basic concepts of the Incident Command System, public relations and education, intelligence and information sharing, and emergency information and warning. Typical Program Format The typical format is an instructor-facilitated one to two day program with lecture/discussion, student and/or tabletop exercises, and case study reviews. Longer programs may be appropriate where more complex studies, student activities, and field work are planned. Methodology and Training Delivery Recommendations Planning for protective actions requires knowledge and skills in a broad range of disciplines and emergency response functions. Typically, many different government agencies, community organizations, and private sector groups are assigned related responsibilities under the emergency plan. For these reasons, the use of planning teams is particularly suited for this type of planning. Whenever possible, planning teams should be trained together to promote information sharing, intelligence sharing, inter- organizational understanding, and cooperation. Other considerations include: • The training competencies identified for this curriculum area assume that a comprehensive hazards and threat analysis and capability assessment have been completed for the jurisdiction or facility. If this assumption is incorrect, training managers may wish to incorporate additional competencies from other planning specialty areas in the instruction. • Instructional content should stress the interrelationships among planning processes, preparedness activities, response actions, intelligence information, and the public information and education components of emergency management. • Training methodologies should emphasize small-group interactions among various participants in the planning process. Hazardous materials and terrorist incident case examples should be incorporated into the course, using student activities or tabletop exercises to promote and evaluate skill/learning objectives. • An instructional cadre concept, emphasizing diverse organizational interests and expertise, is particularly appropriate for this type of training. Page 59#
Attachment 1, passage 52Hazardous Materials Planning Curriculum Recommended Training Objectives Key Objectives PROTECT - 1 Identify decision-making criteria for implementing protective actions. PROTECT - 2 Describe procedures for assessing existing systems, strategies, and procedures for notifying, warning, and informing the public about protective action decisions. PROTECT - 3 Identify procedures for assessing existing systems, strategies, and procedures for evacuating populations at risk in a hazardous material or terrorist incident. PROTECT - 4 Describe procedures for assessing existing systems, strategies, and procedures for implementing in-place sheltering and other protective actions in a hazardous materials or terrorist incident. PROTECT - 5 Identify the needed elements of protective action emergency plans and procedures and describe the process for developing those plans and procedures. PROTECT - 1 Given a hazards and threat analysis and capability assessment for a jurisdiction or facility, identify decision-making criteria for implementing protective actions. PROTECT - 1.1 Describe the purpose and benefits of various protective action strategies, including evacuation, in-place sheltering, water supply protection, sewage system protection, and relocation. PROTECT - 1.2 Compare the advantages and disadvantages of evacuation and in-place protection options for mass care in hazardous materials emergencies. PROTECT - 1.3 Identify factors to consider in selecting a protective action strategy in a hazardous materials or terrorist incident situation, including: • The nature of the threat-intelligence • The population at risk • Time factors involved • Weather conditions Page 60#
Attachment 1, passage 53Hazardous Materials Planning Curriculum • Communications • Response capabilities PROTECT - 1.4 Identify and assess resources available for implementing various protective actions, including capabilities of organizations assigned related responsibilities under the plan. PROTECT - 1.5 Develop decision-making criteria for implementing protective actions that address evacuation (precautionary, general, and selective), in-place sheltering, and other options in emergency situations identified in the hazards analysis. PROTECT - 2 Given the assignment to plan for protective actions for a jurisdiction or facility, describe procedures for assessing existing systems, strategies, and procedures for notifying, warning, and informing the public about protective action decisions. PROTECT - 2.1 Identify factors that influence the public’s understanding of and response to protective actions in hazardous materials emergencies. PROTECT - 2.2 Assess existing public education programs for informing the public about protective actions in the event of a hazardous materials emergency, including citizen roles and responsibilities. PROTECT - 2.3 Assess existing warning and emergency public notification systems for implementing protective actions in a hazardous materials emergency. PROTECT - 3 Given a hazards and threat analysis and capability assessment for a jurisdiction or facility, identify procedures for assessing existing systems, strategies, and procedures for evacuating populations at risk in a hazardous material or terrorist incident. PROTECT - 3.1 Identify eight considerations when planning an evacuation, as follows: • Emergency scene access and evacuation routes • Areas of responsibility • Geographical area, size and type Page 61#
Attachment 1, passage 54Hazardous Materials Planning Curriculum • Evacuation area • Weather conditions • Transportation • Resisters • Mass care centers and shelters PROTECT - 3.2 Identify four constraints to an effective evacuation, as denoted in the Hans and Sells Study conducted for the U.S. Environmental Protection Agency, as follows: • Time delay • Notification time • Mobilization time • Travel time PROTECT - 3.3 Identify six steps for implementing the evacuation process, as follows: • Form work groups • Track personnel assignments • Use map coordinates for making assignments • Issue evacuation warnings • Identify relocation shelters • Use the three-phase notification process • Re-entry or return procedures/process (PROTECT - 3.6) PROTECT - 3.4 Assess systems, strategies, and procedures for moving people out of risk areas (availability of vehicles, evacuation routes and alternatives, controlling traffic, special populations, etc.). PROTECT - 3.5 Assess preparedness for reception and care of evacuees (shelter locations, supplies, notifying family members, health and medical care, mutual aid agreements, etc.). PROTECT - 3.6 Assess decision-making criteria and procedures for re-entry after an evacuation. PROTECT - 4 Given a hazards and threat analysis and capability assessment for a jurisdiction or facility, describe procedures for assessing existing systems, strategies, and procedures Page 62#
Attachment 1, passage 55Hazardous Materials Planning Curriculum for implementing in-place sheltering and other protective actions in a hazardous materials or terrorist incident. PROTECT - 4.1 Assess systems, strategies, and procedures for initiating and implementing in-place protection. PROTECT - 4.2 Assess systems, strategies, and procedures for initiating and implementing water supply protection. PROTECT - 4.3 Assess systems, strategies, and procedures for initiating and implementing sewage system protection. PROTECT - 4.4 Assess systems, strategies, and procedures for monitoring toxic releases, continually assessing the potential for injury and damage, notifying the public as necessary, and terminating response activities. PROTECT - 5 Given an assessment of the jurisdiction’s or facility’s capabilities to implement protective action options in hazardous materials or terrorist incidents, identify the needed elements of related emergency plans and procedures and describe the process for developing those plans and procedures. PROTECT - 5.1 Describe potential problems and capability shortfalls for implementing protective actions in worst-case hazardous materials or terrorist incidents. PROTECT - 5.2 Identify additional resources that may be needed to prepare for and implement protective actions in worst-case hazardous materials incidents. PROTECT - 5.3 Identify recommended changes to hazardous materials and terrorist incident response plans (addressing, for example, sections on the concept of operations, roles and responsibilities, direction and control, warning systems and emergency public notification, resource management, health and medical, personal protection of citizens, ongoing incident assessment, and human services). Page 63#
Attachment 1, passage 56Hazardous Materials Planning Curriculum PROTECT - 5.4 Describe modifications to jurisdiction and/or facility policies and procedures that are required to facilitate the recommended plan changes. Page 64 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Plan Implementation and Maintenance Page 65#
Attachment 1, passage 57Hazardous Materials Planning Curriculum Introduction Training in this curriculum area will provide students with the knowledge, skills, and practical tools they need to successfully implement a completed hazardous materials and terrorist incident response plan, anticipate future outcomes, monitor and evaluate the plan’s effectiveness, and revise it as appropriate to improve the jurisdiction’s or facility’s emergency operations and prevention/mitigation capabilities. Instruction builds on Planning Essentials competencies to help participants develop the feedback loop necessary for long-term plan maintenance and enhancement. The content of training addresses (1) plan implementation, including promulgation and dissemination of the plan, orientation of plan users, and integration of multi-jurisdictional planning efforts; (2) validation of the plan, including methods of plan review, plan testing, and exercising; and (3) plan maintenance, including development of strategies and processes to identify, illuminate, and correct problems with the plan. Other subject areas potentially include environmental scanning, management audits, performance audits, and other long-term and strategic planning concepts. Training focuses on the role of the planning manager or administrator in establishing systems and strategies for plan implementation and maintenance. This person may also participate in (and need training in) the actual writing and development of the plan, as defined in Planning Essentials and other Planning Specialties areas. Furthermore, the planning manager or administrator may function as the jurisdiction’s or facility’s Exercise Manager/Officer. However, advanced competencies in exercise design and development will be covered in a separate Planning Specialty area in subsequent editions of these Guidelines. Training Audience The training audience includes all personnel involved in the implementation, validation, and maintenance of a completed hazardous materials and terrorist incident response plan for their respective jurisdiction or facility. Audience members potentially include planners and decision makers for agencies and organizations represented in the plan, community leaders, and others interested in improving hazardous materials preparedness. Possible audience members are: • Community planning team members • Local Emergency Planning Committee members • Government and response agency representatives • Facility planners and managers • Community support services and volunteer group representatives • Exercise program managers and exercise officers • Emergency Management Officials • Technical experts and consultants Page 66#
Attachment 1, passage 58Hazardous Materials Planning Curriculum Prerequisites or Presumed Prior Student Knowledge/Skills Students should possess the knowledge and skills addressed in the Core Planning Competencies and previous experience in community or organizational planning. They should have job responsibilities directly related to the management and administration of hazardous materials and terrorist incident response plans and planning processes for a jurisdiction or facility. Typical Program Format The typical format is one to two days of classroom instruction with an emphasis on activities designed to help students develop strategies and mechanisms to assess, evaluate, and refine existing hazardous materials incident response plans. Job aids to facilitate later work may be desirable. Training program managers may wish to combine this instruction with more in-depth materials on exercise design and development for audiences that perform both roles. Methodology and Training Delivery Recommendations Ideally, training audiences should be heterogeneous, reflecting the wide range of personnel involved in the integrated hazardous materials and terrorist incident planning process. If possible, individuals who work together as members of a planning team should be trained together. Training methodologies should emphasize small group interactions and practical activities based on actual plans and realistic situations. Because teamwork and continuity are important in plan implementation and maintenance, it is recommended that student groupings be maintained throughout training. Generic case studies or scenarios should be available for use with audiences from diverse communities and organizations. The instructor should be able to flexibly tailor, update, or substitute these materials, depending on audience needs. Training emphasizes skills and attitudes needed for students to become effective long- term community change agents. Emphasis will be placed on methods and techniques for effecting meaningful change. Page 67#
Attachment 1, passage 59Hazardous Materials Planning Curriculum Recommended Training Objectives Key Objectives PLAN IMP - 1 Describe the steps for developing a strategy for plan implementation. PLAN IMP - 2 Identify strategies that ensure proper promulgation and dissemination of the plan. PLAN IMP - 3 Describe strategies that will ensure coordination with multi-jurisdictional planning efforts. PLAN IMP - 4 Identify strategies that will ensure that organizations and personnel are capable of carrying out their assigned responsibilities. PLAN IMP - 5 Describe appropriate strategies for monitoring changes and trends that impact the plan or planning process. PLAN IMP - 6 Identify tasks to be performed in the design and development of an exercise program that is useful for evaluating and updating the plan. PLAN IMP - 7 Describe appropriate strategies for conducting periodic reviews and updates of the plan. PLAN IMP - 1 Given the goals and objectives of the integrated hazardous materials and terrorist incident response planning process for a jurisdiction or facility, describe the steps for developing a strategy for plan implementation. . PLAN IMP - 1.1 List organizations and key personnel who should participate in plan implementation, including: • Planning team members • Organizations, groups, and facilities assigned responsibilities under the plan • Local, state, and federal oversight agencies • Community support services organizations affected by the plan PLAN IMP - 1.2 Establish objectives for plan review and validation as part of the plan development process. Page 68#
Attachment 1, passage 60Hazardous Materials Planning Curriculum PLAN IMP - 2 Given a completed integrated hazardous materials and terrorist incident plan for a jurisdiction or facility, identify strategies that ensure proper promulgation and dissemination of the plan. PLAN IMP - 2.1 Identify the steps necessary to ensure proper promulgation of the plan. PLAN IMP - 2.2 Determine the information needs of various groups, and develop strategies to orient them to their roles and assignments under the plan. PLAN IMP - 2.3 Develop strategies to orient the public on the plan, including clarifying technical information as necessary to promote public understanding. PLAN IMP - 3 Given an approved integrated hazardous materials plan for a jurisdiction or facility, describe strategies that will ensure coordination with multi-jurisdictional planning efforts. PLAN IMP - 3.1 Identify and assess options for coordinating and integrating the plan within the jurisdiction and/or facility. PLAN IMP - 3.2 Develop strategies to communicate the substance of the plan to other jurisdictions, including surrounding communities, state offices, and federal (national/regional) personnel involved in related planning efforts. PLAN IMP - 3.3 Develop strategies to establish communication links with local, state, and federal organizations to obtain feedback on emergency management program changes that may affect the plan. PLAN IMP - 4 Given an approved integrated hazardous materials plan for a jurisdiction or facility, identify strategies that will ensure that organizations and personnel are capable of carrying out their assigned responsibilities. Page 69#
Attachment 1, passage 61Hazardous Materials Planning Curriculum PLAN IMP - 4.1 Develop strategies to ensure that each organization develops the SOPs necessary to facilitate the accomplishment of assigned tasks under the plan. PLAN IMP - 4.2 Develop strategies to assess related training needs. PLAN IMP - 4.3 Identify training programs and assistance available in the public and private sectors. PLAN IMP - 5 Given implementation of an approved integrated hazardous materials plan for a jurisdiction or facility, describe appropriate strategies for monitoring changes and trends that impact the plan or planning process. PLAN IMP - 5.1 Identify changes and trends that could impact the plan or planning process, including but not limited to: • Economic • Legal • Political • Technological • Social • Demographic PLAN IMP - 5.2 Identify strategies for collecting and assessing information from reviews or critiques of actual hazardous materials incidents affecting the jurisdiction. PLAN IMP - 5.3 Identify strategies to ensure that various organizations with a role under the plan provide feedback as changes occur that may affect the plan. PLAN IMP - 6 Given implementation of an approved integrated hazardous materials and terrorist incident response plan for a jurisdiction or facility, identify tasks to be performed in the design and development of an exercise program that is useful for evaluating and updating the plan. Page 70#
Attachment 1, passage 62Hazardous Materials Planning Curriculum PLAN IMP - 6.1 Describe six types of exercises and their appropriate use in plan evaluation, to include: • Drill • Workshop • Seminar • Table top • Functional • Full Scale PLAN IMP - 6.2 Identify the goals and objectives of the hazardous materials and terrorist incident response exercise programs and their relationship to the overall planning process. PLAN IMP - 6.3 Identify methods to be used for determining hazardous materials and terrorist incident response exercise needs, addressing at a minimum: • Number and type of exercises to be conducted • Functions to be tested (preparedness, response, recovery, and mitigation/prevention) • Exercise goals and objectives • Appropriate scenarios • Scope • Objectives • Core Capabilities • Functions to be tested • Scenario • Location(s) • Date & Times • Participation PLAN IMP - 6.4 Identify exercise criteria, resources, and reference materials. PLAN IMP - 6.5 On specific exercises, establish effective policies and plans for working with the Exercise Manager, organizational participants, and others to: • Exercise planning elements • Conduct the exercise • Control the exercise Page 71#
Attachment 1, passage 63Hazardous Materials Planning Curriculum • Recruit and brief participants • Record and evaluate exercise play • Critique exercise results and identify follow-up actions PLAN IMP - 7 Given changes and trends that impact the plan or planning process, incident critiques, exercise results, expert opinion, and other information, describe appropriate strategies for conducting periodic reviews and updates of the plan. PLAN IMP - 7.1 Determine whether goals and objectives established in the plan have been achieved. PLAN IMP - 7.2 Evaluate changes and trends, incident critiques, exercise results, expert opinion, and other information to assess the need for plan revisions. PLAN IMP - 7.3 Identify strategies for making the needed revisions to the plan and for implementing the plan revisions. PLAN IMP - 7.4 Identify strategies and timetables for reviewing and updating the plan on a regular basis. Page 72#
Attachment 1, passage 64Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Facility Planning Page 73#
Attachment 1, passage 65Hazardous Materials Planning Curriculum Introduction Facility Planners develop, validate, and maintain emergency response plans and safety plans for any facility subject to federal contingency planning regulations, as well as other facilities that wish to improve emergency preparedness through planning. They also develop procedures to ensure compliance with federal, state, tribal, and local mandates for participation in community planning and right-to-know activities. In this context, the term “facility” is meant to have a wide connotation and may include, but is not limited to, any mobile or fixed onshore or offshore building, structure, installation, equipment, pipe, or pipeline. The Facility Planning specialty area provides participants with the knowledge and skills they need to develop a basic hazardous materials and terrorist threat emergency plan for a facility. The primary training audience is facility planners and planning team members. Training objectives cover a broad range of generic competencies, including the ability to function effectively in a team environment; assist in or conduct a basic hazards and threat analysis and capability assessment; work with others to analyze options and draft sections of the plan; and participate in plan implementation, evaluation, and maintenance. The legislative and regulatory basis for this training can be found primarily in the requirements specified in OSHA 1910.120 for development of employers’ emergency response plans, SARA Title III for development of planning jurisdictions’ emergency response plans, and various federal agency regulations for the development of facility and transporter emergency response plans. The competencies defined here incorporate generic concepts and processes derived from various sources in the planning literature. Several of the most important reference documents, and more specific models for planning, are described in the Appendix. The training objectives are intended to be comprehensive, i.e., to address the requirements of all identified audience members; thus, training developers and instructors will need to tailor these objectives to meet local audience interests, needs, and planning processes. Training Audience The training audience for Facility Planning includes planning team members who have a defined responsibility in researching, preparing, implementing, and maintaining hazardous materials and terrorist threat facility plans. These persons generally represent an organizational or functional specialty in an integrated planning process for the facility. Audience members may include industry owners and executives, business planners, production/process managers, functional managers (e.g., communications, public information, emergency response, etc.), safety officers, technical experts, consultants, and others employed by the facility. Personnel who have responsibilities for reviewing and approving facility plans and/or enforcing compliance with existing community regulations and standards may also benefit by training. Page 74#
Attachment 1, passage 66Hazardous Materials Planning Curriculum Prerequisites or Presumed Prior Student Knowledge/Skills Training covers basic skills, with an emphasis on the ability to interpret and use information provided by various technical specialists in developing the plan. More advanced planning skills are addressed under other Planning Specialties. Audience members are assumed to already possess the knowledge and skills addressed in the Core Planning Competencies, as well as an expertise in the professional discipline that the student represents on the planning committee. It is further assumed that managerial, administrative, and logistic requirements for organizing the planning process, including staff recruitment and assignments, have already been met. Typical Program Format Training can typically be accomplished in two to four days of classroom instruction led by an experienced facilitator. Breaking training into modules (e.g., Hazards Analysis and Threat Assessment) that are delivered at different times is also possible, and this approach may be beneficial if timed to coincide with planning team assignments. However, team building is very important in the planning process, so continuity of student groupings throughout training is recommended. Methodology and Training Delivery Recommendations It is recognized that the planning needs of facilities, and the resulting training needs of planning team members, can vary greatly, depending on such factors as business size, demographics, product mix, hazards, local resources, and planning preferences. However, training described here is intended to address the generic training requirements of all hazardous materials facility planners. Training managers, course developers, and instructors may need to tailor these materials to meet the unique needs and interests of different audiences, incorporating elements covered in other Planning Specialties, as appropriate. Other training considerations include the following: • Training should focus on the actual development of facility plans, with the work product and participation in the group planning process used to demonstrate student mastery of the objectives. • Audiences should be heterogeneous, reflecting the diverse groups and professional disciplines represented in the planning process. It is highly recommended that team members who will work together in subsequent planning efforts be trained together. • Course methodology should emphasize group interactions, team building, and resolution of interpersonal conflicts, as well as the development of the plan product itself. • Course materials can be multi-tracked by type of plan (OSHA, EPA, etc.) to facilitate tailoring the instruction to the needs of different audiences. Page 75#
Attachment 1, passage 67Hazardous Materials Planning Curriculum • If possible, instruction should address practical strategies for consolidating planning requirements (i.e., merging several requirements into one plan development effort) to foster greater planning efficiency. • Instruction should emphasize the need for ongoing planning commitments by the team and the organizations they represent. • Instruction should emphasize the need for ongoing evaluation at each step in the planning process. • Instructors should emphasize that steps in the planning process, although taught sequentially, may actually be performed simultaneously. Recommended Training Objectives Key Objectives FACIL - 1 Describe an appropriate facility planning strategy and team member responsibilities in the process. FACIL - 2 Identify the steps involved in conducting a review of federal, state and local authorities applicable to the facility planning process. FACIL - 3 Describe the methods to be used in conducting background research appropriate to the facility planning requirement. FACIL - 4 Identify strategies that will ensure that organizations and personnel are capable of carrying out their assigned responsibilities. FACIL - 5 Explain how to identify, collect and interpret hazards and threat analysis and capability assessment data needed for facility planning. FACIL - 6 Identify issues and solutions to be addressed in the facility plan, and assignments for developing the facility plan. FACIL - 7 Describe tasks to be performed in developing or updating the hazardous materials and terrorist incident emergency operations facility plan, to address preparedness, response and short-term recovery. FACIL - 8 Identify tasks to be performed in developing or updating a comprehensive prevention/mitigation section of the facility plan. FACIL - 9 Describe tasks to be performed the plan review and appraisal process. FACIL - 10 Describe strategies and identify methods for implementing the plan. FACIL – 11 Describe appropriate strategies and identify methods for evaluating and maintaining the facility plan. Page 76#
Attachment 1, passage 68Hazardous Materials Planning Curriculum FACIL - 1 Given an assignment as a facility planning team member, describe an appropriate planning strategy and team member responsibilities in the process. . FACIL - 1.1 Describe the benefits of a team approach to planning, and identify skills necessary to participate in the team planning process. FACIL - 1.2 Identify individual roles and responsibilities in the facility planning process, to include work expectations, administrative support systems, and time lines. FACIL - 1.3 Identify the need to coordinate planning with outside groups (e.g., local government, surrounding jurisdictions, state offices, federal/regional offices such as EPA and FEMA, RRTs, and CAER.) FACIL - 1.4 Demonstrate understanding of the planning process mission statement, goals, and objectives. FACIL - 1.5 Describe the expected results of the planning process, to include required planning elements and plan format. FACIL - 1.6 Identify resources needed to conduct the planning process, including personnel, budgets, and technical capabilities, and solicit these resources within the company. FACIL - 2 Given an assignment as a facility planning team member, identify the steps involved and demonstrate the ability to conduct a review of federal, state, and local authorities applicable to the planning process. FACIL - 2.1 Describe the purpose and benefits of completing a review of existing plans and authorities. Page 77#
Attachment 1, passage 69Hazardous Materials Planning Curriculum FACIL - 2.2 Identify methods and procedures for reviewing plans and authorities (collecting and organizing information, identifying and clarifying issues, identifying incompatibilities and shortfalls, etc.), including associated costs and staffing requirements. FACIL - 2.3 Identify planning regulatory requirements that apply to the facility, to include consideration of: • SARA Title III-Emergency Planning and Community Right-to-Know Act (EPCRA) • EPA’s Oil Pollution Prevention Regulation (SPCC and Facility Response Plan Requirements)— and 112.20 to 112.21 • BSEE’s Facility Response Plan Regulation—30 CFR part 254 • PHMSA’s Pipeline Response Plan Regulation—49 CFR part 194 • USCG’s Facility Response Plan Regulation—33 CFR part 154, subpart F • EPA’s Risk Management Programs Regulation—40 CFR part 68 • OSHA’s Emergency Action Plan Regulation—29 CFR § 1910.38(a) • OSHA’s Process Safety Standard—29 CFR § 1910.119 • OSHA’s HAZWOPER Regulation—29 CFR § 1910.120 • EPA’s Resource Conservation and Recovery Act Contingency Planning Requirements—40 CFR part 264, subpart D, 40 CFR part 265, subpart D, and 40 CFR § 279.52 State and local policies, codes, ordinances, etc. • EPCRA §§ 300 through 313 DHS Chemical Facility Anti-Terrorism Standard (2014)FACIL - 2.4 Describe the advantages and disadvantages of all-hazard planning and hazard- specific planning. FACIL - 3 Given an assignment as a facility planning team member, describe the methods to be used in conducting background research appropriate to the planning requirement. FACIL - 3.1 Identify critical internal and external products, services, and operations that impact the facility plan, including: • Internal products and services and the facilities and equipment needed to produce them • External products and services provided by suppliers, especially sole source vendors Page 78#
Attachment 1, passage 70Hazardous Materials Planning Curriculum • Services such as electrical power, water, sewer, gas, telecommunications, and transportation • Operations, equipment, and personnel vital to the continued functioning of the facility FACIL - 3.2 Identify, gather, and review copies of existing hazardous materials and terrorist incident response plans (community emergency plans, mitigation/prevention plans, response agency SOPs, facility plans, etc.). FACIL - 3.3 Review critiques of actual incidents, exercises, and drills conducted by the facility or by the community with participation by the facility. FACIL - 3.4 Review important changes and trends impacting the facility. FACIL - 3.5 Conduct surveys, interviews, etc. to gather expert opinion on planning needs, as required. FACIL - 3.6 Identify and summarize related planning issues, priorities, concerns, and challenges. FACIL - 4 Given the planning process to be used by the facility, identify the purpose, benefits, methods, expected results, and participant roles in hazards analysis and capability assessment. FACIL - 4.1 Describe the purpose and benefits of conducting a hazards and threat analysis. FACIL - 4.2 Describe the purpose and benefits of conducting a capability assessment. FACIL - 4.3 Describe the methods to be used and the expected results of the facility’s hazards and threat analysis and capability assessment processes. Page 79#
Attachment 1, passage 71Hazardous Materials Planning Curriculum FACIL - 4.4 Identify organizational and team member responsibilities in the facility’s hazards and threat analysis and capability assessment processes, including the roles of various technical specialists. FACIL - 5 Given the facility’s production processes, potential hazards, and potential terrorist target areas, explain how to identify, collect, and interpret hazards and threat analysis and capability assessment data needed for planning. FACIL - 5.1 Collect or assist in collecting data, as identified in Technical Guidance for Hazards Analysis. FACIL - 5.2 Identify types of emergencies that have occurred in the community, at the facility, and in similar facilities. FACIL - 5.3 Identify geographic factors that could contribute to potential emergencies. FACIL - 5.4 Identify types of emergencies that could occur from technological process or system failures. FACIL - 5.5 Identify types of emergencies that could occur as a result of human error. FACIL - 5.6 Identify types of emergencies that could result from the design or construction of the facility and production processes. FACIL - 5.7 Identify types of emergencies that could result from terrorist acts or other deliberate criminal sabotage. FACIL - 5.8 For each potential emergency, identify possible complications and relationships to other emergency events, and estimate the probability of occurrence. Page 80#
Attachment 1, passage 72Hazardous Materials Planning Curriculum FACIL - 5.9 Identify and evaluate internal and external resources and capabilities that could be applied in an emergency. FACIL - 5.10 Conduct an insurance review to identify and evaluate facility insurance coverage and benefits in various types of emergency situations. FACIL - 5.11 Review and interpret the data. FACIL - 5.12 Identify, map, and prioritize hazards, terrorist targets, risk areas, and vulnerable zones, and identify capability shortfalls and excesses (gap analysis). FACIL - 6 Given the results of the facility’s hazards and threat analysis and capability assessment, identify issues and solutions to be addressed in the plan, and assignments for developing the plan. FACIL - 6.1 Identify issues and solutions to be addressed in the facility plan by examining existing plans, hazards and threat analysis results, capability assessment results, and other pertinent information. FACIL - 6.2 Identify facility plan development tasks and assignments. FACIL - 7 Given identified issues and solutions to be addressed in the facility plan, describe tasks to be performed in developing or updating the hazardous materials and terrorist incident emergency operations plan, to address preparedness, response and short-term recovery. FACIL - 7.1 Identify the planning elements necessary to comply with regulatory requirements, standards, and guidelines. FACIL - 7.2 Develop or update the emergency operations plan to meet the required planning elements. Page 81#
Attachment 1, passage 73Hazardous Materials Planning Curriculum FACIL - 8 Given identified issues and solutions to be addressed in the facility plan, identify tasks to be performed in developing or updating a comprehensive prevention/mitigation section in the plan. FACIL - 8.1 Identify prevention/mitigation strategies and techniques to address the identified issues and solutions. FACIL - 8.2 Develop or update the plan to meet all identified prevention/mitigation planning needs. FACIL - 9 Given a draft facility hazardous materials and terrorist incident response plan, describe tasks to be performed in the plan review and appraisal process. FACIL - 9.1 Describe the purpose and benefits of reviewing the facility plan. FACIL - 9.2 Conduct an internal review of the draft facility plan to assess adequacy and completeness. FACIL - 9.3 Facilitate an external review of the draft facility plan, which may include peer review, management review, and local, state and federal review. FACIL - 9.4 Make necessary revisions, and promote formal plan promulgation. FACIL - 10 Given an approved hazardous materials and terrorist threat facility plan, describe appropriate strategies and identify methods for implementing the plan. FACIL - 10.1 Describe the purpose and benefits of implementing the plan. FACIL - 10.2 Describe the strategy and methods to be used for implementing the plan, to include: • Disseminating copies of the plan Page 82#
Attachment 1, passage 74Hazardous Materials Planning Curriculum • Briefing and orienting users of the plan • Integrating the plan with other plans and work processes within the facility FACIL - 10.3 Identify options and develop strategies for coordinating the plan with multi- jurisdictional planning efforts. FACIL - 10.4 Identify options and develop strategies for ensuring that personnel are adequately trained to carry out their assigned responsibilities under the plan. FACIL - 10.5 Identify roles and responsibilities for implementing the plan, to include available resources, administrative systems, and time lines. FACIL - 11 Given an approved hazardous materials facility plan, describe appropriate strategies and identify methods for evaluating and maintaining the plan. FACIL - 11.1 Describe the purpose and benefits of evaluating and maintaining the plan. FACIL - 11.2 Identify options and develop strategies for monitoring changes and trends affecting the facility and/or jurisdiction. FACIL - 11.3 Identify options and develop strategies for critiquing actual incidents and accidents that occur, and for identifying and implementing remedial actions. FACIL - 11.4 Identify options and develop strategies for developing, conducting, and evaluating exercises and drills. FACIL - 11.5 Identify options and develop strategies for conducting an annual audit of the facility plan and/or periodically updating and revising the facility plan, as necessary. FACIL - 11.6 Identify roles and responsibilities for evaluating and maintaining the facility plan, to include available resources, administrative systems, and time lines. Page 83#
Attachment 1, passage 75Hazardous Materials Planning Curriculum FACIL - 11.7 Work with planning team members, facility managers, and other facility and community representatives to test planning concepts and measures (e.g., through tabletop exercises and drills), as necessary. Page 84 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Mission Specific Planning Competencies: Planning for Public Education Page 85#
Attachment 1, passage 76Hazardous Materials Planning Curriculum Introduction Training in this curriculum area provides an overview of the hazardous materials and terrorist threat emergency management system, with an emphasis on the citizen’s role in that system. No skill development is attempted. Training should result in a positive attitudinal change, an improved awareness of threats to personal and community safety, an enhanced understanding of the need for and benefits of jurisdictional and facility planning and emergency management, and motivation to improve personal and community preparedness. Benefits to be derived from training the general public include a greater understanding of and support for the jurisdiction’s emergency management system and capabilities; improved citizen understanding of appropriate actions to take in hazardous materials and terrorist incident emergency situations; heightened cooperation with responders and prevention/mitigation personnel; and enhanced citizen planning and preparedness for potential incidents in the home or neighborhood. Note: There are several aspects and potential training requirements associated with hazardous materials and terrorist threat public education. These include training for Public Information Officers (PIOs) and others who design and develop related programs, strategies, and outreach materials; training for media representatives and others who influence the perceptions of the public; and training for planners in “marketing” the plan to gain public support for the planning process. The Planning Specialty area described here identifies general competencies for individual members of the public. Training Audience The audience for public education training includes all persons who have a “stake” in the hazardous materials and terrorist threat emergency management system, although they have no defined role in the development and implementation of emergency operations and mitigation/prevention plans. Potential audience members include the general public, community groups, volunteer groups, business/industry associations, employee groups, and others with a self-interest in improving community and individual/family preparedness. Prerequisites or Presumed Prior Student Knowledge/Skills Participants are assumed to have an interest in hazardous materials and terrorist threats facing the community, as well as the jurisdiction’s ability to provide effective hazardous materials and terrorist threat emergency management. However, no prior knowledge of community plans and systems is required to participate in training. Methodology and Training Delivery Recommendations A typical program format for this training is a short (one to two hours or as need is expressed by the customer) facilitator-led presentation or seminar. Page 86#
Attachment 1, passage 77Hazardous Materials Planning Curriculum Training should emphasize opportunities for interaction with audience members to identify and address individual perceptions and concerns. Whenever possible, use of dynamic media (video, slides, computer simulations, CD-ROM, etc.) is encouraged to promote interest and motivate support. Depending on audience needs and time, simple activities, exercises, or role plays emphasizing local examples and realistic personal situations may be appropriate. The instructor should be able to discuss a broad range of topics of potential interest to audience members, including the community’s readiness to cope with terrorist threats, community and household hazardous materials threats; requirements of the Emergency Planning and Community Right to Know Act; pertinent jurisdiction and facility plans and capabilities; technical resources and ways to access community information Safety Data Sheet (SDS) forms, chemical inventories (Tier II & CFATS Reports), release reports, etc.), and materials available from EPA, Department of Transportation (DOT), FEMA, DHS, National Institute of Environmental Health Sciences (NIEHS), and other federal, state, tribal, and local sources. Recommended Training Objectives Key Objectives EDUC - 1 Identify the purpose, benefits, and components of the jurisdiction’s hazardous materials and terrorist threat emergency management system. EDUC - 2 Describe the citizen’s role in the jurisdiction’s hazardous materials and terrorist threat emergency management system. EDUC - 3 Identify personal actions to promote hazardous materials and terrorist threat emergency management. EDUC - 1 Given residency in a specific jurisdiction, identify the purpose, benefits, and components of the jurisdiction’s hazardous materials and terrorist threat emergency management system. EDUC - 1.1 Describe the hazardous materials threat within the jurisdiction, to include the routine use of chemicals by the general public from everyday sources. Page 87#
Attachment 1, passage 78Hazardous Materials Planning Curriculum EDUC - 1.2 Describe the terrorist threat within the jurisdiction and discriminate between real hazards and misperceptions of hazards currently held in general public opinion within the jurisdiction. EDUC - 1.3 Identify major legislation affecting the jurisdiction’s hazardous materials emergency management system, including the Emergency Planning and Community Right-to- Know Act. EDUC - 1.4 Describe the jurisdiction’s hazardous materials emergency management system. EDUC - 1.4.1 Describe the five phases of the comprehensive emergency management system (preparedness, response, recovery, mitigation and prevention). EDUC - 1.4.2 Explain to the participants of the jurisdiction the purpose and integrated response system. EDUC - 1.4.3 Explain the purpose and participants in the jurisdiction’s prevention and mitigation system. EDUC - 1.4.4 Describe general requirements for facility planning, safety management, and emergency response. FACIL - 1.5 Identify the purpose and participants in the jurisdiction’s hazardous materials and terrorist threat planning process. EDUC - 1.5.1 Identify the jurisdiction’s LEPC and TERC planning district and planning requirements. EDUC - 1.5.2 Identify major steps and participants in the hazardous materials and terrorist incident planning process, to include hazards analysis, capability assessment, plan development, and plan evaluation. Page 88#
Attachment 1, passage 79Hazardous Materials Planning Curriculum EDUC - 1.5.3 Identify major components in the jurisdiction’s hazardous materials and terrorist incident response plan. EDUC - 2 Given residency in a specific jurisdiction, describe the citizen’s role in the jurisdiction’s hazardous materials and terrorist threat emergency management system. EDUC - 2.1 Identify the personal and community benefits of citizen participation in the jurisdiction’s hazardous materials and terrorist threat emergency management system. EDUC - 2.2 Identify ways to participate in and contribute to the jurisdiction’s hazardous materials and terrorist threat emergency management system (e.g. provide feedback, serve as resource, attend meetings, join committees). EDUC - 2.3 Describe the citizens’ role in individual and family preparedness. EDUC - 2.4 Identify steps in conducting a personal hazards analysis, to include threats to the neighborhood.. EDUC - 2.5 Identify components of a personal and family preparedness plan. EDUC - 2.6 Identify steps in testing and maintaining personal/family preparedness plans. EDUC - 3 Given residency in a specific jurisdiction, identify personal actions to promote hazardous materials and terrorist threat emergency management. EDUC - 3.1 Identify available sources of assistance and information and requirements for accessing them. Page 89#
Attachment 1, passage 80Hazardous Materials Planning Curriculum EDUC - 3.2 Develop an action plan for promoting hazardous materials and terrorist threat emergency management and personal/family preparedness. Page 90 Hazardous Materials Planning Curriculum Hazardous Materials Incident Response Curriculum Guidelines Appendix: Summaries of Planning Models, Guides, and Resources Page 91 Hazardous Materials Planning Curriculum Table of Contents Plan Guide Summaries 93 FEMA CPG 101 93 FEMA CPG 201 94 NRT-1 95 Technical Guidance for Hazards Analysis 96 Handbook of Chemical Hazard Analysis Procedures 97 FEMA 141 98 Planning Models 100 FEMA CPG 101 100 FEMA CPG 201 101 NRT-1 101 Technical Guidance for Hazard Analysis 103 Handbook of Chemical Hazard Analysis Procedures 104 FEMA 141 106 Terrorist Incident Response Planning Models 108 Planning for Response to Terrorist Incidents 109 All-Hazards, Functional Planning Approach: Community EOP with Terrorism Annex 109 Federal Response Plan 109 The Community Emergency Operations Plan (EOP) 111 Terrorism Incident Annex 112 Terrorist Threat-Specific Planning Approach: The Metropolitan Medical Strike Team Model 114 Additional Planning Resources 117 Page 92#
Attachment 1, passage 81Hazardous Materials Planning Curriculum Plan Guide Summaries This appendix provides content summaries of key reference documents used in the preparation of the Hazardous Materials and Terrorist Incident Response Planning Curriculum Guidelines. These materials include: 1. Developing and Maintaining Emergency Operations Plans – Comprehensive Preparedness Guide 101 (FEMA CPG 101) 2. Threat and Hazard Identification and Risk Assessment Guide – Comprehensive Preparedness Guide 201 (FEMA CPG 201) 3. Hazardous Materials Emergency Planning Guide (NRT-1) 4. Technical Guidance for Hazards Analysis (EPA/FEMA/DOT) 5. Handbook of Chemical Hazard Analysis Procedures (FEMA/DOT/EPA) 6. Emergency Management Guide for Business & Industry (FEMA 141) More information on the planning models described in these materials is presented in the section “Planning Models,” following this section below. FEMA CPG 101 Federal Emergency Management Agency, Developing and Maintaining Emergency Operations Plans – Comprehensive Preparedness Guide 101, FEMA CPG 101, November 2010. Comprehensive Preparedness Guide (CPG) 101 provides guidance for developing emergency operations plans. It is intended to promote a common understanding of the fundamentals of risk-informed planning and decision making, in order to help planners examine a hazard or threat and produce integrated, coordinated, and synchronized plans. The goal of CPG 101 is to assist in making the planning process routine across all phases of emergency management and for all homeland security mission areas. The Guide is intended to help planners at all levels of government in their efforts to develop and maintain viable, all-hazards, all-threats emergency plans. The document is organized as follows: • Chapter 1 addresses the Basics of Planning, including planning fundamentals; principles; the differences between strategic, operational, and tactical planning; different planning approaches; plan integration and plan synchronization; and common planning pitfalls. • Chapter 2 addresses Understanding the Planning Environment for Federal, State, and local plans. This chapter discusses the National Incident Management System; the National Response Framework; Federal Emergency Plans; Emergency Operations Plan at the State, Territorial, and Tribal levels; and Emergency Operations Plans at the local level. • Chapter 3 addresses Plan Format and Function, or Identifying the Right Plan for the Job. This chapter explains the appropriateness and functionality of Page 93#
Attachment 1, passage 82Hazardous Materials Planning Curriculum emergency operations plans at the State and local levels, optional ways to structure an emergency operations plan (including traditional formats, emergency support functions formats, and agency/department-focused formats); how to use planning templates, additional types of plans including procedural documents; and the content of basic plans, supporting annexes, and hazard/threat/incident- specific annexes. • Chapter 4 addresses the planning process, and presents a six step planning process. Step 1 is to form a collaborative planning team. Step 2 is to understand the situation. Step 3 is to determine goals and objectives. Step 4 is plan development. Step 4 is plan preparation, review and approval. And Step 6 is plan implementation and maintenance. • There are four appendices, including authorities and references, a list of acronyms and glossary, an emergency operations plan development guide, and suggested training (a list of recommended FEMA courses that can be taken). FEMA CPG 201 Federal Emergency Management Agency, Threat and Hazard Identification and Risk Assessment Guide – Comprehensive Preparedness Guide 201, FEMA CPG 201, Second Edition August 2013. The Comprehensive Preparedness Guide (CPG) 201, Second Edition provides communities additional guidance for conducting a Threat and Hazard Identification and Risk Assessment (THIRA). The First Edition of this Guide (April 2012) presented the basic steps of the THIRA process. Specifically, the First Edition described a standard process for identifying community-specific threats and hazards and setting capability targets for each core capability identified in the National Preparedness Goal as required in Presidential Policy Directive (PPD) 8: National Preparedness. This Second Edition expands the THIRA process to include estimation of resources needed to meet the capability targets. The Second Edition also reflects other changes to the THIRA process based on stakeholder feedback, such as streamlining the number of steps to conduct a THIRA and providing additional examples. Where appropriate, this Guide highlights key changes from the First Edition of CPG 201. This Second Edition supersedes the First Edition of CPG 201. The document is organized as follows: • An Overview introduction, including explanations of the THIRA process, the relationship of THIRA to other risk assessments, FEMA’s Core Capabilities, the National Preparedness System, whole community involvement, and updating previous THIRAs. Page 94#
Attachment 1, passage 83Hazardous Materials Planning Curriculum • Step 1: Identifying the Threats and Hazards of Concern. This chapter addresses types of threats and hazards, sources of threat and hazard information, factors for selecting threats and hazards, and step 1 outputs. • Step 2: Give the Threats and Hazards Context. This chapter addresses context description: factors to consider, examples of context descriptions, and step 2 outputs. • Step 3: Establishing Capability Targets. This chapter addresses impacts and desired outcomes, developing capability targets, an example capability target, and step 3 outputs. • Step 4: Applying the Results. This chapter addresses doing a capability estimation, resource typing, and an example of a completed THIRA. NRT-1 National Response Team, Hazardous Materials Emergency Planning Guide, NRT-1, July 2001. This guidance is intended to help local communities prepare for potential incidents involving hazardous materials. It describes how to form a local planning team, find a team leader, identify and analyze hazards, identify existing response equipment and personnel, write a plan, and keep the plan up to date. The information can be used both by local communities developing their own plan, and by local emergency planning committees formed in accord with the “Emergency Planning and Community Right-to- Know Act of 1986.” State officials seeking to develop a state emergency plan that is closely coordinated with local plans can adapt this guidance to their purposes. Likewise, officials of chemical plants, railroad yards, and shipping and trucking companies can use the guide to coordinate their own hazardous materials emergency planning with that of the local community. The guidance deals specifically with response to hazardous materials incidents—both at fixed facilities (manufacturing, processing, storage, and disposal) and during transportation (highways, waterways, rail, and air). Plans for responding to radiological incidents and natural emergencies such as hurricanes, floods, and earthquakes are not the focus of this guidance, although most aspects of plan development and appraisal are common to these emergencies. The guide is intended to focus community activity on emergency preparedness and response; provide communities with information useful in organizing the planning task; furnish criteria to determine risk and to help communities decide whether they need to plan for hazardous materials incidents; help communities conduct planning that is consistent with their needs and capabilities; and provide a method for continually updating a community’s emergency plan. The document is organized as follows: Page 95#
Attachment 1, passage 84Hazardous Materials Planning Curriculum • Chapter 1: Introduction • Chapter 2: Selecting and Organizing the Planning Team • Chapter 3: Tasks of the Planning Team • Chapter 4: Developing the Plan • Chapter 5: Hazardous Materials Planning Elements • Chapter 6: Plan Appraisal and Continuing Planning Several appendices provide helpful information for community planning. In particular, Appendix A includes a detailed summary of Title III of SARA, and Appendix D presents criteria that can be used to assess a state or local hazardous materials emergency response preparedness program. Technical Guidance for Hazards Analysis U.S. Environmental Protection Agency, Federal Emergency Management Agency, and U.S. Department of Transportation, December 1987. The purpose of this guide is to help local emergency planning committees (LEPCs) and tribal emergency response commissions (TERCs) conduct site-specific hazards analyses for airborne releases of extremely hazardous substances (EHSs), as required by Title III of the Superfund Amendments and Reauthorization Act of 1986 (SARA), also known as the Emergency Planning and Community Right-to-Know Act (EPCRA). Although these substances may also threaten property and the environment, this guide is primarily concerned with lethal effects of airborne substances on humans. This document represents a joint effort by EPA, FEMA, and DOT to provide coordinated and coherent technical guidance. Although the guide can be useful to all community and industry planners, it is intended especially for LEPCs and TERCs established under the provisions of SARA. The three steps of hazards analysis—hazards identification, vulnerability analysis, and risk analysis—provide a decision-making process for the LEPCs and TERCs to follow as they undertake the development of comprehensive emergency plans mandated by SARA Title III. This document is organized as follows: Chapter 1: Introduction and Overview Chapter 2: Hazards Analysis: An Overview 2.1 - Hazards Identification 2.2 - Vulnerability Analysis for Airborne Extremely Hazardous Substances 2.3 - Risk Analysis Chapter 3: Step-by-Step Procedures for Conducting a Hazards Analysis of Extremely Hazardous Substances Chapter 4: Using the Results of a Hazards Analysis Page 96#
Attachment 1, passage 85Hazardous Materials Planning Curriculum Appendices: Appendix A: Acronyms and Glossary of Terms Appendix B: The Criteria Used to Identify Extremely Hazardous Substances Appendix C: The List of Extremely Hazardous Substances Appendix D: Additional Information on Levels of Concern Appendix E: Sample Profile Appendix F: Fire and Reactivity Hazards Appendix G: Equations Used for the Estimation of Vulnerable Zones Appendix H: General Considerations for Evacuation or In-Place Sheltering Appendix I: Information Collecting to Evaluate Sites for Emergency Planning Appendix J: Methods for Evaluating Hazards Used by Facilities Appendix K: Evaluation Guide for Available Computer Applications Appendix L: Selected Bibliography Appendix M: EPA and FEMA Regional Contacts Handbook of Chemical Hazard Analysis Procedures Federal Emergency Management Agency, U.S. Department of Transportation, and U.S. Environmental Protection Agency. The Handbook of Chemical Hazard Analysis Procedures has several objectives, one of which is to expand NRT-1 and the Technical Guidance on Hazards Analysis documents by including information for explosive, flammable, reactive, and otherwise dangerous chemicals. Although NRT-1 was aimed at addressing planning for all types of hazardous materials, SARA Title III required local planners to focus on a specific initial list of acutely toxic chemicals (referred to as Extremely Hazardous Substances) due to their high inhalation toxicity when airborne, and this was the primary focus of the supplemental guidance document. By introducing additional methodologies on how to plan for these and other dangerous chemicals, this handbook serves as a stepping stone from NRT-1 and the Technical Guidance on Hazards Analysis to a more comprehensive approach for emergency planning. Beyond providing additional methodologies for assessing the potential impacts of hazardous materials releases, this handbook also expands the three-step hazards analysis approach (hazard identification, vulnerability analysis, and risk analysis) presented in NRT-1 and its supplement by introducing a four-step approach involving hazard identification, consequence analysis, probability analysis, and risk analysis. In addition, it provides a tutorial on hazardous chemicals, suggestions for applying hazard Page 97#
Attachment 1, passage 86Hazardous Materials Planning Curriculum analysis results to writing and updating an emergency plan, and an expanded discussion of issues relating to sheltering-in-place (in-place protection) and evacuation. The document is organized as follows: • Chapter 1: Introduction • Chapter 2: Key Properties of Chemical Substances • Chapter 3: Actions Upon Release to the Environment • Chapter 4: Fire Hazards of Chemical Substances • Chapter 5: Explosion Hazards of Chemical Substances • Chapter 6: Toxicity Hazards of Chemical Substances • Chapter 7: Reactivity Hazards of Chemical Substances • Chapter 8: Hazardous Material Classification Systems • Chapter 9: Overview of the Hazard Analysis Process • Chapter 10: Hazard Identification Guidelines • Chapter 11: Probability Analysis Procedures • Chapter 12: Consequence Analysis Procedures • Chapter 13: Formulation of a Planning Basis • Chapter 14: Use of Hazard Analysis Results in Emergency Planning • Appendix A: A Tutorial on Fundamental Mathematical Skills • Appendix B: Technical Basis for Consequence Analysis Procedures • Appendix C: Overview of “Shelter-in-Place” Concepts • Appendix D: Chemical Compatibility Chart • Appendix E: Guide to Installation of the ARCHIE Computer Program • Appendix F: Basis of Probability Analysis Procedures FEMA 141 Federal Emergency Management Agency, Emergency Management Guide for Business and Industry, FEMA 141, October 1993. This guide provides step-by-step advice on how to create and maintain a comprehensive emergency management program. It can be used by manufacturers, corporate offices, retailers, utilities, or any organization where a sizable number of people work or gather. It applies equally to businesses large or small, whether they operate from a high-rise building or an industrial complex, and whether they own, rent, or lease property. Users of the document need not have in-depth knowledge of emergency management. All that is required is the authority to create a plan and a commitment from the chief executive officer to make emergency management part of the corporate culture. Businesses that already have a plan can use this guide as a resource to assess and update the plan. The guide is organized as follows: • Section 1: Four Steps in the Planning Process—how to form a planning team; how to conduct a vulnerability analysis; how to develop a plan; and how to Page 98#
Attachment 1, passage 87Hazardous Materials Planning Curriculum implement the plan. The information can be applied to virtually any type of business or industry. • Section 2: Emergency Management Considerations—how to build such emergency management capabilities as life safety, property protection, communications, and community outreach. • Section 3: Hazard-Specific Information—technical information about specific hazards the facility may face. • Section 4: Information Sources—where to turn for additional information. Page 99#
Attachment 1, passage 88Hazardous Materials Planning Curriculum Planning Models Various explanations of the planning process can be found in the literature, including those described in the Guide for All-Hazard Emergency Operations Planning (FEMA SLG 101); Hazardous Materials Emergency Planning Guide (NRT-1); Technical Guidance for Hazards Analysis (EPA/FEMA/DOT); Handbook of Chemical Hazard Analysis Procedures (FEMA/DOT/EPA); and Emergency Management Guide for Business & Industry (FEMA 141). These approaches to planning, which are briefly described here, incorporate the generic functional requirements of planning, although the steps and procedures may be defined somewhat differently. Jurisdictions and facilities should select and/or modify these models to best meet their unique planning needs and preferences. FEMA CPG 101 Federal Emergency Management Agency, Developing and Maintaining Emergency Operations Plans – Comprehensive Preparedness Guide 101, FEMA CPG 101, November 2010. Chapter 4 of this guide presents a six-step planning process. • Step 1 is to form a collaborative planning team. This should include a core team, strategies to engage the whole community, and strategies to engage community leaders. Core groups include emergency management; law enforcement; fire services; emergency medical services (EMS); public health; hospitals and health care facilities; public works; utility operators; education; agriculture; animal control; social services; childcare, child welfare, and juvenile justice facilities (including courts); National Guard; private sector; and civic, social, faith-based, educational, professional, and advocacy organizations. • Step 2 is to understand the situation. This includes identifying threats and hazards (including natural, technological, and human-caused hazards), assessing risk, and prioritizing risks to determine which hazards and threats merit special attention in planning. • Step 3 is to determine goals and objectives. This includes determining operational priorities and then setting goals and objectives that support accomplishing the plan mission and operational priorities. Goals are broad, general statements that indicate the intended solutions to the problems that have been identified. Objectives are more specific and identifiable actions carried out during operations.. • Step 4 is plan development. This includes developing and analyzing courses of action and involves establishing the timeline, depicting the scenario, identifying and depicting decision points, identifying and depicting operational tasks, selecting courses of action, identifying resources, and identifying information and intelligence needs. Page 100#
Attachment 1, passage 89Hazardous Materials Planning Curriculum • Step 5 is plan preparation, review, and approval. This includes writing the plan; reviewing the written pan for its conformity to applicable regulatory requirements and Federal/state standards and requirements; assessing the plan’s adequacy, feasibility, acceptability, completeness, and compliance; assessing the adequacy of evacuation support and shelter operations; assessing plans for public information and outreach; and assessing the plan’s attention to individuals with access and functional needs. This step also includes strategies for approval and dissemination of the plan. • Step 6 is plan implementation and maintenance. This includes appropriate training, exercising the plan, and strategies for reviewing, revising, and maintaining the plan. FEMA CPG 201 Federal Emergency Management Agency, Threat and Hazard Identification and Risk Assessment Guide – Comprehensive Preparedness Guide 201, FEMA CPG 201, August 2013. This guide presents four steps for conducting a Threat and Hazard Identification and Risk Assessment (THIRA). • Step 1: Identifying the Threats and Hazards of Concern. This chapter addresses types of threats and hazards, sources of threat and hazard information, factors for selecting threats and hazards, and step 1 outputs. • Step 2: Give the Threats and Hazards Context. This chapter addresses context description: factors to consider, examples of context descriptions, and step 2 outputs. • Step 3: Establishing Capability Targets. This chapter addresses impacts and desired outcomes, developing capability targets, an example capability target, and step 3 outputs. • Step 4: Applying the Results. This chapter addresses doing a capability estimation, resource typing, and an example of a completed THIRA. NRT-1 National Response Team, Hazardous Materials Emergency Planning Guide, NRT-1, July 2001. This guidance presents a comprehensive approach to hazardous materials planning. However, it is emphasized that every community must plan according to its own situation. Small communities with few planning resources, or communities with few or no threatening hazards, can choose the planning elements appropriate to their circumstances. Steps in the planning process can be summarized as follows: 1. Organizing the Planning Process Page 101#
Attachment 1, passage 90Hazardous Materials Planning Curriculum • Selecting the planning team • Selecting the team leader • Organizing for planning team responsibilities, including staffing, managing the planning tasks, and the use of computers 2. Review of Existing Plans • Reviewing applicable state and local emergency plans • Consulting with state and local agencies and volunteer organizations, regional offices of federal agencies, local industry and industrial associations, the RRT and OSC, etc. 3. Hazards Analysis • Hazards identification • Vulnerability analysis • Risk analysis 4. Capability Assessment—sample questions are presented to help the planning team evaluate preparedness, prevention, and response resources and capabilities in the following three categories: • Facility resources • Transporter resources • Community resources 5. Developing the Plan • Developing or revising a hazardous materials appendix to a multi-hazard EOP • Developing or revising a plan covering only hazardous materials • Planning elements and plan requirements that should be considered in this phase of the process are described in detail, including the following fourteen response functions: • Initial Notification of Response Agencies • Direction and Control • Communication (among Responders) • Warning Systems and Emergency Public Notification • Public Information/Community Relations • Resource Management • Health and Medical • Response Personnel Safety • Personal Protection of Citizens • Fire and Rescue • Law Enforcement • Ongoing Incident Assessment • Human Services • Public Works 6. Plan Appraisal and Continuing Planning • Plan review and approval Page 102#
Attachment 1, passage 91Hazardous Materials Planning Curriculum • Internal review • External review 7. Keeping the plan up-to-date 8. Continuing planning • Exercises • Incident review • Training Technical Guidance for Hazard Analysis U.S. Environmental Protection Agency, Federal Emergency Management Agency, and U.S. Department of Transportation, December 1987. This guidance is compatible with and recommends the same approach to hazardous materials planning as NRT-1. However, significantly more detail is presented on the hazards analysis step of the process. The hazards analysis is separated into two phases. The first phase is the initial screening of all facilities reporting Extremely Hazardous Substances (EHSs) on their premises in excess of their threshold planning quantities (TPQs). The initial screening is performed to establish priorities among reporting facilities using credible worst case assumptions. The second phase represents a reassessment by order of priority of the potential hazards posed by the reporting facilities. This is accomplished through the reevaluation of the assumptions used for the initial screening. Both the initial screening and the reevaluation phases utilize the three basic steps of hazards analysis: hazards identification, vulnerability analysis, and risk analysis. Steps in the process are summarized as follows: Initial Screening • Hazards Identification • List facilities that have reported EHSs in the community in excess of the TPQ. • Contact each facility on the list for information on the EHSs present. • Obtain information on transportation routes of EHSs, if possible. • Obtain information on hazardous materials, facilities, and transportation routes (other than for those with EHSs above the TPQ) listed by SERCs (optional). • Vulnerability Analysis • Estimate the vulnerable zone for screening using credible worst case assumptions. • Identify characteristics of human populations within the estimated vulnerable zone. • Identify critical facilities within the estimated vulnerable zone. • Risk Analysis Page 103#
Attachment 1, passage 92Hazardous Materials Planning Curriculum • Collect information obtained in hazards identification and vulnerability analysis. • Make rough estimate of risks based on the likelihood of a release and severity of consequences. • Identify those facilities with higher priority due to the estimated risks they pose. Planning for Facilities by Priority • Hazards Identification • Contact each facility on the list and other expert sources for additional information. • Obtain additional information on typical transportation conditions, if possible. • Vulnerability Analysis • Reestimate the vulnerable zone using reevaluated assumptions from the facility and other expert sources. • Identify characteristics of human populations within the estimated vulnerable zone. • Identify critical facilities within the estimated vulnerable zone. • Risk Analysis Collect all information obtained in hazards identification and vulnerability analysis in a table. • Obtain additional information on community and facility safeguards, response capabilities, and accident records. • Make a judgment of the probability of release and severity of consequences. • Organize all information (from A, B, and C) in a matrix format. • Rank risks. • Develop or revise emergency plans for higher priority facilities. Handbook of Chemical Hazard Analysis Procedures Federal Emergency Management Agency, U.S. Department of Transportation, and U.S. Environmental Protection Agency. This guide presents four basic steps for conducting a hazard analysis, and a related fifth step that takes advantage of the knowledge gained during the effort to develop a comprehensive emergency plan. These steps include: • Hazard Identification—location, identification, and characterization of potential spill sources and accident sites in the jurisdiction or locality of concern. This step essentially concludes with the identification and/or postulation of fundamental accident scenarios requiring further consideration and analysis. Results from the probability analysis which follows can often help in further refining these scenarios. Methods discussed include: • Enforcement of right-to-know laws • Use of fire department and building inspection records Page 104#
Attachment 1, passage 93Hazardous Materials Planning Curriculum • Industry questionnaires • Meetings with business organizations and trade groups • Meetings with individual business personnel • Queries of rail, marine, and pipeline transportation companies • Truck traffic surveys • Use of permit records • Use of the “Yellow Pages” • Access to detailed chemical property data and hazard information • Probability Analysis—evaluation of the likelihood of individual accident scenarios. This step permits examination and/or prioritization of potential accident scenarios in terms of their probability of occurrence. Categories of activities discussed include: • Bulk transportation by highway • Bulk transportation by rail • Bulk transportation by barge or other marine vessel • Transportation by pipeline • Bulk storage, processing, or handling at fixed facilities • Transportation of packaged hazardous materials • Transportation by air • Consequence Analysis—evaluation of the consequences and impacts associated with the occurrence of postulated accident scenarios. This step provides an understanding of the nature and outcome of an accident and permits examination and/or prioritization of scenarios in terms of their potential impact on people and property. The Automated Resource for Chemical Hazard Incident Evaluation (ARCHIE) computer program and a set of hazard assessment procedures and models are discussed. • Risk Analysis—combination of results from the accident probability and consequence analysis efforts to provide a measure of overall risk associated with the specific activity or activities. The effort permits examination and/or prioritization of scenarios in terms of overall risk. Steps include: • Definition of annual accident probability categories • Definition of accident severity categories • Application of screening guidelines • Formulation of a Planning Basis—use of the results of the above activities during actual development and preparation of an emergency plan. The material includes discussion of 43 separate topics in 13 subject areas, as follows: • Notification • Command and Communications • Evacuation • Fire response • Health Care • Personal Protection • Public Relations • Spill Containment and Cleanup Page 105#
Attachment 1, passage 94Hazardous Materials Planning Curriculum • Spill Documentation • Spill Monitoring • Post-Spill Recovery • Training • Waste Disposal FEMA 141 Federal Emergency Management Agency, Emergency Management Guide for Business & Industry, FEMA 141, October 1993. This document emphasizes the emergency planning and management needs of business and industry. Four steps are identified in the planning process, as follows: • Establish a Planning Team • Form the team • Establish authority • Issue a mission statement • Establish a schedule and budget • Analyze Capabilities and Hazards: Where do you stand right now? • Review internal plans and policies • Meet with outside groups • Identify codes and regulations • Identify critical products, services, and operations • Identify internal resources and capabilities • Identify external resources • Do an insurance review • Conduct a vulnerability analysis • List potential emergencies and estimate probability • Assess the potential human impact • Assess the potential property impact • Assess the potential business impact • Assess internal and external resources • Add the columns • Develop the Plan • Identify challenges and prioritize activities • Write the plan • Establish a training schedule • Coordinate with outside organizations • Maintain contact with other corporate offices • Review, conduct training, and revise • Seek final approval • Distribute the plan • Implement the Plan Page 106#
Attachment 1, passage 95Hazardous Materials Planning Curriculum • Integrate the plan into company operations • Conduct training (including exercises and drills) • Evaluate and modify the plan The guide also identifies planning considerations that are unique to hazardous materials, as well as core operational considerations of emergency management, in the following categories: • Direction and Control • Communications • Life Safety • Property Protection • Community Outreach • Recovery and Restoration • Administration and Logistics Page 107#
Attachment 1, passage 96Hazardous Materials Planning Curriculum Terrorist Incident Response Planning Models Terrorism and weapons of mass destruction (WMD) are the subject of much-needed attention, both in the news media and by government officials at all levels of emergency response. WMDs are “weapons or devices that are intended, or have the capability, to cause death or serious bodily injury to a significant number of people, through the release, dissemination, or impact of toxic poisonous chemicals; disease organisms; or radiation or radioactivity.” While major metropolitan areas across the United States have done WMD planning since the mid-1990s, when the Nunn-Lugar-Domenici provision of the National Defense Authorization Act of 1997 legislation first provided funding for the planning, the events of September 11, 2001 have released a torrent of money to combat terrorism. Some communities have found it easier to use this money to buy specialized equipment rather than to spend the money on intensive planning efforts required at the local level. “It’s easier to show the County Commissioners new decontamination equipment than convince them that the same amount of money spent on a WMD plan is well worth the investment,” said one county planner. Local jurisdictions know they must plan how to respond themselves because multiple strikes in various locations may make it impossible for neighboring communities to assist. State and federal response resources are likely to be hours, if not days, away. WMD event-specific factors include: • planning for more extensive and longer-term mutual-aid operations • planning more extensive casualty-care operations • preparing to fit local response operations into a larger federal response environment than would occur in hazardous materials incidents • preparing for more complex technical operations in the face of more esoteric and unusual chemical and biological threats • preparing emergency communications systems to accommodate a much larger volume of traffic and greater number of users • planning for more extensive notification requirements and more far-reaching resource request coordination • preparing for sustaining critical government operations in the face of infrastructure damage akin to that experienced in large disasters • preparing for managing public communications in an environment of high public concern and hysteria Communities and states have already completed much of the first steps toward a WMD response plan by going through the State Domestic Preparedness Equipment Program for the Office of Domestic Preparedness (ODP). Each community followed a needs assessment process that indicated how terrorism funds could best be applied against a domestic preparedness strategy for the entire state. The steps are listed below: • Step 1 – Identification and Coordination of Jurisdictions • Step 2 – Risk Assessment Process Page 108#
Attachment 1, passage 97Hazardous Materials Planning Curriculum • Step 3 – Capabilities and Needs Assessment • Step 4 – Jurisdiction Prioritization Matrix • Step 5 – Three-year Projection Forms • Step 6 – Additional Training Information • Step 7 – Emergency Response Team Survey • Step 8 – Recommendations for State and Local Response to WMD Terrorism Incidents • Step 9 – Statewide Domestic Preparedness Strategy Planning for Response to Terrorist Incidents The process for planning for terrorist incidents is evolving. Two basic approaches to WMD planning are commonly used today. The first approach is an all hazards, functional planning approach that often uses the existing Community Emergency Operations Plan (EOP) as the guiding plan, with a separate annex to anticipate and exercise unique responses for the requirements of a terrorist incident. In this approach, the threat of a terrorist incident is treated as a subset of the many other hazards that a community must prepare for. The second approach is terrorist threat specific, and treats the threat of a terrorist incident as a separate entity requiring unique and separate planning and preparation for response. A prime example is the Metropolitan Medical Strike Team Model. Terrorist threat specific planning can provide greater flexibility in terms of methods for assessing worst-case scenarios and allows closer focus on terrorist threats, but also can be more resource intensive and can require additional response planning teams and documentation duplicative of other response planning occurring in the jurisdiction. This appendix provides a brief discussion of both approaches, followed by a response resource guide describing many of the additional response resources available to local response to terrorist incidents, to be considered in response planning. All-Hazards, Functional Planning Approach: Community EOP with Terrorism Annex The first approach is that the roles, responsibilities, and principles of planning for WMD incidents are very similar at the local level to those for hazardous materials incidents and other emergencies that affect communities on a regular basis. A comprehensive Community EOP that has been thoroughly reviewed, is well understood by all response and support agencies, and that has been exercised completely will work whether an incident is a hazardous materials incident or a WMD attack. Federal Response Plan The all-hazard approach is mirrored in the Federal Response Plan (FRP), which describes the mechanisms and structures that the federal government will use to mobilize resources and conduct activities to assist State and local response efforts. The FRP uses a functional approach to group the types of federal assistance that a state is most likely to need 15 Emergency Support Functions (ESF) or more. The FRP describes Page 109#
Attachment 1, passage 98Hazardous Materials Planning Curriculum how each of the signatory agencies contributes to the response efforts. It was developed under the provisions of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (Public Law 93-288, as amended). The Terrorism Annex to the FRP describes the policies, situation, planning assumptions, concept of operations, and responsibilities for handling a WMD incident. Many states and communities use this same approach when planning how to tailor their own response to a terrorist event. The following planning assumptions have been drawn from the Terrorism Incident Annex to the Federal Response Plan: • No single agency at the local, Tribal, State, Federal, or private-sector level possesses the authority and expertise to act unilaterally on many difficult issues that may arise in response to a threat or act of terrorism, particularly if WMD are involved. • An act of terrorism, particularly an act directed against a large population center within the United States involving WMD, may produce major consequences that would overwhelm the capabilities of many local and State governments almost immediately. • Major consequences involving WMD may overwhelm existing Federal capabilities as well, particularly if multiple locations are affected. • Local, Tribal, State, and Federal responders will define working perimeters that may overlap. Perimeters may be used to control access to the area, target public information messages, assign operational sectors among responding organizations, and assess potential effects on the population and the environment. Control of these perimeters may be enforced by different authorities, which will impede the overall response if adequate coordination is not established. • If appropriate personal protective equipment is not available, entry into a contaminated area (i.e., a hot zone) may be delayed until the material dissipates to levels that are safe for emergency response personnel. Responders should be prepared for secondary devices. • Operations may involve geographic areas in a single State or multiple States, involving responsible FBI Field Offices and Regional Offices, as appropriate. The Federal Bureau of Investigation (FBI) and FEMA will establish coordination relationships as appropriate, based on the geographic areas involved. Tribes are to be treated the same. Page 110#
Attachment 1, passage 99Hazardous Materials Planning Curriculum • Operations may involve geographic areas that spread across U.S. boundaries. The Department of State is responsible for coordination with foreign governments. • The FRP may be implemented concurrently with the: • National Plan for Telecommunications Support in Non-Wartime Emergencies, which provides a basis for ESF #2 • National Oil and Hazardous Substances Pollution Contingency Plan, known as the National Contingency Plan (NCP), which provides the basis for ESF #10 • Federal Radiological Emergency Response Plan (FRERP), which details the Federal response to a peacetime radiological emergency. • Presidential Decision Directive 39 (PDD-39) and PDD-62 that set forth U.S. counterterrorism policy The FRP Terrorism Incident Annex (called for in PDD-39) describes the concept of operations for a unified response to a terrorism incident involving two or more of the following plans: the FRP, the Federal Bureau of Investigation (FBI) Weapons of Mass Destruction (WMD) Incident Contingency Plan, and the Department of Health and Human Services (HHS) Health and Medical Services Support Plan for the Federal Response to Acts of Chemical/Biological Terrorism (discussed in the next section). The Community Emergency Operations Plan (EOP) Many community EOPs, which are developed using this same approach, consist of a basic plan, functional annexes, and hazard-specific appendices. These are supplemented, as needed, by standard operating procedures (SOPs) and checklists for implementation of the plan. Federal agencies, including the United States Fire Administration (USFA) and the Environmental Protection Agency (EPA), remind local LEPCs and TERCs to be sure they update their emergency plans before adding information about response to a WMD incident. FEMA’s Guide for All-Hazard Emergency Operations Planning and the National Response Team’s Hazardous Materials Emergency Planning Guide (NRT-1) state that the decision to develop a hazard-specific appendix (including WMD-specific) should be based on special planning requirements not common to other hazards addressed in the functional annex, and on regulatory considerations that may require extensive, detailed planning that is inappropriate for inclusion in the annex. Page 111#
Attachment 1, passage 100Hazardous Materials Planning Curriculum Terrorism Incident Annex According to the latest FEMA Guidance for All-Hazard Emergency Operations Planning, the situation section for a Terrorism Incident Annex (TIA) should discuss what constitutes a potential or actual WMD incident. It should present a concise, clear, and accurate overview of potential events and discuss a general concept of operations for response. Any information already included in the EOP need not be duplicated in the TIA. The situation overview should include as much information as possible that is unique to WMD response actions, including maps, environment, population, and provisions for working with Federal crisis and consequence management agencies. Assumptions for working with levels beyond the county or local jurisdiction should include: • The first responder or health and medical personnel will, in most cases, initially detect and evaluate the potential or actual incident, assess casualties (if any), and determine whether assistance is required. • If so, State support will be requested and provided. This assessment will be based on warning or notification of a WMD incident that may be received from law enforcement, emergency response agencies, or the public. • The incident may require Federal support. To ensure that there is one overall Lead Federal Agency (LFA), the Federal Emergency Management Agency (FEMA) is authorized to support the Department of Justice (DOJ) as delegated to the FBI until the Attorney General transfers the overall LFA role to FEMA. • In addition, FEMA is designated as the lead agency for consequence management within the United States and its territories. FEMA retains authority and responsibility to act as the lead agency for consequence management throughout the Federal response. In this capacity, FEMA will coordinate Federal assistance requested through State authorities using normal FRP mechanisms. • Federal response will include experts in the identification, containment, and recovery of WMD (chemical, biological, or nuclear/radiological). Federal consequence management response will entail the involvement of FEMA, additional FRP departments and agencies, and the American Red Cross, as required. In addition to the documents discussed above, information to assist with this planning can be found in the following FEMA documents: Page 112#
Attachment 1, passage 101Hazardous Materials Planning Curriculum • Introduction to State, Tribal, and Local EOP Planning Guidance • The purpose of this guidance is to help state and local governments fine-tune their EOPs and address critical planning considerations to include interstate and intrastate mutual aid agreements, resource typing, resource standards, protection of critical infrastructure, inventory of critical response equipment and teams, continuity of operations, and family and community preparedness. • Managing the Emergency Consequences of Terrorist Incidents – Interim Guidelines • This is an interim planning guide that is designed to provide state and local emergency management planners with a framework for developing supplemental emergency operations plans that address the consequences of a terrorist attack involving weapons of mass destruction. It provides a consistent planning approach that encourages the efficient integration of State, local, and Federal terrorism response activities and provides the most current information regarding planning and operational challenges faced by communities that have dealt with terrorist events. • Tool Kit for Managing the Emergency Consequences of Terrorist Incidents • This tool kit provides forms, checklists and charts to facilitate State and local planning for a terrorist incident. It includes a capability assessment survey, a checklist of functional responsibilities and emergency public information activities as well as tools for direction and control, managing resources, and disseminating warnings. • CONPLAN – Federal Interagency Domestic Terrorism Concept of Operations Plan • The CONPLAN provides overall guidance to Federal, State and local agencies concerning how the federal government would respond to a potential or actual terrorist threat or incident that occurs in the United States, particularly one involving WMD. • Hazardous Materials Planning Guide 2001 Update Page 113#
Attachment 1, passage 102Hazardous Materials Planning Curriculum • This 2001 update of the National Response Team’s Hazardous Materials Emergency Planning Guide (NRT-1) provides guidance on developing state and local emergency response plans for hazardous materials events. It can be found under “New Publications.” The National Response Team is made up of 16 Federal agencies, each with responsibilities and expertise in emergency response to hazardous chemical releases, oil discharges, and other toxic spills. • Comprehensive Hazardous Materials Emergency Response – Capability Assessment Program (CHER-CAP) • CHER-CAP is a comprehensive preparedness program offered by FEMA to local communities and Tribal governments to address hazardous materials incidents. It is designed to help communities better understand hazardous materials risks, identify planning deficiencies, update plans, train first responders and identify systemic strengths and needed improvements. • CSEPP (Chemical Stockpile Emergency Preparedness Program) Planning Guidance • The primary strategic document providing State, local, and Army installation planners with guidelines for formulating and coordinating emergency plans and the associated emergency response systems for chemical events that may occur at the chemical agent stockpile storage locations in the continental United States. Terrorist Threat-Specific Planning Approach: The Metropolitan Medical Strike Team Model The second approach is the Metropolitan Medical Strike Team Model (MMST). The first MMSTs were established as prototypes in Arlington County in the metropolitan area of Washington, DC and in preparation for the 1996 Centennial Olympic Games in Atlanta. More than 120 cities and metropolitan areas have used the funds provided by the Department of Health and Human Services (DHHS) to plan and equip systems with specially trained first responders, special pharmaceuticals and decontamination equipment, on-site health care, and enhanced emergency medical transportation and emergency room capabilities. This approach was developed from the Domestic Preparedness Program of the Nunn- Lugar-Domenici legislation, which also called for the Army’s Chemical and Biological Defense Command (CBD-COM) to design a train-the-trainer program to build on the existing knowledge and capabilities of local first responders—fire, law enforcement, and Page 114#
Attachment 1, passage 103Hazardous Materials Planning Curriculum medical personnel and hazmat technicians—who would face a WMD incident during the first hours. MMSTs are designed to provide initial, on-site response and provide for transportation of decontaminated patients to hospital emergency rooms in the event of a terrorist attack. They are also capable of providing medical and mental health care to victims of such attacks and moving victims to other regions if local health care resources are overrun. MMSTs consist of fire service, EMS, physicians, nurses, and law enforcement officials. The team is divided into three groups that rotate assignments. Therefore, one task force is always on duty, the second is on standby, and the third is off. When an accident involving hazardous materials occurs, whether transportation or fixed- facility, parameters exist. Terrorism exists without parameters. While those who use the MMST model acknowledge that a nuclear or chemical WMD event is, inherently, a hazardous materials incident, their approach states that “there are significant differences between the two types of incident that influence a civil jurisdiction’s response planning, organization, training, equipment, operational procedures, and coordination requirements.” An introduction to San Jose’s Response Plan for Terrorist Incidents involving WMD Nuclear, Biological, or Chemical Agents (NBC) states that such a terrorist incident may be characterized by: • The use of WMD designed to inflict mass casualties • The high lethality of biological or chemical agents • The extremely toxic environment resulting from NBC/WMD • The initial ambiguity in determining what type of NBC weapon or agent is involved • The potential for a combination of weapons/agents each presenting different response requirements, i.e., explosives and chemical agents or simultaneous explosives, chemical agents, and radioactive material dispersal • The narrow window-of-response time to administer lifesaving antidotes for chemical agents and antibiotics for biological agents • The need for immediate medical treatment for mass casualties • The need for immediately available specialized pharmaceuticals • The need for specialized WMD/NBC detection equipment • The need for a timely, efficient, and effective mass decontamination system Page 115#
Attachment 1, passage 104Hazardous Materials Planning Curriculum • The need for an organized, trained, and equipped health and medical services emergency response unit to immediately augment the local hazardous materials/EMS response • The need for pre-event coordination with hospitals and medical treatment centers to establish medical treatment protocols, stock appropriate pharmaceuticals, and determine treatment procedure requirements • The need to accomplish advance planning and coordination to respond to each of the needs identified above Following is the MMST Model Table of Contents, showing how the plan is organized: • Introduction • Mission, Concept of Operations, Organization, and NDMS Interface • Training (DRAFT) • NBC Use Indicators and Response Concerns for First Responders • Operations Management Guide: • Describes each of the four phases in which NBC terrorism preparedness and response activities are categorized: awareness, alert, warning, and response • Lists the indications of a Terrorist Incident involving NBC/WMD and outlines the operational considerations • Describes coordination of response efforts and use of ICS for initial command and control, and expansion of ICS to unified command • Operational Checklists • Bioterrorism Response Plan: Recognition and Evaluation • Bioterrorism Response Plan: Casualty Management Strategy • Bioterrorism Response Plan: Site Management Strategy • Bioterrorism Response Plan: Site Management Strategy Table • Bioterrorism Response Plan: Non-Site Management Strategy • Mass Fatality Management • Recovery Plan • Supplemental Planning Guide - Health & Medical Services Page 116#
Attachment 1, passage 105Hazardous Materials Planning Curriculum • Supplemental Planning Guide - Law Enforcement • Appendix A - Incident Exposure Report • Appendix B - Patient Decontamination Procedure • Appendix C - Technical Decontamination Procedure • Appendix D - Emergency Decontamination Procedure • Appendix E - Equipment Cache Requirements • Appendix F - Pharmaceutical Support. Additional Planning Resources • DHS CFATS Program (6 CCR 27) has requirements for facility plans with the relation to security for Terrorism. Research is needed to identify the requirements for chemical facility plans. • EPCRA § 303 requires elements of a comprehensive emergency response plan. • EPCRA § 304 identifies emergency notification to the community • EPCRA § 305 addresses Emergency training, review of emergency systems and reporting requirements. Reporting requirements provide data for threat assessment • EPCRA § 311 addresses Material Safety Data Sheet (now Safety Data Sheets) • EPCRA § 312 addresses Emergency and hazardous chemical inventory forms • EPCRA § 313 addresses Toxic Chemical release forms…Toxic Release Inventory (TRI) identifies the need for Facility Emergency Response Plans and facility hazard assessments • EPA 40 CFR part 68 is the Risk Management Program (RMP) requirements. This addresses regulated chemicals which require an assessment of a catastrophic release to the community. • Five required elements: • A hazard assessment • A management system • A prevention program • An emergency response program • A risk management plan that describes the above elements • The use of EPAs CAMEO, ALOHA and MARRAPLOT to conduct threat assessments for chemicals. • EPA has a data base with the listing of TRI and RMP facilities in the United States. • EPA Safety Performance Indicators Program: www.oecd.org/ehs or http: //oecdsaftyindicators.org Page 117#
Attachment 1, passage 106Hazardous Materials Planning Curriculum Page Intentionally Left Blank Page 118#
Attachment 2, passage 1Prevention/Mitigation Curriculum Hazardous Materials Incident Prevention/Mitigation Curriculum Guidelines Preface 2016 Prevention/Mitigation Training Guidelines – Page 1#
Attachment 2, passage 2Prevention/Mitigation Curriculum Organization of the Curriculum The ultimate goal of the Hazardous Materials/WMD Prevention/Mitigation Curriculum Guidelines (Prevention/Mitigation Guidelines) is to improve safety in hazardous materials operations, thereby reducing the probability and severity of accidents and exposures. This goal is accomplished by enhancing participants’ motivation and ability to develop and implement effective prevention/mitigation programs and activities within their organizations and jurisdictions. Instruction is intended to supplement, not replace, other job-specific education and training that audience members receive in their primary work functions. The Prevention/Mitigation Curriculum addresses the training needs of two broad audience groups: persons who conduct hazardous materials operations, whether in the public or private sectors; and persons responsible for government and other oversight and enforcement programs to protect worker and citizen health. At this time, the general public is not identified as a curriculum audience, although personnel responsible for public information and education activities are included. The Prevention/Mitigation Curriculum is organized into eight audience categories based on commonalties in knowledge and skill requirements. These categories are briefly described below; more detailed information on each is presented in the following sections. • Prevention/Mitigation Awareness describes the introductory training requirements of all audiences in the Prevention/Mitigation Curriculum. Instruction is intended to give participants general knowledge about hazardous materials prevention/mitigation that can serve as a foundation for subsequent job-specific training. The audience includes anyone who has responsibilities in hazardous materials prevention/mitigation or could influence hazardous materials prevention/mitigation efforts at state and local levels. Participants are provided with (1) an introduction to basic hazardous materials prevention/mitigation terminology and concepts, (2) an explanation of individual and organizational roles in hazardous materials prevention/mitigation, and (3) an overview of common hazardous materials prevention/mitigation methods and activities. • Prevention/Mitigation Policy Development describes the training requirements of persons who direct, manage, or own organizations that use hazardous materials—chief executives and senior managers from a broad spectrum of government, private sector, and non-profit organizations. In this role, audience members oversee the development and maintenance of the hazardous materials prevention/mitigation program, and direct staff and others who implement the program on a day-to-day basis. They have the organizational authority to develop and enforce hazardous materials prevention/mitigation program policies and to budget and expend related funds. 2016 Prevention/Mitigation Training Guidelines – Page 2#
Attachment 2, passage 3Prevention/Mitigation Curriculum • Prevention/Mitigation Program Management describes the training requirements of persons who develop or manage hazardous materials prevention/mitigation programs and related activities for organizations that use hazardous materials. Individuals in this category are responsible for ensuring worker and public safety in hazardous materials operations, and for implementing the organizational policy and direction established by senior managers. The training audience consists of supervisory-level personnel in hazardous materials facilities and transport operations, both public and private. Because training requirements will depend on the size and nature of the operations, the audience is further subdivided as follows: • Smaller/Less Complex Operations describes the training needs of persons that manage smaller and/or less complex hazardous materials operations, such as retail outlets, small energy distributors, trucking firms, and so forth. • Larger/More Complex Operations describes the training needs of persons that manage hazardous materials prevention/mitigation programs for larger producers, processors, and distributors of hazardous materials, including those subject to OSHA’s Process Safety Management (PSM) Standard • Community Prevention/Mitigation Program Management describes the training needs of persons who develop and manage state and local government hazardous materials prevention/mitigation programs and activities (community hazards analysis, hazardous materials prevention/mitigation planning, land use planning, construction plans review, inspection and codes enforcement, public education, etc.). The training audience includes government officials and others with supervisory-level responsibilities in community hazardous materials prevention/mitigation, e.g., state environmental agency hazardous materials prevention/mitigation managers, Hazardous Materials Emergency Preparedness (HMEP) program managers, local response agency (fire, law enforcement, emergency medical services) hazardous materials prevention/mitigation managers, hazardous materials planners, zoning board members, codes enforcement managers, emergency management program directors, and other community representatives. • Prevention/Mitigation in Operations describes the training requirements of persons who regulate, respond to, supervise, or operate systems or processes that involve the use of hazardous materials. These employees are responsible for ensuring that hazardous materials prevention/mitigation activities and safety requirements defined in safety management plans and standard operating guidelines (SOGs) are properly implemented and enforced. The training audience includes employees of public, private, and non-profit facilities, including large and small operations at industrial plants, commercial establishments, 2016 Prevention/Mitigation Training Guidelines – Page 3#
Attachment 2, passage 4Prevention/Mitigation Curriculum trucking and other transport companies, government agencies, health care operations, utilities, and many other types of organizations. • Design and Plans Review describes the training needs of persons who oversee and participate in the design, planning, approval, and construction of hazardous materials operations (plants, buildings, processing systems, equipment, etc.). Individuals performing this function are responsible for incorporating the requirements and recommended practices contained in prevention/mitigation codes and standards into detailed plans, specifications, instructions, and other documents. The training audience includes members of the design team and community officials who oversee the process. A secondary audience includes persons that implement the approved design (procurement personnel, contractors, vendor representatives, production operators, etc.) • Facility Inspection and Enforcement describes the training needs of persons who monitor, inspect, and evaluate safety in hazardous materials operations. In this role, audience members (1) identify risks and prevention/mitigation opportunities associated with specific operations, (2) assess and enforce compliance with established authorities and codes, and (3) consult with and make referrals to subject matter experts for unique applications of the codes. The audience includes inspectors and enforcement officials from community agencies (fire service, police, health agency, etc.), and individuals with similar roles in public, private, and non-profit organizations (safety officers, production managers, shift supervisors, insurance company representatives, consultants, etc.). • Transportation Investigation and Inspection describes the training needs of persons who monitor, inspect, and evaluate safety in hazardous materials transportation. In this role, audience members (1) identify risks and prevention/mitigation opportunities associated with specific transportation conditions, modes, and systems, and (2) assess and enforce compliance with established authorities and codes. The performance competencies displayed in this section are directly based upon the competencies articulated in the November 2014 publication Hazardous Materials Transportation Investigator/Inspector Uniform Training Performance Standards (HMT Standards), by the U.S. Department of Transportation, Pipeline and Hazardous Materials Safety Administration (PHMSA), and by the Federal Motor Carrier Safety Administration, the Federal Railroad Administration, and the Federal Aviation Administration. Detailed competencies are provided for hazardous materials transportation inspectors, investigators, and supporting specialists in the following six general areas; • Core Competencies for Hazardous Material Transportation Inspectors and Investigators • Advanced Competencies for Hazardous Material Inspectors and Investigators 2016 Prevention/Mitigation Training Guidelines – Page 4#
Attachment 2, passage 5Prevention/Mitigation Curriculum • Competencies for Supervisory Hazardous Material Inspectors and Investigators • Competencies for Hazard Class Specialists • Competencies for Hazardous Material Packaging Specialists • Competencies for Modal Hazardous Material Specialists 2016 Prevention/Mitigation Training Guidelines – Page 5 Prevention/Mitigation Curriculum Page Intentionally Left Blank 2016 Prevention/Mitigation Training Guidelines – Page 6 Prevention/Mitigation Curriculum Hazardous Materials Incident Prevention/Mitigation Curriculum Guidelines Hazardous Materials Prevention/Mitigation Training Considerations 2016 Prevention/Mitigation Training Guidelines – Page 7#
Attachment 2, passage 6Prevention/Mitigation Curriculum Introduction Because most hazardous materials accidents are caused by human activities, communities and employers can influence the probability of incidents and the magnitude of their effects by emphasizing prevention/mitigation in hazardous materials emergency management. Hazardous materials prevention and mitigation efforts focus on helping communities and citizens avoid becoming disaster victims in the first place, and reducing the impact of incidents when they occur. Hazardous materials prevention/mitigation includes efforts to eliminate or reduce risk due to either accidental releases of hazardous materials or exposure to toxic substances. Basic hazardous materials prevention/mitigation strategies can be broadly summarized as follows: • Improve methods and procedures for storing, transporting, handling, and processing hazardous materials. • Promote compliance with safety codes, regulations, and statutes. • Develop and enforce land-use plans that regulate the location of sites with hazardous chemicals. • Increase public and community awareness and support for prevention. Well-designed hazardous materials prevention/mitigation programs have been shown to reduce loss of life, property, and environmental damage from disasters. The Occupational Safety and Health Administration (OSHA) concludes that “a strong correlation [exists] between the application of sound management practices in the operation of safety and health programs and a low incidence of occupational injuries and illnesses. Where effective safety and health management is practiced, injury and illness rates are significantly less than rates at comparable worksites where safety and health management is weak or non-existent” (Safety and Health Program Management Guidelines; Issuance of Voluntary Guidelines). For all general hazards and risks, as well as for hazardous materials, experience has shown again and again that lives can be saved, damage to property can be reduced significantly, and economic recovery can be accelerated by consistently building safer and stronger buildings, strengthening existing infrastructures, ensuring safer transportation, enforcing building codes, and making the proper preparations BEFORE a disaster occurs. More important, mitigation investments by businesses and citizens will enhance and strengthen the economic structure, stability, and future of the community regardless of when a disaster may strike. In recent years, both government and industry have made significant strides in hazardous materials prevention/mitigation. However, more must be done to encourage a change from the traditional focus on disaster preparedness and response to a new emphasis on accident prevention. This shift in perspective by business leaders and emergency management professionals will require adjustments in corporate and community attitudes about prevention/mitigation, improvements in safety management 2016 Prevention/Mitigation Training Guidelines – Page 8#
Attachment 2, passage 7Prevention/Mitigation Curriculum methods and technologies, better access to information and research, and a strengthened cooperation between government agencies and hazardous materials end users. One of the most effective ways of promoting this transition is through hazardous materials prevention/mitigation training and education programs. Training helps employees understand the nature and causes of potential safety problems, apply safe work practices and procedures, and participate in the design of effective prevention programs. For this reason, federal and state agencies have consistently identified training as a critical component in all prevention activities. This document identifies training requirements for public and private sector personnel who have a role in hazardous materials prevention/mitigation. The Philosophy of Prevention Hazardous materials prevention/mitigation is based on the concept that the majority of accidents don’t just happen; they are caused. While the use of chemicals may involve risk, the factors that precipitate most accidents are at some point under an organization’s or an individual’s control. Therefore, most chemical accidents and the damage they cause are preventable by definition. Hazardous materials prevention/mitigation is not new. For many years, federal and state governments have issued regulations governing workplace safety, transportation safety, and environmental safety. Communities have assessed local hazards, managed land use, enforced safety codes, and conducted public education activities. Businesses have implemented safety programs to protect worker health and minimize the potential for accidental releases of, and exposures to, toxic substances. The benefits to communities and employers of well-designed hazardous materials prevention/mitigation programs have proven to be significant. These benefits include reductions in hazardous materials incidents and accidents; fewer deaths and injuries to workers and citizens; improvements in employee skills, productivity, and morale; lower insurance and operating costs; decreased damage and cleanup costs; elimination of regulatory penalties; and protection against litigation. Although the concepts of prevention and mitigation are well established, the practice of making safety a primary focus of production and emergency management may be new to some organizations. Hazardous materials prevention/mitigation requires identifying safety as a basic goal and priority of hazardous materials operations. The objective is accomplished through formal programs that incorporate a systematic analysis of potential hazards, a comprehensive effort to eliminate or minimize risk, and activities that foster a safety culture among workers and the public. A key element of this new emphasis on hazardous materials prevention/mitigation is the concept of a public/private sector partnership to promote hazardous materials safety. 2016 Prevention/Mitigation Training Guidelines – Page 9#
Attachment 2, passage 8Prevention/Mitigation Curriculum Increasingly, communities, businesses, and professional associations recognize the mutual benefits of cooperation and coordination in prevention program planning and development. For example, FEMA’s concept of Disaster Resistant Whole Communities aims to bring together private industry, insurance providers, mortgage lenders, the real estate industry, homebuilding associations, citizens, and others to create model communities in high-risk areas. Other federal initiatives strive to promote understanding and cooperation between government and industry, and to simplify unnecessarily burdensome and confusing regulations. Everyone who can affect hazardous materials prevention/mitigation has a role in this partnership. The federal government establishes minimum safety standards, provides incentives and guidelines for compliance, conducts inspection and enforcement activities, and supplies assistance and resources, including training. State governments serve as a conduit for federal programs, and provide supplementary programs, regulations, and assistance. Local jurisdictions identify and assess hazards, develop prevention strategies and plans that address community needs, and implement programs to enforce safety standards and protect the public health. Although government plays a key role in hazardous materials prevention/mitigation, organizations that process, store, handle, and transport hazardous materials are in the best position to actually eliminate or mitigate against accidents. Employers in both the public and private sectors are ultimately responsible for the safety of chemical operations and for coordinating hazardous materials prevention/mitigation activities within the community. They accomplish these goals through programs and activities that are appropriate to the hazards involved and in full compliance with legal requirements. The general public also has a role in hazardous materials prevention/mitigation. With adequate information, community groups, professional associations, and individual citizens can provide valuable support and resources to government prevention programs and initiatives. They also contribute to hazardous materials prevention/mitigation by preparing individual and family preparedness plans that address household chemicals, and by maintaining safe homes and workplaces. In addition to the concept of a public/private partnership, other aspects of this new philosophy on prevention include the following: • A focus on safety must be evident during the complete life cycle of hazardous materials, from design and testing to production, storage, transportation, use, treatment, and disposal. This approach implies methods to systematically evaluate entire operations, as well as comprehensive programs that address all phases of production and transportation operations. • Organizations that use hazardous materials should first attempt to eliminate the possibility of accidents or exposures by substituting inherently safer technologies or less hazardous substances in existing operations. If this approach is not 2016 Prevention/Mitigation Training Guidelines – Page 10#
Attachment 2, passage 9Prevention/Mitigation Curriculum feasible, other measures should be considered to reduce the probability or severity of accidents. • Communities and employers should recognize that costs for prevention may not be extensive, and many measures will pay for themselves over time. Costs and benefits should be established early in the planning process, even though it may be difficult to estimate savings that accrue by avoiding accidents and exposures. • Safety management techniques and technologies are continually evolving. When possible, communities and professional associations should promote activities that foster research, information sharing, technology transfer, and the development of a supportive regulatory and economic environment for organizational innovation. Prevention/Mitigation Legal Authorities Hazardous materials safety efforts have continually expanded through many laws, regulations, and standards. These legal authorities address separate pieces of the hazardous materials problem, and are administered by different agencies at all levels of government. On the community level, planning for hazardous materials prevention/mitigation is often considered a natural extension of state and local governments’ responsibility for developing emergency operations plans. In effect, planning team members “piggyback” and expand on the hazards analysis conducted for response planning to prepare prevention strategies and plans. These materials are often incorporated as an annex to the community’s emergency operations plan. A number of federal laws, regulations, and guidelines apply to this process. (For more information, see the Hazardous Materials Planning Curriculum Guidelines.) • Emergency Planning and Community Right-to-Know Act of 1986 (EPCRA) • OSHA Hazardous Waste Operations and Emergency Response (29 CFR 1910.120) • Resource Conservation and Recovery Act (RCRA) • FEMA Emergency Operations Plan Requirements (44 CFR Part 302) • Guide for All-Hazard Emergency Operations Planning (FEMA SLG 101) • Hazardous Materials Emergency Planning Guide (NRT-1) • Technical Guidance for Hazards Analysis (EPA/FEMA/DOT) • Handbook of Chemical Hazard Analysis Procedures (FEMA/DOT/EPA) • National Fire Protection Association (NFPA) 400: Hazardous Materials Code • The Hazardous Materials Regulations (49 CFR Parts 100-185) Public and private sector facilities that store, handle, or transport certain types and quantities of hazardous materials are also subject to federal contingency planning regulations. Although different requirements may apply to different facilities and operations, the National Response Team’s Integrated Contingency Plan (ICP) Guidance 2016 Prevention/Mitigation Training Guidelines – Page 11#
Attachment 2, passage 10Prevention/Mitigation Curriculum provides a format for complying with the various planning regulations in one functional emergency response plan. Annex 7 of the ICP addresses prevention-based requirements that are specified in the regulations or that may impact response activities. Federal statutes and regulations that specifically address hazardous materials prevention safety are listed below and described further in the appendix to these guidelines: • Hazardous Materials Transportation Act • Hazardous Materials Transportation Uniform Safety Act • Hazardous Materials Regulations (49 CFR Parts 171-180) • The Occupational Safety and Health Act of 1970 • OSHA Process Safety Management of Highly Hazardous Chemicals (29 CFR 1910.119) • OSHA Hazard Communication Standard (29 CFR 1910.1200/1926.59) • OSHA Safety and Health Program Management Guidelines (Federal Register 54(18):3908-3916, January 26, 1989) • The Clean Air Act Amendments of 1990 (Public Law 101-549) • EPA Accidental Release Prevention Requirements: Risk Management Programs Under Clean Air Act, Section 112(r)(7) (40 CFR Part 68) • The Hazardous Materials Regulations (49 CFR Parts 100-185) Finally, jurisdictions adopt and enforce standards and codes that define safe practices and procedures in the use of hazardous materials. These codes may govern design and construction of buildings, fire prevention, land use planning (zoning and occupancy), employee safety, accident prevention, public health, environmental quality, and related areas. Several important national codes developed by cognizant professional associations are described in Appendix A. Hazardous Materials Prevention/Mitigation Programs The key to hazardous materials prevention/mitigation programs is improving the safety of methods used to store, transport, handle, and process hazardous materials. This is true whether the requirement exists in business and industrial operations or in government-managed facilities (water treatment plants, sewer systems, utilities, etc.). Broad strategies and methods for accomplishing this goal include: • Use of less hazardous alternatives. Examples of this approach include the use of inherently safer technologies, substitution of non-toxic or less toxic materials, reassessment of plant layout to isolate hazardous substances, and reduction of chemical stockpiles through efficient management of inventory. • Engineering controls. Examples of engineering controls commonly used in hazardous materials operations include ventilation systems, containment systems, detection and 2016 Prevention/Mitigation Training Guidelines – Page 12#
Attachment 2, passage 11Prevention/Mitigation Curriculum monitoring systems, robotic controls, physical barriers, isolation controls, electrical protection, sprinklers, and pollution control technologies. • Safety information. Accurate safety information must be accessible to all end users, including secondary processors, distributors, transporters, contractors, and workers. Tactics used to accomplish this objective include employee training, labeling and placarding, and process safety information management systems. Establishing an effective labor-management dialogue on safety is also important. • Standard operating guidelines (SOGs). These guidelines distill the analysis conducted during the hazard assessment, systems design, and safety planning phases into job- specific procedures and worker performance standards and expectations. Development and enforcement of SOGs define and implement safe working practices for each hazardous materials application. • Administrative actions. Personnel management systems and procedures often have great potential for enhancing prevention, often at little cost. Examples include reducing employee shift length, cross-training, or rotating employees to keep them alert; improving security, access control systems, and isolation strategies; modifying maintenance and housekeeping schedules and procedures; identifying safety as a factor in organizational goals and objectives, worker performance reviews, and management incentives; and integrating planning with the community and local health care facilities. • Personal protective equipment. When exposure is less controllable, adequate personal protective equipment (PPE) and related training must be made available. Examples of PPE include chemical resistant gloves, aprons, face shields, respiratory protection, etc. Although prevention/mitigation is first and foremost a responsibility of hazardous materials users, government oversight agencies, insurance companies, professional associations, community groups, and others can do much to promote safety. Examples of activities used to motivate and support facilities and transporters in prevention include: • Legislation, regulations, and standards that clarify prevention requirements and programmatic guidelines • Community right-to-know policies and information management systems • Land-use planning and zoning (setback, density, relocation, land acquisition, etc.) • Plans review and permitting programs for building and operational systems designs • Inspections and enforcement of hazardous materials and other safety codes • Environmental and hazard monitoring systems • Public education and information activities • Disaster insurance (premium reductions, criteria for coverage, etc.) • Tax incentives/disincentives and financial resources • Methods to foster improved public/private sector coordination and cooperation • Research and information dissemination 2016 Prevention/Mitigation Training Guidelines – Page 13#
Attachment 2, passage 12Prevention/Mitigation Curriculum Obviously, the concept of hazardous materials prevention/mitigation covers a broad spectrum of strategies and tactics conducted by many different types of organizations. The nature of prevention programs is equally diverse, depending on such factors as the mission of the organization, the types and quantities of chemicals involved, financial and personnel resources, legal requirements, etc. However, all hazardous materials prevention/mitigation programs should be based on a thorough hazard assessment, and include a comprehensive and systematic program planning process appropriate to the organization’s needs. Rationale for Hazardous Materials Prevention/Mitigation Training and Education Of all the hazardous materials prevention/mitigation strategies, training and education programs may be the most effective. Well-designed training programs significantly reduce the number and severity of incidents arising from process operations, and assist in preventing small problems from leading to a catastrophic release. The Department of Transportation notes simply that “training is the best means of preventing hazardous materials accidents” (Training For the Safe Transportation of Hazardous Materials, DOT, 1997). Why is training so effective? It is because training directly addresses the common barriers to effective hazardous materials prevention/mitigation efforts. Studies have identified some of the barriers to effective hazardous materials prevention/mitigation programs, as follows: • Inadequate information about chemical hazards and the causes of accidents, safer technologies, and the costs associated with those technologies. • A lack of managerial awareness and expertise about preventive measures and regulatory requirements. • Organizational obstacles based on corporate attitudes. • Limited communications among public officials, employers, and workers. • Inadequate employee and citizen knowledge about safety and prevention. Training and education programs targeted to the various groups that can potentially contribute to prevention are an effective method for addressing these problems. Training programs increase employee awareness of hazards and help workers understand the nature and causes of potential problems. They provide opportunities for individuals to learn and practice safety systems and procedures in a risk-free environment. And they contribute to the development of a safety culture within the organization that motivates worker participation in hazard identification, program planning, safety audits, incident reviews, and other prevention activities. Training is also critical for public officials, executives, managers, and others not directly involved in hazardous materials operations. Promoting change within organizations is most effective when the process starts at the top. Shifting the traditional focus from productivity and emergency preparedness to prevention requires changing the mindset 2016 Prevention/Mitigation Training Guidelines – Page 14#
Attachment 2, passage 13Prevention/Mitigation Curriculum of decision-makers in government, business, and industry. The same is true for design professionals and technical experts—architects, engineers, consultants, etc.—that plan operational systems and contribute to policy development. Recognizing the importance and benefits of prevention training, OSHA, DOT, EPA, and other federal agencies have identified training requirements and guidelines for hazardous materials employers. General requirements are summarized in Appendix B; training managers may need to research more specific mandates for different industrial sectors and employer types. Hazardous Materials Prevention/Mitigation Training Challenges Although hazardous materials prevention/mitigation training is mandated by law, and the potential benefits are well established, too few organizations place an adequate emphasis on this safety strategy. Several reasons exist for this state of affairs: • The benefits of hazardous materials prevention/mitigation are often poorly understood and difficult to quantify. As a result, some organizations place a low priority on prevention initiatives, including training. This is especially true in smaller commercial operations, where safety information is limited and resources are tight. • Traditionally, employee training has focused on improving productivity, with prevention viewed as an adjunct to workers’ primary job responsibilities. Thus, hazardous materials prevention/mitigation training is not usually identified as a separate requirement or curriculum area, with the attention and resources it deserves. • Workplace safety is not identified as a separate competency in many professional schools of business management, architecture, engineering, public administration, etc. Opportunities to deliver prevention training to these key audiences may be limited. • Hazardous materials prevention/mitigation covers a very broad range of possible subject areas and audiences. The resulting scope of training program requirements can be overwhelming for some communities and facilities. • Hazardous materials prevention/mitigation training is often highly technical and complex. Opportunities should be provided for students to practice key skills in a realistic but safe environment. As a result, training delivery often benefits by the use of specialized facilities and equipment that are beyond the resources of some organizations. • Recruitment for training activities can be difficult because organizations and audience members may place a low priority on prevention, or view prevention as an ancillary duty to primary work responsibilities. How individual training managers deal with these challenges will depend on the organizational situation they face—management priorities, training requirements, safety 2016 Prevention/Mitigation Training Guidelines – Page 15#
Attachment 2, passage 14Prevention/Mitigation Curriculum concerns, resources, etc. However, three general principles can be stated: (1) educational activities designed to heighten the awareness of decision-makers about the organizational benefits of prevention should be considered early in program planning; (2) a comprehensive hazardous materials prevention/mitigation training needs assessment should be prepared to identify priorities, appropriate training methodologies, and techniques for demonstrating competence; and (3) whenever possible, employee participation should be encouraged in the training development process. 2016 Prevention/Mitigation Training Guidelines – Page 16 Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Prevention/Mitigation Awareness 2016 Prevention/Mitigation Training Guidelines – Page 17#
Attachment 2, passage 15Prevention/Mitigation Curriculum Introduction Prevention/Mitigation Awareness describes the introductory training requirements of all audiences in the Hazardous Materials Prevention/Mitigation Curriculum. Instruction in this area is intended to give participants a general knowledge base about hazardous materials prevention/mitigation that can serve as a foundation for subsequent job- specific training. The goal of Prevention/Mitigation Awareness training is to enhance participants’ understanding of the importance and benefits of hazardous materials prevention/mitigation, and to motivate them to seek additional information and assistance as needed. This goal is accomplished by providing students with (1) an introduction to basic hazardous materials prevention/mitigation terminology and concepts, (2) an explanation of individual and organizational roles in hazardous materials prevention/mitigation, and (3) an overview of common hazardous materials prevention/mitigation methods and activities. (Note: As defined here, Prevention/Mitigation Awareness is a common training requirement for all audiences, not a unique audience category. This material would typically be included in training delivered to each of the audiences described in the following sections. It is presented as a separate category to minimize redundancy and to facilitate use for mixed audiences, non-hazardous materials workers, and the general public.) Training Audience The training audience for Prevention/Mitigation Awareness includes everyone that has responsibilities in hazardous materials prevention/mitigation or could influence hazardous materials prevention/mitigation efforts at the state and local levels. Specifically included are employees of hazardous materials facilities, transportation workers, and personnel in agencies and organizations that implement the community’s hazardous materials prevention/mitigation policies and plans. Other workers and the general public will also benefit from awareness training in prevention. Potential audiences include union members, employee groups, civic organizations, volunteer agencies, activist groups, etc. Training Requirements Prevention/Mitigation Awareness training includes generic information about hazardous materials prevention/mitigation and the community’s hazardous materials prevention/mitigation system. Also included is a general orientation to the student’s work requirements and expectations. More specific knowledge and skills are defined for different audience groups in subsequent sections of these Guidelines. 2016 Prevention/Mitigation Training Guidelines – Page 18#
Attachment 2, passage 16Prevention/Mitigation Curriculum At the conclusion of training, participants should be able to describe the hazardous materials prevention/mitigation system as it applies to them, their responsibilities in that system, and ways to get further assistance. Possible content areas include: • Relevant technological hazards • Understanding chemical interactions • Chemical container requirements • Applicable laws, regulations, and codes • Common hazardous materials prevention/mitigation strategies and activities • Community and organizational plans, roles, and activities • Sources of hazardous materials prevention/mitigation information and training Methodology Recommendations Prevention/Mitigation Awareness training can usually be delivered in three to six hours of classroom instruction. Content is typically presented as an introductory module in a broader training program for a specific audience group, although stand-alone training is possible. This type of awareness-level training can also be presented through the use of written materials and instructional media, a strategy that is particularly cost-effective for large and dispersed audiences. Other recommendations and considerations include the following: • Training should emphasize the jurisdiction’s strategies and methods for creating a disaster resistant community, and encourage the coordination and cooperation of government agencies and private sector organizations in hazardous materials prevention/mitigation. • Heterogeneous audiences for Prevention/Mitigation Awareness training provide the opportunity for cross-disciplinary information sharing and networking among participants. • Appropriate instructional methodologies include case studies, discussions, and small group activities to promote participant interaction and individual action planning. • Although the bulk of Prevention/Mitigation Awareness training is by definition generic, some tailoring of course materials to specific audiences may be beneficial to account for differences in community hazards, hazardous materials prevention/mitigation strategies and systems, job requirements, etc. • The use of instructional media (videotapes, slides, graphics, etc.) to enhance the impact and efficiency of training is particularly appropriate for this audience. 2016 Prevention/Mitigation Training Guidelines – Page 19#
Attachment 2, passage 17Prevention/Mitigation Curriculum Recommended Training Objectives Key Objectives PM AWAR – 1 Given the hazards in a specific jurisdiction, describe the purpose and benefits of hazardous materials prevention/mitigation. PM AWAR – 2 Describe relevant aspects of a hazardous materials prevention/mitigation system. PM AWAR – 3 Given this model hazardous materials prevention/mitigation program, identify common prevention/mitigation activities. PM AWAR - 1 Given the hazards in a specific jurisdiction, describe the purpose and benefits of hazardous materials prevention/mitigation. PM AWAR - 1.1 Define hazardous materials prevention/mitigation, and describe the benefits of hazardous materials prevention/mitigation programs. PM AWAR - 1.2 Define Comprehensive Emergency Management (CEM) and the integrated approach to hazardous materials prevention/mitigation. PM AWAR - 1.3 Describe the nature of technological hazards facing the community. PM AWAR - 1.4 Describe the concept of disaster resistant communities. PM AWAR - 2 Describe relevant aspects of a hazardous materials prevention/mitigation system. PM AWAR - 2.1 Identify key legislation, regulations, and policies governing hazardous materials prevention/mitigation. 2016 Prevention/Mitigation Training Guidelines – Page 20#
Attachment 2, passage 18Prevention/Mitigation Curriculum PM AWAR - 2.2 Identify the roles and general responsibilities of federal, state, and local government agencies and private sector organizations in hazardous materials prevention/mitigation. PM AWAR - 2.3 Describe the hazardous materials prevention/mitigation planning process and participants. PM AWAR - 2.4 Identify the roles and general responsibilities of workers and citizens in hazardous materials prevention/mitigation. PM AWAR - 2.5 Describe major hazardous materials prevention/mitigation strategies, activities, and how these should be developed in the emergency operations plan and hazardous materials prevention/mitigation plans. PM AWAR - 3 Given this model hazardous materials prevention/mitigation program, identify common prevention/mitigation activities. PM AWAR - 3.1 Describe activities associated with hazardous materials prevention/mitigation Program Analysis and Planning: • Review of authorities and statutory mandates • Hazard analysis • Program planning • Program implementation, evaluation, and maintenance • Interagency coordination and cooperation. PM AWAR - 3.2 Describe hazardous materials prevention/mitigation activities associated with Employee Participation, Education, and Training: PM AWAR - 3.3 Describe hazardous materials prevention/mitigation activities associated with Design, Plans Review, and Construction: • Facility and systems/process design and construction • Transportation and storage design and construction • Plans review and permitting 2016 Prevention/Mitigation Training Guidelines – Page 21#
Attachment 2, passage 19Prevention/Mitigation Curriculum • Code compliance PM AWAR - 3.4 Describe hazardous materials prevention/mitigation activities associated with Safety Systems: • Pre-startup safety reviews • Maintenance/mechanical integrity • Management of change PM AWAR - 3.5 Describe hazardous materials prevention/mitigation activities associated with Safety Systems: • Pre-startup safety reviews • Maintenance/mechanical integrity • Management of change communities. PM AWAR - 3.6 Describe hazardous materials prevention/mitigation activities associated with Compliance and Enforcement: • Safety inspections, investigations, and enforcement • Referencing the appropriate codes of the AHJ • Compliance and safety audits • Record keeping and reporting PM AWAR - 3.7 Describe hazardous materials prevention/mitigation activities associated with Public Information and Education: • Public awareness/prevention communication • Family and individual preparedness 2016 Prevention/Mitigation Training Guidelines – Page 22#
Attachment 2, passage 20Prevention/Mitigation Curriculum 2016 Prevention/Mitigation Training Guidelines – Page 23 Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Prevention/Mitigation Policy Development 2016 Prevention/Mitigation Training Guidelines – Page 24#
Attachment 2, passage 21Prevention/Mitigation Curriculum Introduction Prevention/Mitigation Policy Development describes the training requirements of persons who direct or manage organizations that have defined responsibilities in hazardous materials prevention/mitigation. In this role, audience members initiate and oversee the development and maintenance of the hazardous materials prevention/mitigation program’s mission statement, policies, strategies, goals, objectives, plans, activities, and administrative systems. In their jobs, audience members direct staff and others who manage and implement hazardous materials prevention/mitigation programs and activities. Tasks include initiating and directing the development of hazardous materials prevention/mitigation programs, setting related policy, establishing priorities based on cost/benefit analyses and other information, allocating staff and resources, approving and monitoring plans, supporting program implementation and evaluation, and ensuring interagency liaison and coordination. Training Audience The training audience for Prevention/Mitigation Policy Development consists of chief executives and senior managers from a broad spectrum of public, private, and nonprofit organizations. Potential audience members include city and county elected and appointed officials; SERC and LEPC members; facility owners and managers; police and fire chiefs; planning commissioners; school boards; managers of financial institutions; hospital administrators; media executives and station managers; and officers of professional groups, fraternal organizations, and unions. The training audience should reflect persons who have the organizational authority to develop and enforce hazardous materials prevention/mitigation program policy and to budget and expend related funds. Some students, especially in smaller jurisdictions and organizations, will also have responsibility for supervising and implementing specific hazardous materials prevention/mitigation programs and activities. Individuals with dual responsibilities may need additional training, described under the Prevention/Mitigation Program Management training area that follows this section in the Hazardous Materials and Terrorist Incident Prevention/Mitigation Training Guidelines. Training Requirements Persons responsible for Prevention/Mitigation Policy Development represent a broad range of organizations, with very different hazardous materials prevention/mitigation program needs and resources. Thus, the job requirements of individual audience members may differ, sometimes dramatically. However, all students involved in hazardous materials prevention/mitigation policy development will benefit from generic training in hazardous materials prevention concepts, techniques, and applications as well as the intent and application of appropriate policies. Many also need training that is 2016 Prevention/Mitigation Training Guidelines – Page 25#
Attachment 2, passage 22Prevention/Mitigation Curriculum specific to their unique organizational and prevention program responsibilities (e.g., type of operations, legal and regulatory requirements, management systems, etc.). As a prerequisite for training, students are assumed to already possess the management skills, technical support, and resources they need to carry out their assigned organizational responsibilities. Thus, the goal of training is to motivate effective hazardous materials prevention/mitigation program leadership, promote hazardous materials prevention/mitigation program excellence, and contribute to the development of a disaster resistant community by providing students with a heightened awareness of: • The risks posed by hazardous materials to the community and the organization. • The benefits of hazardous materials prevention/mitigation programs and activities. • Strategies and options for hazardous materials prevention/mitigation. • Organizational and individual roles and responsibilities in hazardous materials prevention/mitigation. • Related administrative and resource requirements. Methodology Recommendations Generic training that is appropriate for all audience members can usually be accomplished in one to three hours. Content should emphasize (1) the jurisdiction’s strategy for developing and implementing prevention programs that contribute to the development of a disaster resistant community, and (2) the organization’s and student’s role in that system. Audiences should be heterogeneous whenever possible, reflecting the contribution of different types of organizations to the community’s hazardous materials prevention system. More training may be necessary to address the unique needs of different audience members, covering, for example, specific organizational hazards, regulatory requirements, prevention program activities, etc. If so, training managers should group students and tailor training accordingly. Instruction must be presented in such a way that non-specialists can acquire the information they need to make informed management- level decisions. Other training methodology recommendations and considerations include the following: • Training should emphasize the jurisdiction’s strategies and methods for developing a disaster resistant community, and encourage the coordination and cooperation of government agencies and private sector organizations in hazardous materials prevention/mitigation. • Instructional methodologies should include discussions and small group activities that promote participant interaction and support the resolution of conflicts. • Course materials for heterogeneous audiences should include examples of hazardous materials prevention/mitigation activities from various types of organizations, e.g., government agencies, public utilities, chemical transporters, 2016 Prevention/Mitigation Training Guidelines – Page 26#
Attachment 2, passage 23Prevention/Mitigation Curriculum industrial production facilities, hospitals, sewage treatment facilities, truck stops, and pipelines. • The use of instructional media (videotapes, slides, overhead transparencies, etc.) to enhance the impact and efficiency of training is particularly appropriate for this audience. • Special efforts may be needed to recruit students due to the nature of their organizational positions and the low priority sometimes afforded hazardous materials prevention/mitigation programs and training. Recommended Training Objectives Key Objectives POLICY - 1 Given an overview of prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), analyze the organization’s hazardous materials prevention/mitigation program mission, policies, goals, objectives, strategies, activities, and plans. POLICY - 2 Given a hazardous materials prevention/mitigation program strategy and plans, identify administrative systems and resources needed to implement the program. POLICY - 3 Given implementation of the organization’s hazardous materials prevention/mitigation program, describe steps involved, challenges that may be encountered, and recommended strategies to support and sustain evaluation and maintenance of the program. POLICY - 4 Given a review of hazardous materials prevention/mitigation program needs, identify additional sources of information, assistance and training to meet those needs. POLICY- 1 Given an overview of prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), analyze the organization’s hazardous materials prevention/mitigation program mission, policies, goals, objectives, strategies, activities, and plans. POLICY- 1.1 Describe procedures for researching and assessing hazardous materials prevention authorities and statutory mandates. 2016 Prevention/Mitigation Training Guidelines – Page 27#
Attachment 2, passage 24Prevention/Mitigation Curriculum POLICY - 1.2 Identify strategies for identifying and analyzing technological hazards, vulnerabilities, and risks. POLICY - 1.3 Describe steps for evaluating, developing or refining the organization’s hazardous materials prevention/mitigation program mission statement and policies. POLICY - 1.4 Identify processes for evaluating, developing or refining the hazardous materials prevention/mitigation program’s short- and long-term goals, measurable objectives, and evaluation criteria. POLICY - 1.5 Describe steps for identifying and analyzing hazardous materials prevention/mitigation program strategies and activities. POLICY - 1.6 Describe guidelines for preparing and coordinating short- and long-term hazardous materials prevention/mitigation program plans. POLICY - 1.7 Describe common hazardous materials prevention/mitigation program implementation shortfalls and opportunities. POLICY - 2 Given a hazardous materials prevention/mitigation program strategy and plans, identify administrative systems and resources needed to implement the program. POLICY - 2.1 Describe the process for determining the scope of the hazardous materials prevention/mitigation program’s administrative and resource requirements. POLICY - 2.2 Identify guidelines for assessing existing personnel, available resources, organizational capabilities, competing requirements, and staffing alternatives. POLICY - 2.3 Describe possible funding resources and alternatives. 2016 Prevention/Mitigation Training Guidelines – Page 28#
Attachment 2, passage 25Prevention/Mitigation Curriculum POLICY - 2.4 Describe methods to assess organizational impacts (economic, legal, public relations, etc.) resulting from different resource allocation strategies and program outcomes. POLICY - 3 Given implementation of the organization’s hazardous materials prevention/mitigation program, describe steps involved, challenges that may be encountered, and recommended strategies to support and sustain evaluation and maintenance of the program. POLICY - 3.1 Describe guidelines for monitoring hazardous materials prevention/mitigation program activities and measuring progress in implementing prevention/mitigation strategies. POLICY - 3.2 Describe guidelines for evaluating and refining hazardous materials prevention/mitigation program systems, strategies, plans, budgets, procedures, etc. to enhance prevention/mitigation. POLICY - 3.3 Describe guidelines for ensuring long-term compliance with legal requirements and maintaining interagency liaison and coordination. POLICY - 4 Given a review of hazardous materials prevention/mitigation program needs for complying with the applicable codes that have been adopted by the authority having jurisdiction, identify additional sources of information, assistance and training to meet those needs. POLICY - 4.1 Assess individual and organizational needs for additional information, assistance, and training. POLICY - 4.2 Identify and describe methods to research and evaluate information, assistance, and training available through government and private sector sources. 2016 Prevention/Mitigation Training Guidelines – Page 29#
Attachment 2, passage 26Prevention/Mitigation Curriculum 2016 Prevention/Mitigation Training Guidelines – Page 30 Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Community Hazardous Materials Prevention/Mitigation Program Management 2016 Prevention/Mitigation Training Guidelines – Page 31#
Attachment 2, passage 27Prevention/Mitigation Curriculum Introduction Community Prevention/Mitigation Program Management describes the training requirements of persons who develop and manage state and local government hazardous materials prevention/mitigation programs and activities. These activities include community hazard analysis, hazardous materials prevention/mitigation planning, land-use planning, construction plans review, inspection and codes enforcement, public education, and other efforts designed to enhance worker and public safety and contribute to the development of a disaster resistant community. (Note: Governmental entities may also be involved in hazardous materials operations—the processing, storage, handling, or transport of regulated chemicals—for example in waste water treatment plants, utilities, medical care facilities, military applications, etc.) Persons performing Community Prevention/Mitigation Program Management are responsible for implementing the organizational policy and direction established by senior managers (see Prevention Policy Development). Tasks include conducting and/or supervising staff and consultants (e.g., architects, engineers, and other technical specialists) in the following types of prevention activities: • Assisting senior managers in writing hazardous materials prevention/mitigation policy, establishing hazardous materials prevention/mitigation goals, designing related administrative systems, assessing budgets, promoting interagency coordination, developing evaluation criteria, and so forth. • Researching and assessing hazardous materials prevention/mitigation legal requirements, technological hazards, potential incident impacts, and organizational capabilities. • Analyzing hazardous materials prevention/mitigation strategies and options (i.e., activities designed to prevent and mitigate hazardous materials incidents). • Determining hazardous materials prevention/mitigation training needs, developing course materials, managing training programs, and delivering instruction. • Developing hazardous materials prevention/mitigation program staff plans and schedules, negotiating subcontractor arrangements, assigning personnel, monitoring and evaluating performance, and tracking expenditures. • Implementing specific hazardous materials prevention/mitigation activities, monitoring progress, evaluating outcomes, and recommending changes to improve safety and program effectiveness. Training Audience The training audience for Community Prevention/Mitigation Program Management consists primarily of government officials and others with supervisory-level responsibilities in community hazardous materials prevention/mitigation. Potential audience members include state environmental agency hazardous materials 2016 Prevention/Mitigation Training Guidelines – Page 32#
Attachment 2, passage 28Prevention/Mitigation Curriculum prevention/mitigation managers, Hazardous Materials Emergency Preparedness (HMEP) program managers, local response agency (fire, law enforcement, emergency medical services) hazardous materials prevention/mitigation program managers, hazardous materials planners, zoning board members, codes enforcement managers, emergency management program directors, and other representatives of community organizations that have a defined role in hazardous materials prevention/mitigation. Training Requirements Candidates for instruction in this curriculum area are assumed to already possess basic management skills and expertise in their areas of responsibility (fire prevention, code enforcement, plans review, etc.). Thus, the goal of training is to improve leadership and enhance safety programs by providing students with supplementary knowledge and skills in hazardous materials incident prevention/mitigation and related activities. The job and training requirements of individual audience members will vary depending on their roles and responsibilities, and the extent to which they have a basic understanding of chemistry and chemical reactivity. For example, the needs of agency officials in large metropolitan areas and rapidly growing jurisdictions may exceed those in smaller, rural, and established communities. However, all audience members will benefit by generic training in hazardous materials prevention/mitigation concepts, techniques, and applications. Possible content areas include: • The hazardous materials prevention/mitigation program manager’s role and responsibilities. • The organization’s hazardous materials prevention/mitigation mission and policies. • State-of-the-art hazardous materials prevention/mitigation program strategies, concepts, and techniques. • Methodologies to enhance program planning, implementation, monitoring, and evaluation. • Incident case study reviews, analyses and assessments. • Problem-solving methods and techniques. For instruction to be most effective, audience members should be grouped to the extent possible by prevention program type and the technical requirements of the job. Training can then address any specialized knowledge and skills needed by different groups. Possible content areas for advanced training include legislative and regulatory requirements, hazard analysis techniques, planning strategies, and hazardous materials prevention/mitigation applications. Methodology Recommendations General training in Community Prevention/Mitigation Program Management can usually be accomplished in one to three days of instruction, if audiences have a prerequisite 2016 Prevention/Mitigation Training Guidelines – Page 33#
Attachment 2, passage 29Prevention/Mitigation Curriculum basic understanding of chemistry and chemical reactivity . More time may be appropriate for audiences with greater needs. Instructional methodologies should emphasize case studies and examples relevant to the audience. Participant activities should highlight innovative approaches to prevention and practical solutions to common problems. Other training methodology recommendations and considerations include the following: • Training should emphasize the jurisdiction’s strategies and methods for creating a disaster resistant community, and encourage the coordination and cooperation of government agencies and private sector organizations in hazardous materials prevention/mitigation. • Student activities should encourage participant interaction and provide ample opportunities for practice and application of acquired skills. Checklists, job aids, and other practical tools should be included in the course materials. Activities should focus on the development of useful work products (e.g., hazards analyses, work plans, program strategies, etc.) under classroom conditions that are as realistic as possible. Methods to transfer learning back to the job should be emphasized. • Instructors need significant practical experience and technical expertise in hazardous materials prevention/mitigation programs relevant to the audience’s needs. Familiarity with state and local program requirements and systems is also important. 2016 Prevention/Mitigation Training Guidelines – Page 34#
Attachment 2, passage 30Prevention/Mitigation Curriculum Recommended Training Objectives Key Objectives COMM PM - 1 Given an overview of hazardous materials prevention/mitigation concepts and activities and a specific state or local jurisdiction, describe the community’s hazardous materials prevention/ mitigation system. COMM PM - 2 Given a community’s hazards analysis, identify related hazardous materials prevention/mitigation program considerations and priorities.. COMM PM - 3 Given a community’s hazards analysis, identify and assess options for promoting hazardous materials prevention/mitigation through plans review and permitting programs. COMM PM - 4 Given a community’s hazards analysis, identify and assess options for promoting hazardous materials prevention/mitigation through inspections and enforcement activities.. COMM PM - 5 Given a community’s hazards analysis, identify and assess options for promoting hazardous materials prevention/mitigation through incident record keeping, reporting, and investigations.. COMM PM - 6 Given a community’s hazards analysis, identify and assess options for promoting public information and education on hazardous materials prevention/mitigation. COMM PM - 7 Given an analysis of prevention/mitigation risks, authorities, and activity options, prepare a hazardous materials prevention/mitigation program management plan. COMM PM - 8 Given a hazardous materials prevention/mitigation program management plan, conduct and/or supervise the implementation, monitoring, evaluation, and continual refinement of the hazardous materials prevention/mitigation program. COMM PM - 1 Given an overview of prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness and a specific state or local jurisdiction, describe the community’s hazardous materials prevention/mitigation system. 2016 Prevention/Mitigation Training Guidelines – Page 35#
Attachment 2, passage 31Prevention/Mitigation Curriculum COMM PM - 1.1 Describe general guidelines for hazardous materials prevention/mitigation plans and roles for state and local jurisdictions contained in the following authorities (see Hazardous Materials Planning Curriculum Guidelines for more information): • Robert T. Stafford Disaster Relief and Emergency Assistance Act • Title III of the Superfund Amendments Reauthorization Act (SARA) • Guide for All-Hazard Emergency Operations Planning (SLG-101) • Hazardous Materials Emergency Planning Guide (NRT-1) • OSHA 29 CFR 1910.120 and EPA 40 CFR • NFPA 400: Hazardous Materials Code • State and local laws, fire codes and regulations COMM PM - 1.2 Describe general hazardous materials prevention/mitigation guidelines and roles contained in: • State and local legislation, regulations, and policies • State and local emergency operations and hazardous materials prevention/mitigation plans • State and local planning and zoning ordinances • State and local building, fire, hazardous materials, health, and other codes COMM PM - 2 Given the community’s hazards analysis, identify related hazardous materials prevention/mitigation program considerations and priorities. (See Hazardous Materials Planning Curriculum Guidelines for more information.) COMM PM - 2.1 Describe the hazards identified in the community’s hazards analysis. COMM PM - 2.2 Describe guidelines and methods for evaluating and refining the community’s hazards analysis, if appropriate. COMM PM - 2.3 De Describe guidelines and methods for identifying planning considerations and prioritizing hazardous materials prevention/mitigation activities to reflect the community’s hazard analysis. 2016 Prevention/Mitigation Training Guidelines – Page 36#
Attachment 2, passage 32Prevention/Mitigation Curriculum COMM PM - 3 Given a community’s hazards analysis, identify and assess options for promoting hazardous materials prevention/mitigation through plans review and permitting programs. COMM PM - 3.1 Describe community systems and roles for promoting hazardous materials prevention/mitigation through plans review and permitting programs. COMM PM - 3.2 Identify hazardous materials regulations, codes, and standards applicable to various design scenarios. COMM PM - 3.3 Describe guidelines, methods, and procedures for conducting hazardous materials prevention/mitigation plans reviews and permitting activities, addressing such factors as: • Consultation with facility management and design team members • Review of design specifications, plans, and supporting documents • Construction permitting and licensing (approval) • Construction monitoring and consultation • Inspection of new or modified facilities and operations • Operational permits COMM PM - 3.4 Describe the essential elements and management requirements of hazardous materials prevention/mitigation plans review and permitting programs. COMM PM - 3.5 Describe staffing strategies and recommended personnel qualifications for hazardous materials prevention plans review and permitting programs. COMM PM - 3.6 Describe guidelines and methods for determining administrative and resource requirements for hazardous materials prevention/mitigation plans review and permitting programs. COMM PM - 4 Given a community’s hazards analysis, identify and assess options for promoting hazardous materials prevention/mitigation through inspections and enforcement activities. 2016 Prevention/Mitigation Training Guidelines – Page 37#
Attachment 2, passage 33Prevention/Mitigation Curriculum COMM PM - 4.1 Describe community systems and roles for conducting hazardous materials inspections and enforcement activities. COMM PM - 4.2 Describe key authorities governing the processing, storage, handling, and transport of hazardous materials, including: • OSHA’s General Safety and Health Provisions (29 CFR 1926.20) • OSHA’s Process Safety Management Standard (29 CFR 1910.119) • The Clean Air Act Amendments (1990) • EPA’s Accidental Release Prevention Requirements (40 CFR Part 68) • OSHA’s Hazard Communication Standard (29 CFR 1910.1200) • DOT’s Hazardous Materials Regulations (49 CFR Parts 171-180) • NRT’s Integrated Contingency Plan Guidance COMM PM - 4.3 Describe guidelines, methods, and information sources for gathering hazardous materials data on facilities and operations, categorizing risks, and establishing priorities among inspection and enforcement requirements. COMM PM - 4.4 Describe guidelines, methods, and procedures for conducting hazardous materials inspections, addressing such factors as: • Developing required forms, checklists, questionnaires, etc. • Scheduling and planning site visits • Briefing management and operating personnel • Gathering inspection data • Assessing the adequacy of plans, permits, process safety information, operating procedures, training, safety systems, etc. • Identifying deficiencies and concerns • Documenting and reporting results COMM PM - 4.5 Describe guidelines, methods, and procedures for achieving compliance with hazardous materials inspection results (consultation, violation notices, citations, personnel actions, audits, legal actions, etc.). COMM PM - 4.6 Describe the essential elements and management requirements of hazardous materials inspection and enforcement programs. 2016 Prevention/Mitigation Training Guidelines – Page 38#
Attachment 2, passage 34Prevention/Mitigation Curriculum COMM PM - 4.7 Describe staffing strategies and recommended personnel qualifications for hazardous materials inspection and enforcement programs. COMM PM - 4.8 Describe guidelines and methods for determining administrative and resource requirements for hazardous materials inspection and enforcement programs. COMM PM - 5 Given a community’s hazards analysis, identify and assess options for promoting hazardous materials prevention/mitigation through incident record keeping, reporting, and investigations. COMM PM - 5.1 Describe community systems and roles for promoting hazardous materials prevention/mitigation through incident record keeping, reporting, and investigations. COMM PM - 5.2 Describe appropriate data gathering forms and procedures for promoting incident reporting and record keeping. COMM PM - 5.3 Describe staffing strategies and recommended personnel qualifications for the hazardous materials incident investigation team, including requirements for training. COMM PM - 5.4 Describe strategies to ensure that hazardous materials prevention/mitigation codes and concepts and techniques are adequately considered during incident investigations. COMM PM - 5.5 Describe strategies for ensuring that hazardous materials incident investigation findings and recommendations are addressed, that corrective measures are adequately documented, and that results are considered in hazardous materials prevention/mitigation program planning. COMM PM - 5.6 Describe guidelines and methods for determining administrative and resource requirements for hazardous materials investigations or inspections. 2016 Prevention/Mitigation Training Guidelines – Page 39#
Attachment 2, passage 35Prevention/Mitigation Curriculum COMM PM - 6 Given a community’s hazards analysis, identify and assess options for promoting public information and education on hazardous materials prevention/mitigation. COMM PM - 6.1 Describe community systems and roles for conducting hazardous materials public awareness/risk communication activities. COMM PM - 6.2 Describe community systems and roles for conducting individual and family preparedness public education activities in hazardous materials prevention/mitigation. COMM PM - 6.3 Describe guidelines and methods for determining audience needs for hazardous materials public information and education activities. COMM PM - 6.4 Identify and assess communication strategies (media, participants, etc.) for hazardous materials public information and education programs. COMM PM - 6.5 Identify and assess existing materials and sources of assistance for hazardous materials public information and education programs. COMM PM - 6.6 Describe the essential elements and management requirements of hazardous materials public information and education programs. COMM PM - 6.7 Describe staffing strategies and recommended personnel qualifications for hazardous materials public information and education programs. COMM PM - 6.8 Describe guidelines and methods for determining administrative and resource requirements for public information and education programs. 2016 Prevention/Mitigation Training Guidelines – Page 40#
Attachment 2, passage 36Prevention/Mitigation Curriculum COMM PM - 7 Given an analysis of hazardous materials risks, authorities, and activity options, prepare a hazardous materials prevention/mitigation program management plan. (See Hazardous Materials Planning Curriculum Guidelines for more information.) COMM PM - 7.1 Describe guidelines and methods for preparing and formatting a hazardous materials prevention/mitigation program management plan. COMM PM - 7.2 Describe guidelines for developing an organizational strategy for program activities that addresses: • Short- and long-term goals, measurable objectives, and evaluation criteria. • Analysis of program activities and options. • Resources and administrative support systems and procedures. • Staffing assignments and contractor requirements. COMM PM - 7.3 Describe guidelines and methods for coordinating the planning process and communicating results to community officials. COMM PM - 8 Given a hazardous materials prevention/mitigation program management plan, conduct and/or supervise the implementation, monitoring, evaluation, and continual refinement of the prevention/mitigation program. COMM PM - 8.1 Describe strategies and methods for implementing hazardous materials prevention/mitigation program elements, activities, and procedures. COMM PM - 8.2 Describe strategies and methods for monitoring, evaluating, and continually refining hazardous materials prevention/mitigation program elements, activities, and procedures. COMM PM - 8.3 Describe common shortfalls and opportunities in implementing, evaluating, and maintaining hazardous materials prevention/mitigation programs. 2016 Prevention/Mitigation Training Guidelines – Page 41#
Attachment 2, passage 37Prevention/Mitigation Curriculum Page Intentionally Left Blank 2016 Prevention/Mitigation Training Guidelines – Page 42 Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Prevention/Mitigation in Hazardous Materials Operations 2016 Prevention/Mitigation Training Guidelines – Page 43#
Attachment 2, passage 38Prevention/Mitigation Curriculum Introduction Prevention/Mitigation in Operations describes the training requirements of persons who supervise or operate processes that involve the storage, transport, handling, manufacture, or use of hazardous materials. These employees are responsible for ensuring that hazardous materials prevention/mitigation activities and safety requirements defined in system/process safety management plans and standard operating guidelines (SOGs) are properly implemented and enforced. The job requirements and training needs of operations personnel will vary significantly, depending on the size and nature of the operation, the type of hazards involved, the hazardous materials prevention/mitigation strategy adopted by the facility, and the duties of the employee. However, generic roles and responsibilities can be defined as follows: • Assist the hazardous materials prevention/mitigation program manager to identify hazardous materials risks, prevention/mitigation opportunities, and safe operating practices and procedures for specific processes/operations. • Implement, monitor, and enforce safe working practices and procedures for specific operations. • Participate in record keeping, reporting, safety reviews, compliance audits, incident investigations, inspections, evaluations, and other hazardous materials prevention/mitigation program activities. Training Audience The training audience for Prevention/Mitigation in Operations consists of employees of public, private, and non-profit facilities. In this context, the terms “facility” and “process” are broadly defined, specifically to include large and small operations at industrial plants, commercial establishments, trucking and other transport companies, government agencies, health care operations, utilities, and many other types of organizations. The training audience includes a broad spectrum of facility workers, from supervisors of huge chemical production systems to forklift operators. Audience members include production managers, shift supervisors, line operators, general laborers, hazardous materials transport employees, and many process-specific job titles. Training Requirements As a prerequisite of training, students are assumed to already know how to carry out their basic work responsibilities. Thus, the goal of training is to promote hazardous materials incident prevention/mitigation and employee safety by enhancing participants’ ability and motivation to (1) identify and apply safe working practices and procedures on the job, (2) ensure compliance with established hazardous materials prevention/mitigation program requirements, and (3) contribute as assigned to related 2016 Prevention/Mitigation Training Guidelines – Page 44#
Attachment 2, passage 39Prevention/Mitigation Curriculum program activities (e.g., hazard analysis, planning, record keeping, incident critiques, audits, etc.). A safety management plan and job-specific Standard Operating Guidelines (SOGs), prepared under the direction of the hazardous materials prevention/mitigation program manager, should exist for all hazardous materials activities. Instruction in Prevention/Mitigation in Operations therefore emphasizes the knowledge and skills students need to apply these established systems and procedures under varying conditions and in a wide range of routine and non-routine work situations. Specifically included is the ability to implement SOGs that define the student’s hazardous materials prevention/mitigation responsibilities, and to recognize and report potential safety problems. Training must be highly specific to each student’s needs, which, in turn, depend on their unique job requirements (type of operations, work responsibilities, associated hazards, hazardous materials prevention/mitigation strategies, etc.). Therefore, instruction emphasizes the transfer of operations-specific knowledge and skills that students need to implement the organization’s prevention program and avoid accidents. General training in hazardous materials prevention/mitigation concepts and techniques is provided as necessary to support this primary goal. Methodology Recommendations All students will benefit by awareness-level training in hazardous materials prevention/mitigation and an understanding of the organization’s hazardous materials prevention/mitigation program. Audience members also need technical knowledge and skills that are specific to their jobs. For this latter type of training, audience members should be grouped to the extent possible by process, hazard, and job type. Training can then be more effectively tailored to the needs of different workers. Participants should be given opportunities to apply and practice job-specific operating procedures and safety systems under different work conditions and situations. For classroom activities, case studies and scenarios can be used. However, hands-on use of equipment under realistic working conditions and on-the-job training are encouraged. Activities should highlight creative approaches to prevention program requirements and practical solutions to common problems. Drills or exercises under simulated emergency or non-routine situations are also useful. The scope and duration of training will vary depending on the nature and complexity of related SOGs and safety systems. Checklists, job aids, and other practical tools that can be used at the work site should be included in course materials whenever possible. 2016 Prevention/Mitigation Training Guidelines – Page 45#
Attachment 2, passage 40Prevention/Mitigation Curriculum Recommended Training Objectives Key Objectives PM OPS 1 Given an overview of hazardous materials prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), describe employee safety requirements. PM OPS 2 Given the organization’s hazardous materials prevention/mitigation program, describe elements of the program that affect operations. PM OPS 3 Given an operation’s hazards assessment and safety plan, describe hazardous materials prevention/mitigation strategies. PM OPS 4 Given an operation’s work situation and scenarios, describe and apply standard operating guidelines (SOGs) that relate to safe working practices. PM OPS 5 Given the organization’s hazardous materials prevention/mitigation program, participate as assigned in various program activities. PM OPS - 1 Given an overview of hazardous materials prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), describe employee safety requirements. PM OPS - 1.1 Describe general safety and health provisions protecting worker safety. PM OPS - 1.2 Describe general guidelines for employee participation in hazardous materials prevention/mitigation activities. PM OPS - 1.3 Describe general guidelines for employee training in workplace safety and health. PM OPS - 1.4 Describe general guidelines for maintaining and accessing process safety information. 2016 Prevention/Mitigation Training Guidelines – Page 46#
Attachment 2, passage 41Prevention/Mitigation Curriculum PM OPS - 2 Given the community’s hazards analysis, identify related hazardous materials prevention/mitigation program considerations and priorities. (See Hazardous Materials Planning Curriculum Guidelines for more information.) PM OPS - 2.1 Describe the hazards identified in the community’s hazards analysis. PM OPS - 2.2 Describe guidelines and methods for evaluating and refining the community’s hazards analysis, if appropriate. PM OPS - 2.3 De Describe guidelines and methods for identifying planning considerations and prioritizing hazardous materials prevention/mitigation activities to reflect the community’s hazard analysis. PM OPS - 3 Given an operation’s hazards assessment and safety plan, describe hazardous materials prevention/mitigation strategies. PM OPS - 3.1 Identify specific hazards and risks associated with the operation. PM OPS - 3.2 Describe and demonstrate the ability to access and use process safety information to enhance hazardous materials prevention/mitigation. PM OPS - 3.3 Describe organizational strategies and safe work practices designed to address all identified hazards. PM OPS - 4 Given an operation’s work situation and scenarios, describe and apply standard operating guidelines (SOGs) that relate to safe working practices. PM OPS - 4.1 Describe the role of SOGs in hazardous materials safety and prevention/mitigation programs. 2016 Prevention/Mitigation Training Guidelines – Page 47#
Attachment 2, passage 42Prevention/Mitigation Curriculum PM OPS - 4.2 Demonstrate the ability to apply SOGs that define safe operations (e.g., routine and non-routine operating procedures and practices, contractor safety). PM OPS - 4.3 Demonstrate the ability to apply SOGs for safety systems (e.g., pre-startup safety reviews, maintenance/mechanical integrity, management of change). PM OPS - 4.4 Demonstrate the ability to apply SOGs for compliance and enforcement activities (e.g., safety inspections and enforcement, proper materials storage and housekeeping measures, compliance safety audits, incident record keeping, reporting, and investigations). PM OPS - 5 Given the organization’s hazardous materials prevention/mitigation program, participate as assigned in various program activities. PM OPS - 5.1 Demonstrate the ability to participate as assigned in prevention/mitigation program analysis and planning activities. PM OPS - 5.2 Demonstrate the ability to participate as assigned in prevention/mitigation training activities. PM OPS - 5.3 Demonstrate the ability to participate as assigned in the design of new or modified facilities, systems, or processes. PM OPS - 5.4 Demonstrate the ability to participate as assigned in monitoring, evaluating, and continually refining hazardous materials prevention/mitigation program activities. 2016 Prevention/Mitigation Training Guidelines – Page 48#
Attachment 2, passage 43Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Design and Plans Review 2016 Prevention/Mitigation Training Guidelines – Page 49#
Attachment 2, passage 44Prevention/Mitigation Curriculum Introduction Design and Plans Review describes the training requirements of persons who oversee and participate in the design, planning, approval, or construction of operations that produce, use, store, or transport hazardous materials. Audience members are responsible for incorporating the requirements and recommended practices contained in applicable prevention codes and standards into detailed blueprints, drawings, plans, specifications, instructions, and other documents. In this role, they conduct and/or supervise staff, consultants, and subcontractors in the following types of activities: • Clarifying the technical and prevention requirements of design projects, including associated hazardous materials risks. • Conducting a search and analysis of applicable regulations, codes, and standards to identify prevention requirements, opportunities, and recommended practices. • Briefing and/or training design staff, construction managers, vendor representatives, consultants, and others on prevention opportunities and initiatives. • Preparing and reviewing design plans, specifications, and support documents that incorporate and clarify prevention requirements. • Consulting and coordinating with community and facility representatives to enhance the hazardous materials operations plans review process. • Monitoring procurement and construction to ensure that hazardous materials operations plan requirements are met and related problems are resolved. • Identifying hazardous materials prevention requirements for management systems and standard operating procedures for planned operations. • Advising prevention managers, operators, and others on ways to implement, evaluate, and maintain the new facilities, systems, and processes. Training Audience The training audience for Design and Plans Review is composed of persons in governmental, private, industry, or non-profit organizations that develop or review the technical content of hazardous materials design plans and operational specifications. This category includes members of the facility design team and community officials who oversee the process—design project managers, prevention program managers, production managers, construction managers, community plans reviewers, zoning and planning board members, insurance professionals, architects, engineers (mechanical, structural, chemical, electrical, civil, etc.), draftsmen, safety experts, consultants, subcontractors, and other technical specialists. A secondary audience includes persons that implement the approved design. This group will benefit from more limited training that focuses on the specific design project and is intended to heighten awareness of related hazardous materials prevention/mitigation 2016 Prevention/Mitigation Training Guidelines – Page 50#
Attachment 2, passage 45Prevention/Mitigation Curriculum concepts and techniques. Included in this category are facility procurement personnel, construction contractors, vendor representatives, community and facility inspectors, codes enforcement officials, and production operators. Training Requirements As a prerequisite of training, audience members are assumed to already possess the basic knowledge and skills they need to carry out their primary job responsibilities (architecture, engineering, plans review, prevention program management, etc.). Thus, the goal of training is to promote safety in hazardous materials operations by enhancing the participant’s ability and motivation to (1) identify opportunities to reduce accidents and recommended practices in proposed designs, and (2) ensure that requirements for hazardous materials incident prevention are incorporated in design plans and specifications. Training should stress the importance of the design and plans review function in hazardous materials prevention/mitigation, and provide students with a solid grounding in related codes and standards. Instruction should also give students advanced knowledge and skills in the following areas: • Identifying, interpreting, and applying specific prevention/mitigation code items, concepts, and techniques to varying design requirements and problems. • Assessing hazardous materials risks and prevention/mitigation opportunities associated with alternative design strategies. • Preparing and/or evaluating design plans and other documents that contribute to hazardous materials prevention/mitigation. • Providing guidance and direction to community and facility representatives to encourage the safe and effective implementation of hazardous materials operational designs. Methodology Recommendations Design and Plans Review is a highly technical and complex process involving a wide variety of possible design requirements, parameters, and variables. Training managers and course developers are encouraged to limit the scope of training to the extent possible by grouping students according to the prevention requirements of their jobs and then focusing training accordingly. All students will benefit by some basic training in hazardous materials codes, standards, and design principles. More advanced training can then be classified into five categories: • General: the ability to apply the broad range of hazardous materials authorities and codes to any facility or operations design. • Project-specific: the ability to identify and apply only those prevention requirements that are relevant to a specific facility or operations design. 2016 Prevention/Mitigation Training Guidelines – Page 51#
Attachment 2, passage 46Prevention/Mitigation Curriculum • Operations-specific: the ability to apply the broad range of hazardous materials authorities and codes to a certain type of facility or operations design (e.g., refineries, retail outlets). • Code-specific: the ability to apply a specific prevention code (fire, building, health, NFPA 400: Hazardous Materials Code, etc.) to any facility or operations design. • Operations and code-specific: the ability to apply a specific prevention code to a certain type of facility or operations design. The amount of time planned for instruction will depend on the needs of the audience and the scope of training. Participants will greatly benefit by opportunities to practice and apply skills acquired during training. For example, activities can be designed to permit students, organized in teams, to research and apply prevention codes to realistic design scenarios. Actual design problems from the participants’ communities and organizations are preferable for this purpose. Training should also address management and political considerations in project planning. Other training methodology recommendations and considerations include the following: • Instructors need significant experience and technical expertise in design, plans review, hazardous materials incident prevention techniques, and state and local prevention authorities. • Participant activities should emphasize the development of practical work products and methods to transfer learning back to the job, including checklists, job aids, and other design and planning tools. • If possible, training should encourage interagency cooperation and information sharing among public and private sector participants. 2016 Prevention/Mitigation Training Guidelines – Page 52#
Attachment 2, passage 47Prevention/Mitigation Curriculum Recommended Training Objectives Key Objectives DESN PR 1 Given an overview of prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), describe community and organizational prevention systems for design and plans review. DESN PR 2 Given a range of representative design scenarios, design and/or evaluate plans for proposed projects to ensure that prevention/mitigation requirements are met. DESN PR 3 Given an approved design, assist in promoting prevention/mitigation through the effective implementation and maintenance of the project. DESN PR - 1 Given an overview of prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), describe community and organizational prevention systems for design and plans review. DESN PR - 1.1 Describe the purpose, structure, and content of state and authorities and codes that govern hazardous materials design and plans review, including those addressing: • Buildings, construction, and fire prevention • Community planning, zoning, and occupancy • Employee safety and accident prevention • Storage and separation requirements • Health and environmental concerns DESN PR - 1.2 Describe organizational prevention policies, strategies, and systems for hazardous materials design and construction. DESN PR - 1.3 Describe community and organizational prevention policies, strategies, and systems for hazardous materials plans review and approval. 2016 Prevention/Mitigation Training Guidelines – Page 53#
Attachment 2, passage 48Prevention/Mitigation Curriculum DESN PR - 2 Given a range of representative design scenarios, design and/or evaluate plans for proposed projects to ensure that prevention/mitigation requirements are met. DESN PR - 2.1 Demonstrate the ability to research and analyze state and local authorities that govern hazardous materials design. DESN PR - 2.2 Describe information sources on state of the art hazardous materials prevention/mitigation technologies and recommended practices in hazardous materials design. DESN PR - 2.3 Assess strategies for briefing and educating design staff members, including ways to: • Identify the knowledge requirements of design staff members. • Train staff on standard and non-standard code items. • Maintain current knowledge of hazardous materials prevention/mitigation codes and building design/life safety codes. DESN PR - 2.4 Demonstrate the ability to identify and assess hazards associated with alternative design strategies. DESN PR - 2.5 Demonstrate the ability to identify design strategies that optimize safety and hazardous materials prevention/mitigation opportunities. DESN PR - 2.6 Demonstrate the ability to prepare and/or evaluate design plans, specifications, and supporting documents that incorporate and clarify hazardous materials prevention/mitigation requirements. DESN PR - 2.7 Describe strategies for coordinating activities among facility, community, and design team representatives to enhance hazardous materials prevention/mitigation. DESN PR - 3 Given an approved design, assist in promoting hazardous materials prevention/mitigation through the effective implementation and maintenance of the project. 2016 Prevention/Mitigation Training Guidelines – Page 54#
Attachment 2, passage 49Prevention/Mitigation Curriculum DESN PR - 3.1 Describe strategies for preparing contractor and vendor documents that incorporate and clarify the hazardous materials storage and use requirements of the design plan. DESN PR - 3.2 Identify strategies for assisting construction personnel and vendor representatives to interpret the project’s hazardous materials prevention/mitigation requirements. DESN PR - 3.3 Describe strategies for monitoring procurement and construction activities to ensure that hazardous materials prevention/mitigation requirements are met. DESN PR - 3.4 Identify strategies for assisting prevention/mitigation n program managers and operators to develop and implement safe operational systems and employee work procedures. DESN PR - 3.5 Describe strategies for assisting prevention/mitigation program managers and operators to safely activate, integrate, evaluate, and maintain the new facility, system, or process. 2016 Prevention/Mitigation Training Guidelines – Page 55#
Attachment 2, passage 50Prevention/Mitigation Curriculum Page Intentionally Left Blank 2016 Prevention/Mitigation Training Guidelines – Page 56 Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Facility Inspection and Enforcement 2016 Prevention/Mitigation Training Guidelines – Page 57#
Attachment 2, passage 51Prevention/Mitigation Curriculum Introduction Facility Inspection and Enforcement describes the training needs of persons who monitor, inspect, and enforce safety compliance in operations that produce, use, or store hazardous materials. In this role, audience members (1) identify hazardous materials risks and prevention opportunities associated with specific facility function and operations, and (2) assess and enforce compliance with established prevention authorities and codes. The specific job requirements of Facility Inspection and Enforcement personnel will vary depending on the size and nature of operations involved, the prevention strategy of the organization, and assigned responsibilities, among other factors. However, a generic list of job responsibilities would include the following: • Assess the adequacy of hazardous materials prevention/mitigation plans and programs prepared by facilities and storage companies. • Assess the adequacy of safety systems and response capabilities in facilities and storage companies. • Ensure that equipment is properly installed and maintained. • Ensure that operating procedures are safe and effectively implemented. • Ensure that operations and maintenance personnel are adequately trained. • Brief community and facility officials of safety deficiencies and opportunities, and promote cooperation and coordination among decision makers. • Monitor efforts to resolve problems, and implement policies and procedures designed to enforce compliance with applicable authorities and codes. • Participate in safety reviews, compliance audits, incident investigations, and other types of prevention activities. Training Audience The training audience for Facility Inspection and Enforcement includes inspectors and officials from community agencies (e.g., fire service, police, health agency, etc.) that are responsible for prevention, enforcement, and compliance programs and activities in the jurisdiction. Included are representatives of agencies that develop and enforce codes in all related areas (buildings, employee safety, fire, health, etc.). The training audience also includes inspectors and enforcement personnel from public, private, and non-profit facilities that store, handle, produce, or use hazardous materials. In business and industry, the role may be filled by prevention program managers, safety officers, production managers, shift supervisors, or others assigned the responsibility. Representatives of insurance companies, consultants, safety experts, and others also perform the function in certain situations. 2016 Prevention/Mitigation Training Guidelines – Page 58#
Attachment 2, passage 52Prevention/Mitigation Curriculum Training Requirements Students are assumed to possess basic knowledge and skills in inspection and enforcement as a prerequisite of training. Therefore, the primary goal of training is to promote hazardous materials prevention and safety by enhancing the participant’s ability and motivation to (1) identify safety deficiencies and opportunities associated with the hazardous materials operations, (2) assess compliance with applicable prevention authorities and codes, and (3) monitor and enforce compliance according to established policies and protocols. Facility Inspection and Enforcement is a technical and complex process, potentially involving the application of a broad range of prevention authorities and codes to many different types of hazardous materials operations. All students will benefit from basic training in hazardous materials prevention and related authorities and codes. Training managers and course developers are encouraged to limit the scope of more advanced instruction to the extent possible by grouping students according to their job requirements and then focusing training accordingly. More advanced technical training can be classified into five categories: • General: the ability to apply the broad range of hazardous materials authorities and codes to any facility/process or operations. • Project-specific: the ability to identify and apply only those hazardous materials prevention/mitigation requirements that are relevant to a specific facility/process or operations (including the ability to effectively consult with a process safety manager or other professional). • Operations-specific: the ability to apply the broad range of hazardous materials authorities and codes to a certain type of facility/process or operations (e.g., refineries, retail outlets). • Code-specific: the ability to apply a specific prevention code (fire, building, health, etc.) to any facility/process or operations. • Process- and code-specific: the ability to apply a specific prevention code to a certain type of facility/process or operations. However training is targeted, participants will benefit by generic instruction in hazardous materials prevention and an understanding of the organization’s prevention, inspection, and enforcement programs. Course content should then emphasize the knowledge and skills students need to apply established authorities, systems, and procedures in representative hazardous materials and transport operations. Methodology Recommendations As described above, training requirements for different audience members may vary significantly. Therefore, students should be grouped whenever possible by job categories that reflect their inspection and enforcement responsibilities. Training can then be more effectively tailored to the specialized needs of different employees. 2016 Prevention/Mitigation Training Guidelines – Page 59#
Attachment 2, passage 53Prevention/Mitigation Curriculum Instructional methodologies should emphasize opportunities for students to interpret and practice applying prevention codes and program requirements to different types of operations and under different types of conditions. Participant activities should also address management and political considerations. Examples and realistic scenarios are appropriate for this purpose. Practice should highlight creative approaches and practical solutions to common problems. The scope and duration of training will vary, depending on the nature and complexity of organizational inspection and enforcement procedures, hazardous materials operations, transportation and on-site storage of hazardous materials, and related authorities and codes. Checklists, job aids, and other practical tools that can be used on site should be included in course materials whenever possible. For the roles and job functions addressed in this training area, task specific job aids would be of great value in helping ensure effective and safe facility inspection and enforcement. Recommended Training Objectives Key Objectives F INSP/EF 1 Given an overview of hazardous materials prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), describe aspects of the hazardous materials prevention/mitigation system that apply to hazardous materials facility storage, production and handling, and inspection/enforcement. F INSP/EF 2 Given key hazardous materials prevention/mitigation authorities and a range of representative facility inspection scenarios, identify hazardous materials safety deficiencies and opportunities.. F INSP/EF 3 Given hazardous materials prevention/mitigation strategies and plans, conduct hazardous materials facility inspections and enforcement activities as assigned. F INSP/EF- 1 Given an overview of prevention/mitigation concepts and activities (see Prevention/Mitigation Awareness), describe aspects of the hazardous materials prevention/mitigation system that apply to hazardous materials facility storage, production and handling inspection/enforcement. 2016 Prevention/Mitigation Training Guidelines – Page 60#
Attachment 2, passage 54Prevention/Mitigation Curriculum F INSP/EF - 1.1 Describe state and local laws, regulations, and policies that govern hazardous materials facility storage, production, and handling inspections and enforcement. F INSP/EF - 1.2 Describe prevention/mitigation strategies, activities, and roles specified in emergency operations and prevention/mitigation plans. F INSP/EF - 1.3 Describe strategies and plans for conducting hazardous materials inspections and enforcement activities. F INSP/EF - 1.4 Describe administrative systems and roles for conducting hazardous materials facility storage, production, and handling inspections and enforcement activities. F INSP/EF - 2 Given key prevention/mitigation authorities and a range of representative facility inspection scenarios, identify hazardous materials safety deficiencies and opportunities. F INSP/EF - 2.1 Describe the purpose, structure, and content of key federal authorities governing facility production, storage, and handling, of hazardous materials, including: • OSHA’s General Safety and Health Provisions (29 CFR 1926.20) • OSHA’s Process Safety Management Standard (29 CFR 1910.119) • EPA’s Accidental Release Prevention Requirements (40 CFR Part 68) • OSHA’s Hazard Communication Standard (29 CFR 1910.1200) • DOT’s Hazardous Materials Regulations (49 CFR parts 171-180) • NRT’s Integrated Contingency Plan Guidance F INSP/EF - 2.2 Describe the purpose, structure, and content of state and local hazardous materials prevention/mitigation ordinances, codes, and standards addressing: • Buildings, construction, and fire prevention • Community planning, zoning, and occupancy • Employee safety and accident prevention • Health and environmental concerns F INSP/EF - 2.3 Demonstrate the ability to 1) research and apply prevention authorities and codes to representative hazardous materials facility operations and situations, 2) identify 2016 Prevention/Mitigation Training Guidelines – Page 61#
Attachment 2, passage 55Prevention/Mitigation Curriculum when and how to use expert consultants to assist in correctly applying prevention codes and authorities, and 3) identify related safety deficiencies and opportunities. F INSP/EF - 3 Given hazardous materials prevention/mitigation strategies and plans, conduct hazardous materials facility inspections and enforcement activities as assigned. F INSP/EF - 3.1 Demonstrate the ability to gather data, categorize risks, identify violations, and establish priorities among inspection requirements. F INSP/EF - 3.2 Demonstrate the ability to implement hazardous materials inspection procedures, addressing such factors as: • Forms, checklists, questionnaires, etc. • Scheduling and planning inspections • Briefing facility managers, operating personnel, transporters, etc. • Gathering inspection data and identifying violations • Identifying safety deficiencies and concerns • Documenting and reporting results F INSP/EF - 3.3 Demonstrate the ability to implement enforcement procedures (consultation, violation notices, citations, personnel actions, audits, legal actions, etc.) designed to ensure compliance with inspection results. 2016 Prevention/Mitigation Training Guidelines – Page 62#
Attachment 2, passage 56Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Transportation Investigation and Inspection 2016 Prevention/Mitigation Training Guidelines – Page 63#
Attachment 2, passage 57Prevention/Mitigation Curriculum Source of these Training Performance Standards All of the content for this training area is directly from the November 2014 publication Hazardous Materials Transportation Investigator/Inspector Uniform Training Performance Standards (HMT Standards), by the U.S. Department of Transportation, Pipeline and Hazardous Materials Safety Administration (PHMSA), and by the Federal Motor Carrier Safety Administration, the Federal Railroad Administration, and the Federal Aviation Administration. In order to ensure consistency with these standards, all of the material below is a direct and verbatim extract from that publication. More information about these training standards is available from PHMSA at http://phmsa.dot.gov/hazmat. Background [of the HMT Standards] The Federal hazardous materials transportation law (Federal Hazmat Law) and the Hazardous Materials Regulations (HMR) provide for the safe and secure transportation of hazardous materials (hazmat) in commerce. Enforcement of the Federal Hazmat Law and HMR has been delegated to designated Department of Transportation (DOT or Department) officials within four Operating Administrations (OAs): Federal Aviation Administration (FAA), Federal Motor Carrier Safety Administration (FMCSA), Federal Railroad Administration (FRA) and Pipeline and Hazardous Materials Safety Administration (PHMSA). Recognizing the need to continually improve hazardous material transportation safety, Congress enacted the ‘‘Moving Ahead for Progress in the 21st Century Act’’ or ”MAP–21.” This Act directs the Secretary to establish uniform training performance standards for hazardous material inspectors and investigators (HMII). Specifically, MAP-21 directs the Secretary to establish standards for HMII training in the following areas: 1. The identification of noncompliance with the provisions of Chapter 51 of Title 49, United States Code; 2. The collection, analysis and publication of findings related to hazardous material transportation accidents and incidents; and 3. The implementation of appropriate enforcement action. Purpose [of the HMT Standards] To address the complexities of the hazardous material transportation system, the training standards outlined in this document have been subdivided into six competencies. The standards described within each of the competencies are intended to identify specific skill sets for HMII and assist in the establishment of training curriculum for all agents of the Secretary. The specific competencies for HMII training are: 1. Core Competencies for Hazardous Material Transportation Inspectors and Investigators 2016 Prevention/Mitigation Training Guidelines – Page 64#
Attachment 2, passage 58Prevention/Mitigation Curriculum 2. Advanced Competencies for Hazardous Material Inspectors and Investigators 3. Competencies for Supervisory Hazardous Material Inspectors and Investigators 4. Competencies for Hazard Class Specialists 5. Competencies for Hazardous Material Packaging Specialists 6. Competencies for Modal Hazardous Material Specialists Standards The “Core Competencies” listed in this document are minimum training standards for all HMII conducting enforcement activities as authorized in 49 CFR, part 107, subpart D. The additional competencies listed are designed to address unique training requirements associated with complex accident or incident investigations, HMII supervisory responsibilities, specific classes or hazardous materials and hazardous material packaging. All are intended to support the safe and secure transportation of hazardous materials in commerce. Applicability The standards, described in this document, apply to all DOT personnel, State employees or contractor employees who conduct federally funded hazardous material transportation inspections, investigations or compliance reviews on behalf of the Secretary. In order to meet these standards, HMII must demonstrate the ability to meet each of the elements within the specific competency in accordance with the policies and procedures of the OA overseeing the activities of the HMII. The Core Competency standards are minimum standards for all HMII conducting HM transportation inspections, investigations or enforcement activities on behalf of the Secretary. HMII may pursue one or more of the advanced competencies described in Section 5 through Section 9 at the discretion of their agency, in accordance with its policies, authorities and jurisdiction. The standards described within a particular competency are minimum standards and must be met for an HMII to hold that competency. An OA may supplement the standards associated with a competency to address program needs. The enhanced enforcement authority granted under the statute and detailed in 49 CFR, part 109, is granted only to Federal agents. Training standards associated with this authority apply only to Federal agents and do not apply to other HMII. 2016 Prevention/Mitigation Training Guidelines – Page 65#
Attachment 2, passage 59Prevention/Mitigation Curriculum Definitions Terms found in this document are defined as found in 49 CFR §§ 109.1 and 171.8. Specific terms found herein and not defined in §§ 109.1 or 171.8 are defined below. These definitions are limited to this document and are intended for clarification only. Competency – a set of knowledge, skills or abilities necessary to be considered qualified to accomplish a specific job task. Core Competencies – a set of primary knowledge, skills or abilities upon which more advanced job task skill sets are based. Emergency Response Information (ERI) - information that can be used in the mitigation of an incident involving hazardous materials in transportation. Hazardous Material Inspector / Investigator (HMII) - person who as a part of their routine duties inspects or investigates the transportation of hazardous materials in commerce in order to verify compliance with the Federal Hazmat Law or the HMR (49 CFR, Parts 105 to 180) on behalf of the Secretary of Transportation. Independent Inspection Agency (IIA) - A person who provides services as an independent inspector performing the cylinder inspections and verifications required by Parts 178 and 180 of 49 CFR for an entity that manufactures cylinders for use in the transportation of hazardous materials. An IIA may not be engaged in the manufacture of such cylinders or be directly or indirectly controlled by the manufacturer and is not a PHMSA agent or representative. Tank Car – A rail car with tanks mounted on or forming part of it used for the transportation of a hazardous material and subject to the requirements of the HMR. UN Third-Party Packaging Certification Agency – A person authorized by PHMSA to issue certificates and certifications for types of packaging designed, manufactured, tested, or maintained in conformance with the requirements of 49 CFR, subchapter C, and the standards set forth in the United Nations (U.N.) Recommendations (Transport of Dangerous Goods). 2016 Prevention/Mitigation Training Guidelines – Page 66#
Attachment 2, passage 60Prevention/Mitigation Curriculum Training Requirements 4, HM Transportation Inspectors And Investigators The competencies described in this section are core competencies for all hazardous material transportation inspectors and investigators. They represent the minimum standard for all HMII. The objective of these core competencies is to provide a baseline level of training for all HMII. All HMII will be trained to accurately interpret and apply regulations issued under chapter 51, of title 49 as described in this section. Section 4.1 – Regulatory Knowledge 4.1.1. Acquire and maintain an appropriate level of knowledge of the Federal Hazmat Law and HMR (49 CFR, Parts 105 to 180), relevant regulations, policies, standards and procedures. 4.1.2. Interpret and apply laws, regulations, policies, standards, procedures and interpretations associated with the Federal Hazmat Law and HMR to ensure compliance and enhance public safety. Specifically, HMII will be trained to: 4.1.2.1. Serve documents in accordance with 49 CFR, §105.35. 4.1.2.2. Serve a subpoena as authorized in 49 CFR, §105.50. 4.1.2.3. Confirm the compliance of any person with the provision of 49 CFR, subchapters A or C, or a special permit, approval, or order issued thereunder, or any court decree relating thereto. 4.1.2.4 Enforce compliance orders issued as a result of violations of the HMR. 4.1.3. Accurately communicate and disseminate information relating to the Federal Hazmat Law, HMR and associated interpretations to regulated entities and government agency representatives. 4.1.4. Understand the classification process and significance of packing group assignment for hazardous materials transported in commerce. Section 4.2 – Hazardous Material Transportation Registration Requirements 4.2.1. Confirm that persons, who offer, cause to be transported or transport hazardous materials in commerce and who are required to register in accordance with 49 CFR, part 107, subpart G, have registered with PHMSA. 2016 Prevention/Mitigation Training Guidelines – Page 67#
Attachment 2, passage 61Prevention/Mitigation Curriculum 4.2.2. Verify that registrations issued by PHMSA are valid at the time of the activity requiring registration. 4.2.3. Determine that any change in principle place of business by a hazardous material offeror or transporter is reported to PHMSA within 30 days after the change. 4.2.4. Document the extent and duration of any hazardous material transportation conducted without a required registration. Section 4.3 – Use of the Hazardous Material Table (HMT) and Special Provisions 4.3.1. Accurately interpret and apply the information presented in the HMT. 4.3.2. Identify hazardous substances regulated as hazardous materials during transportation. 4.3.3. Identify marine pollutants or severe marine pollutants regulated as hazardous materials during transportation as indicated in Appendix B to §172.101. Section 4.4 – Hazard Communication 4.4.1. Verify that shipping documents conform to the provisions of 49 CFR, part 172 subpart C, or the applicable international standard. 4.4.2. Confirm that hazardous material package markings conform to 49 CFR, part 172 subpart D, or the applicable international standard. 4.4.3. Confirm that hazardous material package labeling conforms to 49 CFR, part 172 subpart E, or the applicable international standard. 4.4.4. Verify that hazardous material placarding confirms to 49 CFR, part 172 subpart F, or the applicable international standard. Section 4.5 – Emergency Response Information (ERI) 4.5.1. Verify that ERI provided during transportation can be used in the mitigation of an incident involving hazardous materials and contains the minimum information required by 49 CFR, part 172, subpart G, or the applicable international standard. 4.5.2. Confirm that ERI is printed legibly in English and is available for use away from the package containing the hazardous material. 4.5.3. Ensure that ERI is available on shipping papers or as authorized in 49 CFR, § 172.602(b). 4.5.4. Confirm that carriers and facility operators maintain ERI as specified in 49 CFR, § 172.602(c). 4.5.5. Ensure that shipping documents include emergency response telephone numbers as required in 49 CFR, § 172.604. 2016 Prevention/Mitigation Training Guidelines – Page 68#
Attachment 2, passage 62Prevention/Mitigation Curriculum Section – 4.6 Hazardous Material Employee Training 4.6.1 Verify that hazardous material employees subject to the training requirements of 49 CFR have been trained and evaluated by an appropriate means as required by 49 CFR, part 172, subpart H. 4.6.2. Confirm that hazardous material employee training is current. 4.6.3. Verify that all records of hazardous material training contain the required information and are retained for 90 days after employment or change of job function. Section 4.7 – Hazardous Material Security 4.7.1. Verify that persons required to develop a transportation security plan as detailed in 49 CFR, part 172, subpart I, develop and adhere to a security plan. 4.7.2. Ensure that security plans include a written transportation security risk assessment. 4.7.3. Confirm that security plans are available through a principal place of business and are available upon request. Section 4.8 – Identify Authorized Hazardous Material Packagings 4.8.1. Confirm that packagings intended for use in hazardous material service and packages containing hazardous material: 4.8.1.1. Are packagings authorized in the HMT. 4.8.1.2. Comply with any applicable special provision(s). 4.8.1.3. Conform to all applicable general requirements for packaging and packages specified in 49 CFR, § 173.24. Section 4.9 – Collecting Evidence 4.9.1. Collect and retain information necessary to support or refute alleged violations of 49 CFR or an authorized international standard in accordance with applicable OA and parent organization procedures. Section 4.10 – Taking Appropriate Enforcement Action 4.10.1. Document and record alleged violations of the HMR in sufficient detail to clearly identify deviations from applicable regulatory requirement(s). Documentation should be sufficient to facilitate enforcement and/or corrective action in accordance with applicable OA or organization policies. 2016 Prevention/Mitigation Training Guidelines – Page 69#
Attachment 2, passage 63Prevention/Mitigation Curriculum 5. HM Inspectors and Investigators Advanced Competencies for hazardous material inspectors and investigators are the knowledge, skills and abilities which enable an inspector or investigator to determine the extent, duration and cause of non-compliance with 49 CFR or an international standard. HMII who possess Advanced Competencies investigate known or suspected noncompliance that poses a significant risk to public safety or the transportation infrastructure. An HMII who is considered to hold Advanced Competencies must demonstrate and maintain proficiency in all Core Competencies and be trained to: Section 5.1 – Detecting Unauthorized Hazardous Material Packages and Packagings 5.1.1. Stop the movement of package(s) in transportation as authorized in 49 CFR, part 109, and in accordance with the DOT Joint Operations Manual for 49 CFR Part 109 Enforcement and Administrative Authorities. (Federal Agents Only) 5.1.2. Open hazardous material packages (overpacks, outer packagings or other component which are not immediately adjacent to the hazardous materials contained in a package) as authorized in 49 CFR, part 109. (Federal Agents Only) 5.1.3. Determine if the contents of a package or packages are regulated and the circumstances surrounding their transportation in commerce. 5.1.4. Collect all evidence necessary to support or refute a violation of the HMR. 5.1.5. Close and coordinate the disposition of packages opened in accordance with the provision of 49 CFR § 109.5 as specified in § 109.13. (Federal Agents Only) 5.1.6. Determine whether packages offered for transportation as a limited quantity comply with the limited quantity provisions, for the appropriate class of hazardous material. 5.1.7. Confirm that packages offered under the terms of a valid Approval or Special Permit, issued by the Associate Administrator for Hazardous Material Safety, comply with all provisions of the Approval or Special Permit. 5.1.8. Identify hazardous material packaging and packages which are unauthorized in transportation due to: 5.1.8.1. Failure to test, certify, requalify, recondition or re-test the packaging in accordance with the applicable specification, UN standard, Special Permit or Approval issued by the Associate Administrator for Hazardous Material Safety. 2016 Prevention/Mitigation Training Guidelines – Page 70#
Attachment 2, passage 64Prevention/Mitigation Curriculum 5.1.8.2. Failure to close the UN standard package in accordance with closure instructions. 5.1.8.3. Overfilling or underfilling a package so that its effectiveness is substantially reduced. 5.1.8.4. The package leaks under conditions normally incident to transportation. Section 5.2 – Collecting and Analyzing Findings of HM Accidents or Incidents 5.2.1. Investigate reportable hazardous material accidents or incidents as defined in § 171.15(b) using appropriate investigative or research and analytical methods and techniques. 5.2.2. Verify compliance with all pre-transportation functions as defined in § 171.8. 5.2.3. Consolidate information from multiple sources. 5.2.4. Determine the relevance of information gathered during the course of an inspection or investigation. 5.2.5. Resolve discrepancies between conflicting elements of information. 5.2.6. Analyze and interpret facts, circumstances and complex technical data obtained during an inspection or investigation to substantiate or refute claims, determine causes, and recommend action where appropriate. 5.2.7. Determine the extent of non-compliance with 49 CFR or the applicable international standard present or contributing to a hazardous material accident or incident. 5.2.8. Demonstrate an understanding of the rules of evidence and evidentiary sufficiency. 5.2.9. Collaborate with federal, state and local government partners to investigate complaints, accidents, or incidents and enhance public safety. Section 5.3 – Analyzing Corrective Actions Following HM Inspections, Accidents or Incidents 5.3.1. Determine what corrective actions, if any, have been implemented following a hazardous material inspection, accident or incident. 5.3.2. Analyze corrective actions to determine if they correct violations of 49 CFR, are likely to prevent a recurrence of the noncompliance, and mitigate any ongoing safety risks created as a result of the noncompliance. 2016 Prevention/Mitigation Training Guidelines – Page 71#
Attachment 2, passage 65Prevention/Mitigation Curriculum Section 5.4 – Taking Appropriate Enforcement Action 5.4.1. Prepare comprehensive and well documented reports of investigations or inspections. 5.4.2. Review processes and identify deficiencies and enhancements as appropriate. 5.4.2. Brief supervisors on the results of inspections or investigations. 5.4.3. Recommend enforcement options consistent with the level of non-compliance and risk to the transportation infrastructure. 5.4.4. Provide subject matter expertise to law enforcement organizations conducting criminal investigations into noncompliance of the HMR in accordance with DOT, OA and organizational policy and procedures. 5.4.5. Testify during hearings or judicial proceedings as required. 6. Supervisory HM Inspectors And Investigators Supervisory hazardous material inspectors and investigators are those supervisors who exercise authority over HMII holding any of the competencies in hazardous material transportation inspection and investigation described in Sections 4, 5, 7, 8 or 9 of this document. These supervisors review findings of hazardous material inspections and accident or incident investigations. They evaluate corrective actions, publish findings of hazardous material transportation inspections and investigations and initiate or take appropriate enforcement action. Supervisory HMII have demonstrated proficiency in HMII Core and Advanced Competencies as well as those described within this section. Section 6.1 – Reviewing the findings of HM Transportations Inspections, Compliance Reviews and Investigations 6.1.1. Determine that reports of HM accidents or incidents are accurate and complete. 6.1.2. Confirm that evidence alleging non-compliance with the HMR or an international standard is legally sufficient and well documented. 6.1.3. Ensure that any mitigating or aggravating factors are supported by documented evidence. 2016 Prevention/Mitigation Training Guidelines – Page 72#
Attachment 2, passage 66Prevention/Mitigation Curriculum Section 6.2 – Evaluating Corrective Action 6.2.1. Evaluate corrective actions implemented following a hazardous material transportation inspection, investigation, accident or incident to determine: 6.2.1.1. if corrective actions taken mitigate or eliminate the risk to public safety. 6.2.1.2. if corrective actions are likely to prevent a reoccurrence of the non- compliance. 6.2.1.3. if mitigation of proposed sanctions in accordance with established Administration policy or procedures is appropriate. 6.2.1.4. if additional corrective actions are necessary to ensure the safety and security of the transportation system. 6.2.2. Recommend corrective actions as necessary to mitigate ongoing or emerging risks to the safe transportation of hazardous materials in commerce. Section 6.3 – Taking Appropriate Enforcement Action 6.3.1. Evaluate the extent of non-compliance with the HMR or applicable modal standard. 6.3.2. Consider the gravity of documented noncompliance, the resulting risk to public safety and compliance history of the entities involved. 6.3.2.1. Recommend or take administrative action in accordance with OA policies or procedures as necessary to ensure the public safety. 6.3.2.2. Recommend or issue civil penalties which reflect factors in aggravation or mitigation in accordance with applicable OA or organization guidelines. 6.3.2.3. Prepare enforcement recommendations which correspond to the degree of noncompliance for the appropriate OA or Department officials. 7. Hazard Class Specialists Section 7.1 – Class 1 (Explosive) Hazardous Material Transportation Specialist Explosive hazardous material transportation specialists are hazardous material inspectors and investigators trained to inspect and investigate the transportation in commerce of explosive hazardous materials and their associated requirements as specified in the HMR or applicable international standard. Explosive HM transportation specialists are trained in all Core Competencies and are trained to: 2016 Prevention/Mitigation Training Guidelines – Page 73#
Attachment 2, passage 67Prevention/Mitigation Curriculum 7.1.1. Confirm that all hazard communication requirements unique to Class I hazardous materials have been met in accordance with 49 CFR or the applicable international standard. 7.1.2. Confirm that Class I hazardous materials offered for or transported in commerce have been approved for transportation by the Associate Administrator for Hazardous Material Safety. 7.1.3. Identify Class I hazardous materials forbidden in transportation. 7.1.4. Identify a new explosive as defined 49 CFR, § 173.56. 7.1.5. Confirm that packages containing Class I hazardous materials conform to applicable general packaging requirements specified in 49 CFR or the appropriate international standard. 7.1.6. Confirm that packages containing Class I hazardous materials conform to all specific packaging requirements. 7.1.7. Recognize authorized exceptions to Class I hazardous materials packaging requirements. 7.1.8. Verify compliance by Fireworks Certification Agencies approved by the Associate Administrator for Hazardous Material Safety to examine fireworks in accordance with 49 CFR, part 173. Section 7.2 – Class 7 (Radioactive) Hazardous Material Transportation Specialist Radioactive hazardous material transportation specialists are hazardous material inspectors and investigators trained to inspect, evaluate and investigate the operations of persons who offer or transport in commerce packages containing radioactive hazardous materials in accordance with the HMR, the International Atomic Energy Agency (IAEA) regulations or an applicable international standard. These specialists also evaluate radioactive hazardous material packaging to determine if they are authorized packaging for transportation of Class 7 hazardous materials in commerce. Radioactive HM transportation specialists are trained in all Core Competencies and are trained to: 7.2.1. Interpret and apply Table 2 to Appendix A of the Hazardous Material Table. 7.2.2. Confirm compliance with 49 CFR, part 173, subpart I, pertaining to general requirements for shipments, packaging and packages of Class 7 (Radioactive) hazardous materials. 2016 Prevention/Mitigation Training Guidelines – Page 74#
Attachment 2, passage 68Prevention/Mitigation Curriculum 7.2.3. Verify compliance with 49 CFR, part 174, subpart K pertaining to the requirements relating to the carriage of Class 7 HM by rail. 7.2.4. Verify compliance with 49 CFR, part 175, §§175.700 - 706 and the ICAO Technical Instructions for the Transport of Dangerous Goods by Air, pertaining to the requirements relating to the carriage of Class 7 HM by aircraft. 7.2.5. Verify compliance with 49 CFR, part 176, subpart M and the International Maritime Dangerous Goods Code pertaining to the requirements relating to the carriage of Class 7 HM by vessel. 7.2.6. Verify compliance with 49 CFR, part 177, §177.842 pertaining to the requirements relating to the carriage of Class 7 HM by public highway. 8. Hazardous Material Packaging Specialists Section 8.1 – Broad-Spectrum Packaging Specialist A broad-spectrum packaging specialist is a hazardous material transportation inspector or investigator who has been trained to conduct inspections or investigations of Non-Bulk Packaging, Intermediate Bulk Containers, Large Packaging and Flexible Bulk Containers used in hazardous material transportation. This packaging specialist inspects and investigates persons who: offer, manufacture, fabricate, test, certify, retest, recondition, requalify, repair, mark, maintain, distribute or sell non-bulk, intermediate bulk, flexible bulk or large packaging and packages as a part of their regular duties in order to verify compliance with the HMR. Broad- Spectrum packaging specialists are trained in all Core Competencies and are trained to: 8.1.1. Examine inner packaging(s) or packaging components as necessary to determine whether the package is an authorized package and identify unauthorized variations. 8.1.2. Verify that shippers have performed all functions necessary to bring packages containing hazardous material into compliance with 49 CFR parts 173 and 178 or the appropriate international standard. 8.1.3. Verify that persons who represent, mark, certify, sell, or offer cylinders or non- bulk packages as meeting the requirements of the HMR or an international standard, transfer and retain copies of the manufacturer’s notification, 2016 Prevention/Mitigation Training Guidelines – Page 75#
Attachment 2, passage 69Prevention/Mitigation Curriculum including closure instructions as required, unless the instructions are permanently embossed or printed on the package. 8.1.4. Confirm that non-bulk DOT Specification or UN performance oriented packaging, intermediate bulk containers, large packaging or flexible bulk containers marked as meeting the requirements of 49 CFR or an international standard have been manufactured, fabricated, tested, marked, maintained, reconditioned, repaired, or retested in accordance with the requirements of the applicable standard or specification to include authorized variations. 8.1.5. Confirm that records of non-bulk packaging, intermediate bulk container, large packaging or flexible bulk container manufacture and testing are complete, accurate and retained as required. 8.1.6. Verify that Independent Inspection Agencies (IIAs) and UN Third-Party Packaging Certification Agencies conduct regulated activities in accordance with the HMR. Section 8.2 – Portable Tank Specialist A Portable Tank Specialist is a hazardous material transportation inspector or investigator who has been trained to conduct inspections or investigations of persons who perform functions subject to the HMR involving Portable Tanks or Multi Element Gas Containers (MEGC) and MEGC Certification Agencies. Portable Tank Specialists are trained in all Core Competencies and are trained to: 8.2.1. Verify that persons who offer bulk hazardous material packages for transportation in commerce retain copies of the manufacturer’s notification, including closure instructions as required, unless the instructions are permanently embossed or printed on the package. 8.2.2. Confirm that portable tanks marked as meeting the requirements of 49 CFR, subpart H or an international standard for use in hazardous material service have been manufactured, fabricated, tested, marked, maintained, repaired, or retested in accordance with the requirements of the applicable standard or specification to include authorized variations. 8.2.3. Confirm that records of portable tank testing are complete, accurate and retained as specified in 49 CFR or the applicable international standard. 8.2.4. Verify compliance by portable tank or MEGC certification agencies for periodic testing, inspection and repair of portable tanks in accordance with § 180.605(k) and the approval of MEGC’s in accordance with § 178.74. 2016 Prevention/Mitigation Training Guidelines – Page 76#
Attachment 2, passage 70Prevention/Mitigation Curriculum Section 8.3 – Cargo Tank Specialist A cargo tank specialist is a hazardous material transportation inspector or investigator who has been trained to conduct inspections or investigations of persons who perform functions subject to the HMR involving the fabrication, manufacture, test, inspection, repair, certification and use of cargo tanks and cargo tank motor vehicles as a part of their regular duties. Cargo tank specialists are trained in all Core Competencies and are trained in accordance with Federal Motor Carrier Safety Administration (FMCSA) policy and procedures to: 8.3.1. Confirm that a person who has engaged in the manufacture, assembly, certification, inspection, repair or operation of a cargo tank or cargo tank motor vehicle under the terms of a DOT specification or special permit issued by the DOT is registered with the DOT. 8.3.2. Verify that persons who offer bulk packages retain copies of the manufacturer’s notification, including closure instructions as required, unless the instructions are permanently embossed or printed on the package. 8.3.3. Verify that cargo tanks marked as meeting the requirements of 49 CFR for use in hazardous material service have been manufactured, fabricated, tested, inspected, marked, maintained, repaired, or retested in accordance with the requirements of the applicable standard or specification to include authorized variations as prescribed in 49 CFR, part 178, subpart J or part 180, subpart E. 8.3.4. Verify that persons engaged in the continuing qualification and maintenance of cargo tanks and cargo tank motor vehicles adhere to the requirements set forth in 49 CFR, part 180, subpart E. 8.3.5. Confirm that records of required cargo tank data reports, testing, inspection and certificates are complete, accurate and retained as required in 49 CFR, parts 178 and 180. Section 8.4 – Tank Car Specialist A Tank Car Specialist is a hazardous material transportation inspector or investigator who, as a part of their regular duties, conducts inspections or investigations of specification tank cars or tank car owner, manufacturer or repair facilities in accordance with the policies and procedures established by the Federal Railroad Administration (FRA). HMII considered to be Tank Car specialist have been trained in accordance with the FRA’s Office of Railroad Safety’s Hazardous Material Compliance Manual to determine the rail worthiness of tank cars. Tank car specialists are trained in all Core Competencies and are trained to: 8.4.1. Confirm that tank cars marked as meeting the requirements of the HMR for use in hazardous material service have been manufactured, fabricated, 2016 Prevention/Mitigation Training Guidelines – Page 77#
Attachment 2, passage 71Prevention/Mitigation Curriculum marked, maintained, repaired, or retested in accordance with the requirements of the applicable standard or specification to include authorized variations as specified in 49 CFR, part 179. 8.4.2. Verify that each tank car facility that manufactures, repairs, inspects, tests, qualifies or maintains tank cars subject to requirements of 49 CFR operates in conformance with a quality assurance program and written procedures required by 49 CFR, §179.7. 8.4.3. Confirm that records of tank car manufacture, repair and testing are complete, accurate and maintained as specified in 49 CFR, part 179. 8.4.4. Verify that hazardous material shipments made under the terms of an FRA approval comply with all of the terms of the approval. 8.4.5. Confirm compliance with FRA Rail Worthiness Directives and One-Time Movement Approvals or Emergency Order issued by the FRA. 8.4.6. Verify compliance with the Association of American Railroads, Appendix W. 9. Modal Hazardous Material Specialists Section 9.1 – Air HM Transportation Specialist An aviation hazardous material transportation specialist is an inspector or investigator who has been trained to verify compliance with the provisions of 49 CFR, part 175 and the International Civil Aviation Organization’s (ICAO) Technical Instructions (TI) for the Transportation of Dangerous Goods by Air. Air HM transportation specialists are trained in all Core Competencies and are trained to: 9.1.1. Verify that the preparation and retention shipping documents conform to the requirements specific to air transportation as specified in 49 CFR or the ICAO TI when authorized. 9.1.2. Confirm that hazardous material package markings conform to the requirements specific to air transportation as specified in 49 CFR or ICAO TI when authorized. 9.1.3. Confirm that hazardous material package labeling conforms to the requirements specific to air transportation as specified in 49 CFR or ICAO TI when authorized. 9.1.4. Verify that freight container and unit load device placarding / tagging confirms to the requirements specific to air transportation as specified in 49 CFR or the ICAO TI. 2016 Prevention/Mitigation Training Guidelines – Page 78#
Attachment 2, passage 72Prevention/Mitigation Curriculum 9.1.5. Verify that each carrier who transports or accepts for transportation by aircraft a hazardous material, for which a shipping paper is required, instructs the operator of the aircraft to contact the carrier (e.g., by telephone or mobile radio) in the event of an incident involving the hazardous material . 9.1.6. Confirm that packages containing hazardous material are packaging authorized in 49 CFR, conform to the requirements of § 173.27 or the ICAO TI when authorized. 9.1.7. Confirm that the offering acceptance, and transport of hazardous materials is consistent with the general requirements and exceptions unique to carriage by aircraft as specified in 49 CFR, part 175, subpart A. 9.1.8. Determine if loading, stowage, segregation, unloading and handling of hazardous materials intended for transportation by aircraft is consistent with the requirements of 49 CFR, part 175, subpart B. 9.1.9. Verify that loading and transport of specific classes of hazardous materials is consistent with the requirements specified in 49 CFR, part 175, subpart C. Section 9.2 – Highway HM Transportation Specialist A highway HM transportation specialist is an inspector or investigator trained in the requirements of the HMR applicable to the acceptance and transportation of hazardous materials by private, common, or contract carriers by motor vehicle. Highway HM transportation specialists comply with Federal Motor Carrier Safety Administration (FMCSA) policy and are trained in all Core Competencies. A highway HM transportation specialist is trained to: 9.2.1. Confirm that each motor carrier required to register with the DOT carries a current Certificate of Registration or U.S. DOT Hazmat Reg. No. on board each truck or truck tractor. 9.2.2. Verify that shipping documents conform to the provisions of the applicable international standard when authorized. 9.2.3. Confirm that hazardous material package markings conform to the applicable international standard when authorized. 9.2.4. Confirm that hazardous material package labeling conforms to the applicable international standard when authorized. 9.2.5. Verify that hazardous material placarding confirms to the applicable international standard when authorized. 2016 Prevention/Mitigation Training Guidelines – Page 79#
Attachment 2, passage 73Prevention/Mitigation Curriculum 9.2.6. Ensure that each carrier who transports or accepts for transportation a hazardous material, for which a shipping paper is required, instructs the operator of the motor vehicle to contact the carrier (e.g., by telephone or mobile radio) in the event of an incident involving the hazardous material. 9.2.7. Confirm that packages containing hazardous material are packaging authorized in the appropriate international standard when authorized. 9.2.8. Verify that the regulations regarding the carriage of hazardous material by public highway and detailed in 49 CFR, part 177, subpart A have been met. 9.2.9. Verify that hazardous material loading and unloading is incompliance with 49 CFR, part 177, subpart B. 9.2.10. Confirm that during transportation by public highway hazardous materials segregation and separation is as specified in 49 CFR, part 177, subpart C. 9.2.11. Verify that operators of commercial motor vehicles are properly licensed as specified in 49 CFR, part 383 and hold the appropriate hazardous material and/or tank endorsements when needed. 9.2.12. Ensure that motor carriers transporting hazardous materials in commerce are in compliance with the hazardous materials safety permit requirements specified in 49 CFR, part 385, subpart E 9.2.13. Confirm that persons transporting hazardous materials are in compliance with 49 CFR, parts 392 and 397 regarding the driving and parking of motor vehicles. 9.2.14. Confirm that stowage and segregation requirements of 49 CFR, and applicable to highway transportation have been met. 9.2.15. Confirm minimum levels of public liability insurance are met pursuant to 49 CFR, part 387. Section 9.3 – Maritime HM Transportation Specialist A maritime HM transportation specialist is an inspector or investigator trained in the requirements of the HMR applicable to the acceptance and transportation of hazardous materials by vessel and the International Maritime Dangerous Goods Code (IMDG). Maritime HM transportation specialists are trained in all Core Competencies and are trained to: 9.3.1. Verify that shipping documents conform to the provisions of the applicable international standard when authorized. 2016 Prevention/Mitigation Training Guidelines – Page 80#
Attachment 2, passage 74Prevention/Mitigation Curriculum 9.3.2. Confirm that hazardous material package markings conform to the applicable international standard when authorized. 9.3.3. Ensure that hazardous material package labeling conforms to the applicable international standard when authorized. 9.3.4. Verify that hazardous material placarding confirms to the applicable international standard when authorized. 9.3.5. Verify that each carrier who transports or accepts for transportation by vessel a hazardous material, for which a shipping paper is required, instructs the operator of the vessel to contact the carrier (e.g., by telephone or mobile radio) in the event of an incident involving the hazardous material. 9.3.6. Confirm that packages containing hazardous material are packagings authorized in 49 CFR or the appropriate international standard when authorized. 9.3.7. Confirm that all stowage and segregation requirements applicable to maritime transportation have been met. Section 9.4 – Rail HM Transportation Specialist A rail HM transportation specialist is an inspector or investigator trained in the requirements of the HMR applicable to the acceptance and transportation of hazardous materials by rail and has been trained in accordance with the FRA’s Office of Railroad Safety’s Hazardous Material Compliance Manual. Rail HM transportation specialists are trained in all Core Competencies and are trained to: 9.4.1. Verify that shipping documents conform to the provisions of the applicable international standard when authorized. 9.4.2. Confirm that hazardous material package markings conform to the applicable international standard when authorized. 9.4.3. Ensure that hazardous material package labeling conforms to the applicable international standard when authorized. 9.4.4. Verify that hazardous material placarding confirms to the applicable international standard when authorized. 9.4.5. Ensure that each carrier who transports or accepts for transportation by rail a hazardous material, for which a shipping paper is required, has instructed the operator of the train to contact the carrier (e.g., by telephone or mobile radio) in the event of an incident involving the hazardous material. 2016 Prevention/Mitigation Training Guidelines – Page 81#
Attachment 2, passage 75Prevention/Mitigation Curriculum 9.4.6. Determine if carriers responsible for transport vehicles which contain hazardous material for which a shipping paper is required and are separated from their motive power and are parked at a location other than a facility operated by the consignor or consignee have complied with § 172.606(b). 9.4.7. Ensure that transportation security plans meet the requirements of § 172.820 for transportation by rail. 9.4.8. Determine if all general requirements unique to carriage by rail and specified in 49 CFR, part 174, subpart A have been met. 9.4.9. Confirm that shipping papers, the notice to train crews and actions relating to leaking packages are in accordance with 49 CFR, part 174, subpart B. 9.4.10. Verify that all “General Handling and Loading Requirements” of 49 CFR, part 174, subpart C have been met. 9.4.11. Confirm that the handling of placarded rail cars, freight containers and transport vehicles are in accordance with 49 CFR, part 174, subpart D when carriage is by rail. 9.4.12. Specific requirements for hazardous materials in Classes I, 2, 3, 7 and Division 6.1 are as specified in 49 CFR, part 174, subparts E-K. 9.4.13. Confirm that stowage and segregation requirements applicable to rail transportation have been met. 2016 Prevention/Mitigation Training Guidelines – Page 82#
Attachment 2, passage 76Prevention/Mitigation Curriculum Hazardous Materials Incident Response Curriculum Guidelines Appendix: Summaries of Hazardous Materials Prevention/Mitigation Standards and Regulations 2016 Prevention/Mitigation Training Guidelines – Page 83#
Attachment 2, passage 77Prevention/Mitigation Curriculum Table of Contents FEDERAL TRANSPORTATION AUTHORITIES ............................................................................................ 85 HAZARDOUS MATERIALS TRANSPORTATION ACT ................................................................................................. 85 HAZARDOUS MATERIALS TRANSPORTATION UNIFORM SAFETY ACT ........................................................................ 85 HAZARDOUS MATERIALS REGULATIONS ............................................................................................................ 86 FEDERAL WORKER PROTECTION AUTHORITIES ...................................................................................... 86 OCCUPATIONAL SAFETY AND HEALTH ACT OF 1970 ............................................................................................ 86 PROCESS SAFETY MANAGEMENT ..................................................................................................................... 87 HAZARD COMMUNICATION ............................................................................................................................. 88 SAFETY AND HEALTH PROGRAM MANAGEMENT GUIDELINES ................................................................................. 88 FEDERAL ENVIRONMENTAL SAFETY AUTHORITIES ................................................................................. 89 CLEAN AIR ACT AMENDMENTS ........................................................................................................................ 89 ACCIDENTAL RELEASE PREVENTION .................................................................................................................. 90 NATIONAL CODES AND STANDARDS ...................................................................................................... 90 UNIFORM FIRE CODE ARTICLE 80—HAZARDOUS MATERIALS ................................................................................ 90 NFPA 1—FIRE PREVENTION CODE .................................................................................................................. 91 BUILDING CODES .......................................................................................................................................... 91 HAZARDOUS MATERIALS PREVENTION/MITIGATION TRAINING REQUIREMENTS ................................. 93 OSHA TRAINING REQUIREMENTS .................................................................................................................... 93 TRANSPORTATION TRAINING REQUIREMENTS ..................................................................................................... 94 ENVIRONMENTAL SAFETY TRAINING REQUIREMENTS ........................................................................................... 95 ORGANIZATIONAL STRUCTURE FOR HAZARDOUS MATERIALS PREVENTION ......................................... 96 DOT/PIPELINE AND HAZARDOUS MATERIALS SAFETY ADMINISTRATION (PHMSA) .................................................. 96 PHMSA PREVENTION AND REGULATORY PROGRAMS. ......................................................................................... 96 DOT/U.S. COAST GUARD ........................................................................................................................ 97 OTHER MODAL ADMINISTRATIONS ..................................................................................................... 100 FEDERAL AVIATION ADMINISTRATION (FAA). ................................................................................................... 100 FEDERAL HIGHWAY ADMINISTRATION (FHWA) ................................................................................................ 100 FEDERAL RAILROAD ADMINISTRATION (FRA) ................................................................................................... 100 NATIONAL TRANSPORTATION SAFETY BOARD (NTSB) ......................................................................... 101 DOL/OCCUPATIONAL SAFETY AND HEALTH ADMINISTRATION (OSHA) ................................................ 101 OSHA REGULATORY PROGRAMS ................................................................................................................... 101 EPA HAZARDOUS MATERIALS ORGANIZATION .................................................................................... 103 EPA ORGANIZATION ................................................................................................................................... 103 EPA REGIONAL ORGANIZATION AND ENFORCEMENT ......................................................................................... 105 EPA TRAINING ........................................................................................................................................... 105 NUCLEAR REGULATORY COMMISSION (NRC) ....................................................................................... 105 BUREAU OF ALCOHOL, TOBACCO, FIREARMS AND EXPLOSIVES (ATF), DEPARTMENT OF TREASURY .. 106 FEDERAL EMERGENCY MANAGEMENT AGENCY (FEMA) ...................................................................... 106 2016 Prevention/Mitigation Training Guidelines – Page 84#
Attachment 2, passage 78Prevention/Mitigation Curriculum Federal Transportation Authorities Hazardous Materials Transportation Act The Hazardous Materials Transportation Act (HMTA, Public Law 93-633, as amended) is the basic statute pertaining to the transportation of hazardous materials in the United States. The law strengthened regulatory and enforcement activities by providing the Secretary of Transportation with broad authority to set regulations for all modes of transportation. Specifically, the Act: Authorized DOT to issue regulations related to placarding, handling, packing, repacking, marking, routing, and labeling; Expanded the regulated community to include container manufacturers; Authorized establishment of a shipper registration program; Provided DOT with authority to conduct surveillance activities and assess penalties; and Defined the relationship between federal, state, and local government regulations. HMTA requires the training of all hazardous materials employees in order to reduce incidents by improving safety awareness. It separated the National Transportation Safety Board from the DOT structure, making it an independent body reporting directly to Congress. Hazardous Materials Transportation Uniform Safety Act In 1990, Congress enacted the Hazardous Materials Transportation Uniform Safety Act (HMTUSA, Public Law 101-65, as amended). The statute required that DOT issue rules to: Regulate hazardous materials transport in intrastate commerce; Create shipping manifests; Regulate training for handlers of hazardous materials; Require certain hazardous materials carriers to hold safety permits; Issue procedures and waivers for preemptions; Develop and implement a grant program for local emergency planning and first responder training, and develop a national curriculum; Improve hazardous materials identification systems; Determine the costs and benefits of a continually monitored emergency response telephone system; and Require certain shipper and carrier registration fees. HMTUSA also required DOT and other organizations to conduct certain studies related to hazardous materials transportation. The law amended HMTA to require the Secretary 2016 Prevention/Mitigation Training Guidelines – Page 85#
Attachment 2, passage 79Prevention/Mitigation Curriculum of Transportation to participate in international forums that establish or recommend mandatory standards and requirements for the transportation of hazardous materials in international commerce. Hazardous Materials Regulations To ensure public safety and minimize risks posed by hazardous materials in transportation, Congress requires the Secretary of Transportation to prescribe regulations for safe transportation of hazardous materials. The Hazardous Materials Regulations (49 CFR Parts 171-180) govern the classification, shipper and carrier operations, hazard communication requirements, and packaging and container specifications for the various modes of transportation (air, water, rail, and highway). Related training and incident reporting requirements are also defined. In addition, the regulations explain DOT policies on hazardous materials inspections and enforcement, which focus on compliance with classification, description, marking, labeling, and packaging requirements. The Hazardous Materials Regulations consist of the following Parts: • Part 171: General Information, Regulations and Definitions • Part 172: Hazardous Materials Table, Special Provisions, Hazardous Materials Communications, Emergency Response Information, and Training Requirements • Part 173: Shippers—General Requirements for Shipment and Packagings • Part 174: Carriage By Rail • Part 175: Carriage By Aircraft • Part 176: Carriage By Vessel • Part 177: Carriage By Public Highway • Part 178: Specifications For Packagings • Part 179: Specifications For Tank Cars • Part 180: Continuing Qualifications and Maintenance of Packagings Federal Worker Protection Authorities Occupational Safety and Health Act of 1970 The Occupational Safety and Health Act of 1970 (Public Law 91-596, as amended) was designed to assure safe and healthful employment conditions for all workers in the United States. The Act mandates that each employer provide a place of employment that is free from recognizable hazards that may cause death or physical harm. It establishes authority and procedures for the development, promulgation, and enforcement of occupational safety and health standards, including those dealing with toxic materials and harmful physical agents. • Among other purposes, the Act establishes conditions for: 2016 Prevention/Mitigation Training Guidelines – Page 86#
Attachment 2, passage 80Prevention/Mitigation Curriculum • Encouraging employers and employees in their efforts to reduce occupational safety and health hazards, and to develop and refine related safety programs. • Authorizing the Secretary of Labor to set mandatory occupational safety and health standards and guidelines for businesses. • Establishing procedures for inspections, investigations, and enforcement of the standards, including variations, citations, penalties, etc. • Providing for research in the field of occupational safety and health, and for the development of innovative methods, techniques, and approaches to reduce injuries and exposures on the job. • Providing grants to encourage states to assume the fullest responsibility for the administration and enforcement of their occupational safety and health laws. • Establishing medical criteria and reporting procedures to help achieve the objectives of the Act. Standards promulgated under the Act are intended to address “the use of labels or other appropriate forms of warning as are necessary to insure that employees are apprised of all hazards to which they are exposed, relevant symptoms and appropriate emergency treatment, and proper conditions and precautions of safe use or exposure.” Where appropriate, standards should also prescribe suitable protective equipment, controls or technological procedures, methods for monitoring and measuring employee exposure, and the type and frequency of medical examinations or other tests for persons who may become exposed to hazards. Process Safety Management OSHA’s Process Safety Management of Highly Hazardous Chemicals standard ( 29 CFR 1910.119) contains requirements for preventing or minimizing the consequences of catastrophic releases of toxic, reactive, fire, or explosion hazards. Its major objective is to prevent unwanted releases of hazardous chemicals especially into locations that could expose employees and others to serious hazards. The standard covers processes involving listed (highly hazardous) chemicals at specified quantities and flammable liquids or gases in quantities of 10,000 pounds or more (except products used solely for heating or fuel). The Process Safety Management Standard addresses requirements and nonmandatory guidelines in the following areas, each of which is explained in more detail later in the appendix: • Employee involvement • Process safety information • Process hazard analysis • Operating procedures and practices • Employee training • Contractors • Pre-startup safety reviews 2016 Prevention/Mitigation Training Guidelines – Page 87#
Attachment 2, passage 81Prevention/Mitigation Curriculum • Mechanical integrity • Non-routine work authorizations • Managing change • Investigation of incidents • Emergency Preparedness • Compliance audits Hazard Communication OSHA’s Hazard Communication Standard (29 CFR 1910.1200/1926.59) is designed to ensure that the hazards of all chemicals used in the workplace are properly evaluated, and that the resulting information is transmitted to employers and employees. This knowledge will help employers provide safer workplaces, and help employees protect themselves. The result should be a reduction in chemical source illnesses and injuries. The standard’s design is simple. Chemical manufacturers and importers must evaluate the hazards of the chemicals they produce or import. Using that information, they must then prepare labels for containers and safety data sheets (SDSs). Manufacturers, importers, and distributors of hazardous chemicals are then required to provide these labels and SDSs to their customers. Employers that “use” the chemicals must obtain the information and provide it to their own employees through the following activities: • Identify and list hazardous chemicals in the workplace. • Obtain SDSs and labels for each hazardous chemical. • Develop and implement a written hazard communication program, including labels, SDSs, and employee training. • Communicate hazard information and appropriate protective measures to their employees through labels, SDSs, and formal training programs. Safety and Health Program Management Guidelines Effective management of worker safety and health protection is a decisive factor in reducing the extent and severity of work-related injuries and illnesses and their costs. To assist employers and employees in developing effective safety and health programs, OSHA published recommended Safety and Health Program Management Guidelines (Federal Register 54(18):3908-3916, January 26, 1989). These voluntary guidelines apply to all places of employment covered by OSHA. The guidelines recommend specific actions under each of four general elements that are critical to the development of a successful safety and health management program: • Management commitment and employee involvement • Worksite analysis • Hazard prevention and control • Safety and health training 2016 Prevention/Mitigation Training Guidelines – Page 88#
Attachment 2, passage 82Prevention/Mitigation Curriculum Federal Environmental Safety Authorities During the last three decades, general public awareness and concern resulting from major accidents have contributed to the enactment of new laws that establish current federal environmental policy. Hazardous materials prevention policy has been included in and derived from the statutory language of this legislation. Recent laws include: • Water Quality Improvement Act of 1970 • 1972 Amendments to the Federal Water Pollution Control Act (Clean Water Act) • Safe Drinking Water Act of 1974 • Toxic Substances Control Act of 1976 • Resource Conservation and Recovery Act of 1976 • Comprehensive Environmental Response, Compensation, and Liability Act of 1980 • Emergency Planning and Community Right-to-Know Act of 1986 • Oil Pollution Act of 1990 Of particular importance in this framework of federal environmental safety and hazardous materials prevention authorities are the Clean Air Act Amendments of 1990 and EPA’s Accidental Release Prevention standard. Clean Air Act Amendments Section 112(r)(7) of the Clean Air Act Amendments of 1990 (CAAA; Public Law 101-549) mandated that EPA promulgate regulations and develop guidance to prevent and mitigate the consequences of accidental releases to the air of chemicals that pose a significant risk to the public and the environment. The law specified that the regulations cover “the use, operation, repair, replacement, and maintenance of equipment to monitor, detect, inspect, and control such releases, including training of persons in the use and maintenance of such equipment and in the conduct of periodic inspections.” In addition to operations, regulations should also address emergency response, storage, record keeping, reporting, vapor recovery, and other requirements. The law requires the owner or operator of a stationary source at which a regulated substance is present in specified quantities to prepare and implement a risk management plan to detect and prevent or minimize accidental releases. The plan must include a hazard assessment of any regulated substance, including an estimate of potential release quantities, possible population exposures, release histories, and an evaluation of worst-case incidents. The law also specifies that EPA describe requirements for employers to develop and implement safety and response programs. Section 304 of the CAAA required OSHA to promulgate “a chemical process safety standard designed to protect employees from hazards associated with accidental release of highly hazardous chemicals in the workplace” and a “list of highly hazardous chemicals which includes toxic, flammable, highly reactive, and explosive substances.” Congress stressed that the standard should be developed in coordination with EPA, and 2016 Prevention/Mitigation Training Guidelines – Page 89#
Attachment 2, passage 83Prevention/Mitigation Curriculum address, at a minimum, employer requirements for safety information systems, workplace hazard assessments, employee participation, employee information and training, operating procedures, quality assurance programs, maintenance programs, pre- startup safety reviews, management of change, and incident investigations. Accidental Release Prevention The Clean Air Act Amendments of 1990 mandated that EPA promulgate regulations and develop guidance to prevent accidental releases to the air of regulated substances and mitigate the consequences of releases that do occur. The resulting rule, Accidental Release Prevention Requirements: Risk Management Programs Under the Clean Air Act, Section 112(r)(7) (40 CFR Part 68) focuses prevention measures on chemicals that pose the greatest risk to the public and the environment. Chemical processes are divided into three categories based on the potential for off-site consequences associated with a worst-case accidental release, accident history, and compliance with the requirements of OSHA’s Process Safety Management Standard. In summary, the owner or operator of a covered process must (1) prepare and submit a risk management plan (RMP), including registration that covers all affected processes and chemicals; (2) conduct a worst-case release scenario analysis, review accident history, and ensure emergency response procedures are coordinated with community response organizations to determine eligibility for Program 1; (3) if eligible, document the worst case and complete a Program 1 certification for the RMP; (4) for Program 2 processes, conduct a hazard assessment, document a management system, implement a more extensive but still streamlined prevention program, and implement an emergency response program; and (5) for Program 3 processes, conduct a hazard assessment, document a management system, implement a prevention program that is fundamentally identical to the OSHA Process Safety Management Standard, and implement an emergency response program. National Codes and Standards Uniform Fire Code Article 80—Hazardous Materials Article 80 of the Uniform Fire Code defines requirements for the “prevention, control, and mitigation of dangerous conditions related to storage, dispensing, use and handling of hazardous materials and information needed by emergency response personnel” (80001.1.1). The code applies to all hazardous materials (as defined in Article 2) except when specific requirements are provided in other articles. General requirements addressed in Article 80 include permits; development of hazardous materials management plans and inventory statements; design, construction, and installation of equipment; handling and transport of hazardous materials; safety information (MSDS forms, identification signs, etc.); and general safety precautions. Storage requirements are then defined in detail for the various hazard categories 2016 Prevention/Mitigation Training Guidelines – Page 90#
Attachment 2, passage 84Prevention/Mitigation Curriculum (compressed gases, flammable solids and gases, organic peroxides, etc.). Finally, section 8004 describes requirements for use, dispensing, and handling of hazardous materials, both for indoor and outdoor applications. National Fire Protection Association NFPA 1—Fire Code The Fire Code developed by the National Fire Protection Association (NFPA) includes, but is not limited to, the following: (1) Inspection of permanent and temporary buildings, processes, equipment, systems, and other fire and related life safety situations (2) Investigation of fires, explosions, hazardous materials incidents, and other related emergency incidents (3) Review of construction plans, drawings, and specifications for life safety systems, fire protection systems, access, water supplies, processes, hazardous materials, and other fire and life safety issues (4) Fire and life safety education of fire brigades, employees, responsible parties, and the general public (5) Existing occupancies and conditions, the design and construction of new buildings, remodeling of existing buildings, and additions to existing buildings (6) Design, installation, alteration, modification, construction, maintenance, repairs, servicing, and testing of fire protection systems and equipment (7) Installation, use, storage, and handling of medical gas systems (8) Access requirements for fire department operations (9) Hazards from outside fires in vegetation, trash, building debris, and other materials (10) Regulation and control of special events including, but not limited to, assemblage of people, exhibits, trade shows, amusement parks, haunted houses, outdoor events, and other similar special temporary and permanent occupancies (11) Interior finish, decorations, furnishings, and other combustibles that contribute to fire spread, fire load, and smoke production (12) Storage, use, processing, handling, and on-site transportation of flammable and combustible gases, liquids, and solids (13) Storage, use, processing, handling, and on-site transportation of hazardous materials (14) Control of emergency operations and scenes (15) Conditions affecting fire fighter safety (16) Arrangement, design, construction, and alteration of new and existing means of egress. National Fire Protection Association NFPA 400—Hazardous Materials Code NFPA 400 Hazardous Materials Code applies to the storage, use, and handling of the following hazardous materials in all occupancies and facilities: (1) Ammonium nitrate solids and liquids (2) Corrosive solids and liquids (3) Flammable solids (4) Organic peroxide formulations (5) Oxidizer — solids and liquids (6) Pyrophoric solids and liquids (7) Toxic and highly toxic solids and liquids 2016 Prevention/Mitigation Training Guidelines – Page 91#
Attachment 2, passage 85Prevention/Mitigation Curriculum (8) Unstable (reactive) solids and liquids (9) Water-reactive solids and liquids (10)Compressed gases and cryogenic fluids as included within the context of NFPA 55, Compressed Gases and Cryogenic Fluids Code A.1.1.1(10) When quantities exceed Occupational Safety and Health Administration (OSHA) or Environmental Protection Agency (EPA) threshold quantities for hazardous materials (or classes of materials), additional federal requirements under the Process Safety Management (29 CFR 1910.119) and Risk Management Program (40 CFR Part 68) regulations may apply. These can be found at www.osha.gov and www.epa.gov. This code shall not apply to the following: (1) Storage or use of hazardous materials for individual use on the premises of one- and two-family dwellings (2) Explosives or blasting agents, which are regulated by NFPA 495, Explosive Materials Code, and display fireworks, 1.3 G, which are regulated by NFPA 1124, Code for the Manufacture, Transportation, Storage, and Retail Sales of Fireworks and Pyrotechnic Articles (3) Refrigerants and refrigerant oil contained within closed cycle refrigeration systems complying with the fire code and the mechanical code adopted by the jurisdiction (4) High hazard contents stored or used in farm buildings or similar occupancies and in remote locations for on premises agricultural use (5) Corrosive materials in stationary batteries utilized for facility emergency power or uninterrupted power supply, or similar purposes, in accordance with NFPA 1, Fire Code (6) Aerosols complying with NFPA 30B, Code for the Manufacture and Storage of Aerosol Products (7) Consumer fireworks, 1.4G complying with NFPA 1124, Code for the Manufacture, Transportation, Storage, and Retail Sales of Fireworks and Pyrotechnic Articles (8) Corrosive materials displayed in original packaging in mercantile occupancies and intended for personal or household use or as building materials (9) Flammable and combustible liquids having no other physical or health hazard properties covered by this code (10) Organic peroxide formulations that are capable of detonation as manufactured or when unpackaged or in authorized shipping containers under conditions of fire exposure, when stored, manufactured, or used in accordance with NFPA 495, Explosive Materials Code (11) Combustible metals, as defined in NFPA484, Standard for Combustible Metals (12) LP- Gas complying with NFPA 58, Liquefied Petroleum Gas Code or NFPA 59, Utility LP- Gas Plant Code (13) When approved, materials that have been satisfactorily demonstrated not to present a potential danger to public health, safety, or welfare, based upon the quantity or condition of storage (14) The off-site transportation of hazardous materials when in accordance with Department of Transportation (DOT) regulations. Building Codes Most jurisdictions base their building codes on “model” codes developed by the Building Officials and Code Administrators (BOCA), the Southern Building Code Congress International (SBCCI), or the International Conference of Building Officials (ICBO). For example, the BOCA National Building, Property Maintenance, and Fire Prevention 2016 Prevention/Mitigation Training Guidelines – Page 92#
Attachment 2, passage 86Prevention/Mitigation Curriculum Codes address safety issues and standards in the construction and operation of buildings, including the administration, organization, and enforcement of related regulations by state and local government units. The three organizations have formed a joint effort, the International Codes Council (ICC), and are working to develop a single International Code that will eventually replace the separate codes. Hazardous Materials Prevention/Mitigation Training Requirements OSHA Training Requirements Many standards promulgated by OSHA explicitly require employers to train employees in the safety and health aspects of their jobs. Other OSHA standards make it the employer’s responsibility to limit certain job assignments to employees who are “certified,” “competent,” or “qualified,” meaning that they have had special training in or out of the workplace. These requirements reflect OSHA’s belief that training is an essential part of every employer’s safety and health program for protecting workers from injuries and illnesses. General industry training requirements related to hazardous materials prevention are contained throughout 29 CFR Part 1910, addressing, for example, personal protective equipment, employee emergency plans, and fire protection. Other hazardous materials training requirements can be found in standards developed for specific industrial sectors, e.g., maritime (Parts 1915, 1917, 1918), construction (Part 1926), and agriculture (Part 1928). The Hazard Communication Standard (29 CFR 1910.1200) requires employers to establish training and information programs for employees exposed to hazardous chemicals in the workplace. Training, which must be conducted at the time employees are initially assigned and whenever a new hazard is introduced, should address the following elements: • How the hazard communication program is implemented in the workplace, and how employees can obtain and use the available hazard information. • How to read and interpret information on labels and MSDSs. • The hazards of all chemicals in the work area, and measures employees can take to protect themselves. • Specific procedures put into effect by the employer to provide protection, such as engineering controls, work practices, and personal protective equipment (PPE). • Methods and observations—such as visual appearance or smell—that workers can use to detect the presence of hazardous chemicals to which they may be exposed. 2016 Prevention/Mitigation Training Guidelines – Page 93#
Attachment 2, passage 87Prevention/Mitigation Curriculum Under this rule, an employer can provide employees information and training through whatever means are found to be appropriate and protective. Employee training may be satisfied in part by general training by, for example, trade associations, unions, colleges, and professional schools. In addition, previous training, education, and experience of workers may relieve the employer of some requirements under this regulation. Regardless of the method chosen, however, the employer is always ultimately responsible for ensuring that employees are adequately trained. OSHA’s Process Safety Management of Highly Hazardous Chemicals standard (29 CFR 1910.119) identifies additional training requirements for employers with large-scale chemical processes as defined in the regulation. The requirements cover subjects such as an overview of the process, safety and health hazards, operating procedures and safety work practices, emergency operations including shutdown, routine and non- routine work authorization activities, and other areas pertinent to process safety and health. Refresher training should be provided at least every three years, and more often if necessary. Employers are further required to document that each covered employee has received and understood the training required under the standard. Separate but similar training requirements are specified for contract employees. In this standard, OSHA has adopted a performance-oriented approach to training. Employers can determine the amount of training and the content of the training program that best reflects the operation’s complexity and the experience and necessary skill level of their employees. A minimum number of training hours is not specified, and previous training and experience can be recognized if the employer certifies in writing that employees have the required knowledge, skills, and abilities to safely carry out their duties and responsibilities. (Note: essentially similar training requirements are identified in EPA’s Accidental Release Prevention Requirements: Risk Management Programs (40 CFR Part 68) for designated facilities.) Transportation Training Requirements Federal transportation law requires the training of all hazardous materials employees, defined as persons who directly affect hazardous materials transportation safety. The term includes employees and self-employed individuals who: • Load, unload, or handle hazardous materials; • Test, recondition, repair, modify, mark, or otherwise represent packagings as qualified for use in the transportation of hazardous materials; • Prepare hazardous materials for transportation; • Have responsibility for the safety of transporting hazardous materials; or • Operate a vehicle used to transport hazardous materials. Instruction should increase the employee’s awareness of safety and ability to perform assigned functions, thereby reducing the number and severity of hazardous materials incidents. Training should include a systematic program that ensures that hazardous materials employees have familiarity with the general provisions of the Hazardous 2016 Prevention/Mitigation Training Guidelines – Page 94#
Attachment 2, passage 88Prevention/Mitigation Curriculum Materials Regulations (49 CFR Parts 171-180), are able to recognize and identify hazardous materials, have knowledge of specific regulatory requirements applicable to their job functions, and have knowledge of emergency response information, self- protection measures, and accident prevention methods and procedures. Each hazardous materials employer is responsible for training and testing workers, certifying that they can perform their assigned duties, and developing and retaining records of current training. Instruction must include general awareness/familiarization, function-specific, and safety training. Driver training is also required for hazardous materials employees who will operate a motor vehicle. In addition, the regulations prescribe modal-specific training requirements for the individual modes of transportation (air, vessel, highway, etc.) in 49 CFR Parts 174-177. The regulations define requirements and exceptions for initial training and recurrent or refresher training, required at least once every three years. Relevant training received from a previous employer or source may be used to satisfy the requirements, provided a current record of training is obtained from the previous employer or source. Employers are required to develop and retain training records for the preceding three years, to include at a minimum: • Hazmat employee’s name • Completion date of most recent training • Training materials (copy, description, or location) • Name and address of hazmat trainer • Certification that the employee has been trained and tested Environmental Safety Training Requirements The Clean Air Act Amendments of 1990 (Public Law 101-549) authorized EPA to promulgate regulations that require the owner or operator of regulated facilities (stationary sources) to prepare a risk management plan that identifies employee training measures. At a minimum, the standard would require employers to: • Provide written safety and operation information to employees and train employees in operating procedures, emphasizing hazards and safe practices; • Train and educate employees and contractors in emergency response; and • Establish maintenance systems for critical process-related equipment, including employee training to ensure ongoing mechanical integrity. In response to this legislative mandate, EPA promulgated the Accidental Release Prevention Requirements: Risk Management Programs Under the Clean Air Act, Section 112(r)(7) (40 CFR Part 68). This rule identified training requirements for Program 3 processes (Section 68.71) that are identical to the OSHA Process Safety Management standard, with minor wording changes to address statutory differences. The requirements address initial training, refresher training, employer certification, and training documentation for larger and more complex hazardous materials operations. 2016 Prevention/Mitigation Training Guidelines – Page 95#
Attachment 2, passage 89Prevention/Mitigation Curriculum Section 68.54 of the EPA standard describes a streamlined version of OSHA training requirements for Program 2 sources, which generally have more simple processes and fewer employees involved in hazardous materials operations. The primary difference is that training documentation requirements identified for Program 3 processes have been dropped. The rule specifically states that training conducted to comply with other federal or state regulations or industry codes, or training conducted by equipment vendors, may be used to demonstrate compliance if the training covers the standard operating procedures (SOPs) for the process. Workers must be retrained when SOPs are revised as a result of a major change in operations. The EPA Accidental Release Prevention standard does not specify safety training requirements for Program 1 processes. Program 1 is available to any process that has not had an accidental release with offsite consequences in the five years prior to the submission of the risk management plan and has no public receptors within the distance to a specified toxic or flammable endpoint associated with a worst-case release scenario. Organizational Structure for Hazardous Materials Prevention Primary responsibility for the development and implementation of accident prevention measures at the federal level is within DOT, including the U.S. Coast Guard; OSHA within the Department of Labor and EPA. The NRC also maintains regulatory responsibilities for source, by-product, and special nuclear materials. Some of the statutes and regulations administered by NRC, in conjunction with FEMA, particularly in the areas of planning and response to significant radioactive materials emergencies, are discussed in this review. Other laws and regulations pertinent to the safety of commercial nuclear power plants were not considered within the scope of this analysis. Food and Drug Administration authorities for consumer-related hazardous materials safety were not considered within the scope of this review. DOT/Pipeline and Hazardous Materials Safety Administration (PHMSA) The administering body for hazardous materials safety within DOT is the Pipeline and Hazardous Materials Safety Administration (PHMSA). The Hazardous Materials Transportation Act (HMTA) of 1975 gave DOT umbrella authority for developing hazardous materials transportation safety policy. It enabled the Office of Hazardous Materials Safety to develop policies pertinent to all modes of transportation. HMTA authorized the Secretary to issue regulations for the safe transportation in commerce of hazardous materials. The Hazardous Materials Transportation Uniform Safety Act (HMTUSA) of 1990 expanded DOT’s hazardous materials safety responsibilities and clarified certain provisions contained in the original HMTA. PHMSA Prevention and Regulatory Programs. PHMSA’s Office of Hazardous Materials Safety has primary responsibility for regulating the transport of hazardous materials across all modes except pipelines. Because of the multiple points of exposure during transportation and the potential for exposure to hazardous material handlers and first responders, the primary goal of these regulations is to prevent accidents from occurring. A secondary goal is to ensure that response personnel can easily identify the materials, so that the appropriate actions and precautions can be taken if an accident does occur. The regulations address: criteria for classifying risks of materials being transported; identification through proper labeling and manifesting of what is being transported; containerization and 2016 Prevention/Mitigation Training Guidelines – Page 96#
Attachment 2, passage 90Prevention/Mitigation Curriculum packaging for transport; handling of hazardous materials in loading and unloading; and procedures for accident notification and follow-up reports. Federal hazardous materials regulations (except for penalties and specific relief provisions) apply to all agencies of the federal government with the exception of the U.S. Postal Service. They also apply to all contractors used by federal government agencies. PHMSA’s Office of Pipeline Safety oversees the safe transportation of natural gas to 55 million residential and commercial customers, and the environmentally sound transportation of 25 percent of the nation’s intercity freight, more than 605 billion ton miles of petroleum and other hazardous materials by pipeline. This office has jurisdiction over more than 2,000 gas pipeline operators and 155,000 miles of pipeline that transport hazardous liquids, and is authorized under the Natural Gas Pipeline Safety Act of 1968 and the Hazardous Liquid Pipeline Safety Act of 1979 (HLPSA). Following enactment of the Oil Pollution Act of 1990, the Department delegated responsibility for spill prevention and containment of oil and hazardous substances from pipelines to PHMSA. These responsibilities, defined under the Federal Water Pollution Control Act, further expand the role of PHMSA in environmental protection, and cover categories of pipelines currently excepted by the HLPSA or regulations adopted thereunder. Pipeline safety regulations cover criteria for pipe design, joining of materials, construction, customer meters, service regulators and service lines, corrosion control, testing, upgrading, operations, and maintenance. Enforcement of the regulations is shared by 244 state and 24 federal inspectors. PHMSA Enforcement PHMSA has the primary federal responsibility for enforcing hazardous materials regulations for transportation. PHMSA’s enforcement process includes random inspections of packaging manufacturers, shipper and carrier facilities, and investigations of accidents and incident involving hazardous materials. In addition to PHMSA’s enforcement program, the DOT modal administrations (Federal Highway Administration, Federal Aviation Administration, Federal Railway Administration, and U.S. Coast Guard) and the states also enforce the hazardous materials regulations. PHMSA Training More recent initiatives, developed in response to HMTUSA, are focusing on providing grants for emergency preparedness planning to states and grants for emergency response training to states and Native American tribes. The Office of Hazardous Materials Safety is administering a planning and training grant program assisted by other federal agencies, including FEMA, EPA, Department of Energy (DOE), OSHA, NIEHS, and the Bureau of Indian Affairs. DOT also offers training through the Transportation Safety Institute and prepares and distributes training modules and other materials. In addition, the Federal Highway Administration provides funds for training to states. DOT/U.S. Coast Guard USCG Regulatory Programs The Coast Guard maintains regulatory authority for bulk carriers by water transport. Because authority for transportation by navigable waters has historically been a federal responsibility, the 2016 Prevention/Mitigation Training Guidelines – Page 97#
Attachment 2, passage 91Prevention/Mitigation Curriculum Coast Guard exercises a unique and broad authority over the shipping industry. In general, its application of an “umbrella” regulatory structure controls vessel design, operations, pollution prevention, personnel qualification, and a number of other categories. Domestic and foreign vessels operating on the navigable waters of the United States are required to have proper licensing and documentation in order to operate, and in the case of commercial vessels, to take part in their trade. The Coast Guard is responsible for issuing these certificates and endorsing certificates issued by international organizations. Among the provisions administered by the Coast Guard are regulations concerning: • The boundaries for Coast Guard jurisdiction; • Specific requirements for obtaining waivers to inspection laws and regulations; • The transportation of hazardous materials in vessels, including the carriage of explosives, and port and waterway safety; • The prevention of pollution from ships and the enforcement of waste reception facility requirements; • The prevention of oil discharges into the navigable waters of the U.S.; • The protection and security of vessels, harbors, and waterfront facilities; • Dry bulk waterfront facilities; and • The oversight of and prevention of unlawful dumping or transportation of materials for dumping into the ocean (the EPA exercises most of the regulatory authority over this activity). The Ports and Waterways Safety Act of 1972 provides for the establishment, operation, and maintenance of vessel traffic services, the control of vessel movement, among other matters, and the establishment of vessel operating requirements. The act allows for field level controls that, if not appropriately applied, would result in an unacceptable hazard to the environment or property. Orders regarding these matters can be issued only by the Captain on the Port or the cognizant District Commander. The Federal Water Pollution Control Act (FWPCA), as amended, delegates to the Coast Guard the enforcement authority and responsibility in cases where oil and hazardous substances are discharged in harmful quantities. The Coast Guard is also tasked with enforcement of the Act to Prevent Pollution From Ships, which is the implementation of the international MARPOL protocol. The Coast Guard also conducts surveillance of Ocean dumping as mandated in the Marine Protection, Research, and Sanctuaries Act of 1972. USCG Enforcement Inspection, compliance, and enforcement are cornerstones to the Coast Guard’s prevention programs. The Officer in Charge of Marine Inspections exercises considerable power in his/her port and is responsible for: • Inspection of vessels and facilities to determine compliance with applicable laws, rules and regulations related to construction, equipment, manning, and operation; • Shipyard inspections; 2016 Prevention/Mitigation Training Guidelines – Page 98#
Attachment 2, passage 92Prevention/Mitigation Curriculum • Factory inspections of materials and equipment; • Licensing, certification, shipment, and discharge of seamen; • Investigation of marine casualties and accidents; • Pollution prevention; • Investigations of violations of the law; • Negligence, misconduct, unskillfulness, incompetence of persons holding licenses, certificates, or documents issued by the Coast Guard; • Initiations of actions seeking suspension or revocation of licenses; and • Presentation at hearings held by Administrative Law Judges concerning these cases. New vessels, foreign vessels, waterfront transfer and storage facilities, tankers, and a variety of other vessels are all required to be inspected by the Coast Guard. Certificates of inspection are issued and grant specific rights to each ship. Each class of vessel has unique inspection regulations based on the type of vessel it is and the specific cargo that it carries. If any equipment is found not to be in compliance with applicable regulations, a form is issued to the master, owner, or operator, which details the problems and mandates the specific circumstances that the cited deficiencies must be corrected. Any vessel may be inspected/reinspected. Certificates of inspection may be revoked if the vessel is found not to comply with the terms of the vessel’s certificate of inspection. A vessel or facility may be exempted from complying with any specific regulation by the Commandant. Investigations are conducted after a marine casualty to determine cause and to determine appropriate proceedings to be taken against those responsible. Investigating officers have the power to administer oaths, subpoena witnesses, etc. At the conclusion of an investigation, recommendations are forwarded to Coast Guard Headquarters program managers for review and further action as appropriate. In investigations where criminal liability is alleged, the case is referred to the U.S. Attorney General for prosecution. Administrative punishments are intended to be remedial, not penal, with the goal of maintaining competence and safety in the field. Initial recommendations to revoke licenses are set forth by the investigating officer. Investigations are initiated if it appears that the holder of the license was negligent in some manner. An investigating officer can accept voluntary surrender of a license. Upon completion of a case investigation, the case is forwarded to an Administrative Law Judge, who holds hearings and adjudicates the cases. Prior to the Federal Water Pollution Control Act of 1972, the Coast Guard did not have the kind of authority it needed to enforce against discharges. The Ports and Tanker Safety Act of 1978 expanded many equipment and operating requirements for vessels, with emphasis on tank vessels to coincide with many international initiatives, such as agreements reached by the International Maritime Organization. Coast Guard Organization The Coast Guard maintains 47 Captain of the Port operations. The functions performed by the Coast Guard at each of these locations include: port security, port safety, facility inspections, 2016 Prevention/Mitigation Training Guidelines – Page 99#
Attachment 2, passage 93Prevention/Mitigation Curriculum personnel/merchant mariners documentation, vessel inspections, and accident response and investigation. Like other transportation modes, the Coast Guard’s program is predicated upon prevention. However, unlike other transportation authorities, because of the history, mission, and unique resources of the Coast Guard, it maintains and is responsible for a total safety system including accident prevention, preparedness, and response. Other Modal Administrations Federal Aviation Administration (FAA). The FAA regulates air commerce, controls the use of airspace, and operates air navigation facilities and a common system of air traffic control and navigation for both civil and military aircraft. The Administrator issues and enforces rules, regulations, and minimum standards relating to the manufacture, operation, and maintenance of aircraft, as well as the rating and certification of airmen and the certification of airports. The agency performs flight inspection of air navigation facilities in the United States and, as required, abroad. It also enforces regulations under the Hazardous Materials Transportation Act applicable to shipments by air and investigates accidents involving air carrier. Federal Highway Administration (FHWA) The FHWA seeks to coordinate highways with other modes of transportation to achieve the most effective balance of transportation systems and facilities. Under the authority of the motor carrier safety provisions, the agency exercises federal regulatory jurisdiction over the safety performance of all commercial motor carriers engaged in interstate or foreign commerce. The FHWA has jurisdiction over the safe movement on U.S. highways of dangerous cargoes such as hazardous wastes, explosives, flammables, and other volatile materials, and deals with more than 185,000 carriers and approximately 25,000 shippers of hazardous materials. The FHWA conducts safety reviews at carriers’ facilities to determine their safety performance; all carriers must comply with federal safety regulations specifying safe operating practices. Compliance reviews are conducted to follow up on problem areas identified during safety reviews. These reviews may lead to prosecution or other sanctions against violators of the federal motor carrier safety regulations or the hazardous materials transportation regulations. The FHWA works with states and local government enforcement officers to enforce regulations affecting interstate transportation. It provides grants to assist the states and local governments in enforcing those regulations and encourages slates to adopt regulations compatible with federal standards. Federal Railroad Administration (FRA) The FRA promulgates and enforces rail safety regulations, administers railroad financial assistance programs, conducts research and development in support of improved railroad safety and national rail transportation policy, provides for the rehabilitation of Northeast Corridor rail passenger service, and consolidates government support of rail transportation activities. The FRA administers and enforces regulations resulting from the Railroad Safety Act and transportation of 2016 Prevention/Mitigation Training Guidelines – Page 100#
Attachment 2, passage 94Prevention/Mitigation Curriculum explosives and other hazardous materials under the Hazardous Materials Transportation Act, and the reporting and investigation of railroad accidents. National Transportation Safety Board (NTSB) The National Transportation Safety Board is an independent agency that originated within the U.S. Department of Transportation (DOT). Congress passed an Act in 1975, giving the Board increased authority in accident investigation and severing its ties with DOT. The Board’s mission is to determine the “probable cause” of transportation accidents and to formulate safety recommendations to improve transportation safety. DOL/Occupational Safety and Health Administration (OSHA) Authority for worker protection and hazardous materials prevention programs is housed in the Occupational Safety and Health Administration (OSHA), established within the Department of Labor in 1970. The Occupational Safety and Health Act (OSH Act) gives OSHA authority to promulgate its hazardous materials regulations. In addition, SARA and the 1990 Clean Air Act Amendments included OSHA requirements. OSHA’s regulatory system is one that has developed requirements that apply to safety of all industries. OSHA promulgates regulations, inspects workplaces, enforces regulations, conducts workplace safety and health training, disseminates information, collects data, and investigates workplace accidents. OSHA Regulatory Programs The specific OSHA hazardous materials program includes standards for: the handling and storage of liquids that are flammable and combustible and of certain chemicals that are reactive and unstable; the design, installation, and use of storage tanks; fire protection within a facility; firefighting operations, including training and equipment; emergency preparedness and evacuation plans; permissible exposure limits for more than 600 air contaminants; employee access to medical records of their workplace exposures to toxic substances or harmful physical agents; medical services and first aid; protection of workers engaged in hazardous waste operations; respiratory protection; use of personal protective equipment; communication of information about hazardous chemicals, including the important requirement that employers train workers in the precautions needed to minimize the risk of potentially dangerous exposures; and, the control of hazardous energy sources, also known as lockout/tagout. OSHA recently issued its chemical process safety standard requiring employers to conduct hazard assessments of chemicals and chemical processes and to develop programs to manage these risks including the training of workers. For hazards not addressed by a particular standard, OSHA enforces the “General Duty Clause” of the OSH Act, which requires employers to provide a place of employment free from recognized hazards that are causing or are likely to cause death or serious physical harm to employees. OSHA Organization, Accident Investigation and Enforcement. The OSH Act encourages states to develop and operate, under federal OSHA guidance, state job safety and health plans, including plans for hazardous materials. Once a state plan is approved, OSHA funds up to 50 percent of the program’s operating costs, and the state’s programs must be at least as effective as the federal OSHA program. Twenty-five states (including two territories) 2016 Prevention/Mitigation Training Guidelines – Page 101#
Attachment 2, passage 95Prevention/Mitigation Curriculum have OSHA-approved programs. Twenty-three state plans cover both private and public sector employees. Two state plans cover public sector only. OSHA investigates all serious workplace accidents involving chemical releases to determine whether there has been a violation of the OSH Act or of any regulations under that Act; and to determine whether changes are needed in the OSHA program. Under the OSH Act, OSHA is authorized to conduct workplace inspections. OSHA inspections, in order of priority, include: imminent danger situations; catastrophes and fatal accidents; employee complaints of violations of standards; and planned inspections of high of high-hazard or targeted industries, including the chemical industry. OSHA is also authorized to issue citations for violations of OSHA regulations and to assess penalties. In 1990 and 1991, OSHA issued unprecedented multimillion dollar penalties against several chemical companies which had willfully violated OSHA regulations. Section 4(b)(1) of the OSH Act is specifically designed to avoid duplication and overlap of federal safety and health regulations. Under section 4(b)(1), OSHA is preempted from applying its regulations to working conditions addressed by other federal agency regulations. OSHA has placed increased emphasis on chemical accident prevention in the last two to three years. In 1990, OSHA initiated its Special Emphasis Program in the petrochemical industry (PetroSEP), by selecting 28 corporations for inspection. This program targeted corporations of more than 2,500 employers where most petrochemical facilities exist, within the three primary SIC Codes—2821 (plastic materials), 2869 (industrial organic chemicals), and 2911 (petroleum refineries). In addition, OSHA has increased its coordination with other federal agencies, in particular, with EPA, which led to a Memorandum of Understanding governing coordination, sharing information and data, and cooperating in certain enforcement actions in the PetroSEP program. OSHA has supported public and worker training programs at its training facility in Illinois, and has provided materials to the public. OSHA Training Although the Occupational Safety and Health Act of 1970 does not address specifically the responsibility of employers to provide safety and health training to employees, Section 5(a)(2) does require that each employer “shall comply with the . . . standards promulgated under this Act.” OSHA standards that contain training requirements for emergency prevention, preparedness, and response cooperation include the Process Safety Management Standard, mentioned above, the Hazardous Waste Operations and Emergency Response Standard (HAZWOPER), and the Hazard Communication Standard. Under the Hazard Communication Standard, employers must establish a training and information program for employees exposed to hazardous chemicals in their work area at the time of initial assignment and whenever a new hazard is introduced. OSHA’s HAZWOPER standard covers workers employed in clean-up operations at uncontrolled hazardous waste sites and at waste treatment, storage, and disposal facilities licensed by EPA under the Resource Conservation and Recovery Act (RCRA). The standard also covers workers responding to emergencies, including those involving hazardous materials (e.g., spills). State, county and municipal workers such as police, ambulance workers, and firefighters with local fire departments, are covered by the regulations issued by the 23 states that have their own safety and health programs. EPA regulations cover such employees in the other states. 2016 Prevention/Mitigation Training Guidelines – Page 102#
Attachment 2, passage 96Prevention/Mitigation Curriculum EPA Hazardous Materials Organization EPA Organization A number of different federal environmental statutes establish the regulatory framework for hazardous materials safety for communities and the environment. Safety programs and standards, which address prevention, have been included within statutory language that is often intended to address general environmental degradation, rather than accidents in particular. EPA authority for contingency planning and emergency response is primarily from specific language and statutes, e.g., CERCLA, EPCRA, and Oil Pollution Act (OPA), which also contain other provisions for long-term problems. The organization of safety programs at EPA is complex. This is due, in part, to the Agency’s current structure, which organizes programs by environmental medium, typically by statute, and in part to the fragmentation of safety provisions in multiple laws. The fragmentation occurs when organizational structures are designed to accommodate statutes while sometimes de-emphasizing management of programs by function. CEPPO and OERR EPA administers hazardous materials safety provisions primarily through two offices within its Office of Solid Waste and Emergency Response. These two offices are: the Chemical Emergency Preparedness and Prevention Office (CEPPO), and the Office of Emergency and Remedial Response (OERR). Each office manages programs under multiple statutes. CEPPO is primarily responsible for regulations and programs under the 1986 Emergency Planning and Community Right to Know Act (EPCRA), for accident prevention provisions under §112(r) of the Clean Air Act, for EPA’s responsibilities under HMTUSA, and for overall emergency coordination within EPA, including acting as chair of the National Response Team (NRT) and National Incident Coordination Team (NICT), the EPA intra-agency emergency coordination mechanism. OERR is responsible for regulatory and response functions required by CERCLA and SARA, and for EPA response to oil spill incidents under the Oil Pollution Act. Specific OERR responsibilities include: reviewing and approving facility Response Plans as required by the Oil Pollution Act (OPA), developing and writing revisions to the National Contingency Plan; developing prevention activities for fixed oil facilities under the Clean Water Act as amended by OPA; development of reportable quantities regulations; training for state and local first responders; developing and maintaining the Emergency Response Notification System; and response to oil spills and other emergencies in the inland zone. OERR also administers remedial programs under CERCLA. In addition to its regulatory functions, CEPPO undertakes compliance and guidance programs under various statutory authorities. These programs are designed to support state and local planners and to encourage industry, states, and local communities in improving accident prevention, preparedness, and response efforts. Among these efforts are its Accidental Release Information Program; the Chemical Safety Audit Program 2016 Prevention/Mitigation Training Guidelines – Page 103#
Attachment 2, passage 97Prevention/Mitigation Curriculum under CERCLA authorities, which assists industry through facility visits in improving safety practices, technologies and techniques; and CAMEO, the EPA/NOAA (National Oceanographic Atmospheric Administration) computer software designed to aid in emergency planning and response at the state and local levels. Two other offices within the Office of Solid Waste and Emergency Response have significant responsibility with respect to hazardous materials that affect safety. The Office of Solid Waste is responsible for developing and administering standards under RCRA. Permitting standards for hazardous waste management facilities, for instance, serve to reduce the probability of accidents. Similarly, the Office of Underground Storage Tanks develops and manages technical standards under Subtitle I of RCRA for underground storage of oil and hazardous substances. Both offices also manage corrective action programs for solid waste management units and leaking underground storage tanks. The Office of Pesticides, Prevention and Toxic Substances. This office manages EPA’s system of registering new chemicals for commercial use under authority of the Toxic Substance Control Act (TSCA), and annually tracks emergency and non-emergency toxic releases as required by EPCRA through the Toxic Release Inventory. Through a registration system for potentially new chemical products, EPA receives some 3,000 to 4,000 pre-manufacturing notices annually. TSCA also requires immediate notification when accidental releases of a toxic chemical present a substantial risk of injury to health or the environment. This office is also responsible for administering programs under the Federal Insecticide, Fungicide, and Rodenticide Act with regard to pesticide safety and worker protection. Office of Air and Radiation EPA’s Office of Air and Radiation (OAR) manages programs under the Clean Air Act and leads the EPA response to radiological accidents under the FRERP. Also, through the FRERP, OAR leads the federal response to accidents involving naturally-occurring and accelerator-produced radioactive materials and foreign sources of radiological materials. Recent examples are the 1979 crash of the USSR’s nuclear powered COSMOS satellite in Canada, and the 1986 Chernobyl nuclear reactor accident in the Ukraine. Although the FRERP was not activated for these incidents, using the most recent revisions it would be for similar incidents. For smaller radiological incidents that do not require a coordinated federal response, this Office responds with the Office of Solid Waste and Emergency Response using the National Contingency Plan, as occurred in the clean-up of a radium chemical company in Bronx, NY. The Office of Air Quality Programs and Standards develops and implements technical standards under the Clean Air Act to prevent or reduce emergency and non-emergency releases of hazardous materials. Like RCRA standards, those air standards serve, by regulating industry practices, to reduce the probability that accidents will occur. 2016 Prevention/Mitigation Training Guidelines – Page 104#
Attachment 2, passage 98Prevention/Mitigation Curriculum Office of Water The Office of Water at EPA, the regional offices, and delegated states, using Clean Water Act authority, establish permitting requirements, and set standards to control the release of pollutants to surface water and to municipal wastewater treatment plants. This Office also contributes to response actions that affect wetlands, coastal areas, and oceans, and overseas implementation of the Safe Drinking Water Act. As addressed in more detail in Chapter 4, numerous statutory and non-statutory lists of hazardous materials are managed by EPA programs. These lists form the way EPA requirements for accident prevention, preparedness, and response are developed and implemented. The lists, however, have multiple purposes and contain different listed materials based on varying criteria and statutory mandates. Most of EPA’s prevention, preparedness, and response regulations, programs and activities require technical expertise and support for development and implementation. In addition, DOT draws on EPA expertise and information in the development of some of its regulations, particularly for hazard classification. EPA Regional Organization and Enforcement Within the ten EPA regional offices, implementation of hazardous materials safety provisions mentioned above is typically divided differently among offices. Regional Administrators have primary responsibility for implementing how their region will administer new regulations and programs. Typically, the regions will assign implementation authority to a media office responsible for a given statute. Because hazardous materials safety regulations have been promulgated under a variety of laws, it is increasingly awkward for EPA to administer its safety programs at the regional level, as well as at headquarters, with its current organizational structure. EPA statutes also include clauses pertinent to adoption of its laws and/or regulations by the states. EPA statutes generally allow states’ adoption and expansion of environmental statutes, provided that the federal standards are the minimum. Unlike the funding programs for the states used by OSHA, federal funding may or may not be provided to the states for implementation. EPA Training Training courses for first responders are offered by the Environmental Response Team and through the Regional programs. EPA participates with FEMA, OSHA, and DOT, among others on the Training Committee of the National Response Team, in the review and development of courses for contingency planning and responses. Further, EPA develops courses to implement its prevention responsibilities. Nuclear Regulatory Commission (NRC) The Nuclear Regulatory Commission controls the handling of nuclear materials through an extensive licensing and regulatory program. This program includes several different requirements for responsible parties to immediately report releases of radionuclides. The extent of the Commission’s regulatory jurisdiction is limited to certain types of nuclear materials and to certain parties who may handle these materials. First, the Commission only 2016 Prevention/Mitigation Training Guidelines – Page 105#
Attachment 2, passage 99Prevention/Mitigation Curriculum licenses source, byproduct, and special nuclear material as defined by the Atomic Energy Act. The Commission does not license naturally-occurring and accelerator-produced radioactive materials, although exposure to naturally-occurring radioactive materials may be subject to Commission regulation when they are associated with sources, byproduct, or special nuclear material being used under an active license. Second, the Atomic Energy Act exempts certain activities of the Department of Energy and the Department of Defense involving source, byproduct, and special nuclear materials from Commission license requirements. The Nuclear Regulatory Commission exercises its statutory authority by imposing a combination of design criteria, operating parameters, and license conditions at the time of construction and licensing. It assures that the license conditions are fulfilled through inspection and enforcement. The Nuclear Regulatory Commission and the states that have entered into agreement with the Nuclear Regulatory Commission to assume the regulations of certain programs license more than 20,000 users of radioactive materials. The NRC and the Department of Transportation (DOT) share responsibility for regulating the transportation of licensed radioactive materials. The NRC regulates the design, construction, use, and maintenance of packagings for larger quantities of radioactive materials. The DOT regulates the carriers of radioactive material, and requires carriers to report to DOT any suspected radioactive contamination involving shipment of radioactive material. The NRC is also responsible for regulating the safeguarding of designated shipments to assure security of nuclear material against theft or sabotage. Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF), Department of Treasury The Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) has the authority under 18 U.S.C. 40 “to protect commerce from interruption by reducing the hazards to persons or property arising from the misuse and unsafe or insecure storage of explosives.” ATF regulates “any chemical compound mixture or device having a common or intended purpose of functioning by explosion” by licensing manufacturers. The Bureau also prescribes by regulation the configuration, construction, and location of storage magazines. Section 846 of 18 U.S.C. authorizes the Bureau to inspect any accident or fire when there is any reason to believe that explosive materials were involved. The Bureau maintains four teams and responds within 24 hours of an incident. ATF coordinates closely with DOT and Department of Defense (DOD) on classification of explosives, and with other appropriate agencies on storage. Federal Emergency Management Agency (FEMA) The Federal Emergency Management Agency (FEMA) provides extensive guidance, technical and/or financial assistance to state and local governments for emergency preparedness activities which include: planning, training, exercising, mitigation, and information sharing. Under Presidential Executive Order, FEMA has the responsibility to establish overall policies for emergency planning by federal agencies. It may assess the plans of those agencies and may recommend to the President changes, if necessary. FEMA is a member of the National Response Team and the Regional Response Teams, which coordinate hazardous materials emergency preparedness, response, and assistance activities 2016 Prevention/Mitigation Training Guidelines – Page 106#
Attachment 2, passage 100Prevention/Mitigation Curriculum among federal agencies, states, and local governments. FEMA may provide advice and assistance to the on-scene coordinator during an emergency regarding temporary or permanent relocation of citizens. FEMA administers the Emergency Broadcast System and a National Warning System, which are used by governors and mayors to warn of disasters and communicate with the community in natural and technological emergencies. FEMA also administers an extensive program for emergency management training of state and local personnel through its Emergency Management Institute. Eighteen programs, currently managed under FEMA’s Comprehensive Cooperative Agreement (CCA) provide funding and technical assistance to state and local governments for emergency management. Five of these programs provide for technical assistance only. FEMA also supports EPA in the implementation of activities under the Emergency Planning and Community Right to Know Act and DOT under the Hazardous Materials Transportation and Uniform Safety Amendments of 1990. The U.S. Fire Administration (USFA) within FEMA coordinates federal activities related to fire protection in the following areas: fire policy and coordination, firefighter health and safety, fire data and analysis, and fire prevention and arson control. USFA works with federal, state and local governments, fire service organizations, and the private sector to minimize losses of life and property. The USFA may investigate major fire incidents to make recommendations concerning fire safety and prevention. The National Fire Academy, USFA, also provides hazardous materials response training to firefighters, hazardous materials planning training to fire and other emergency preparedness personnel, and training for inspectors for hazardous materials. 2016 Prevention/Mitigation Training Guidelines – Page 107#
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Attachment 3, passage 1Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Response Training Considerations 2016 Response Training Guidelines – Page 1#
Attachment 3, passage 2Response Training Considerations About the Response Guidelines The Hazardous Materials Incident Response Curriculum Guidelines (Response Guidelines) are provided to assist public sector training managers and employers to understand the training requirements for public sector response personnel to hazardous materials emergencies. Existing regulatory requirements are defined and additional consensus standard recommendations are provided to help managers improve the quality and effectiveness of hazardous materials incident response training. The Response Guidelines are organized into 15 sections. The first section addresses general response training issues and includes: Employer’s legal responsibilities for training The challenge of training to competency Response competency definitions General methodology and testing considerations Refresher training Instructor qualifications Sections 2 through 14 display the objectives to be addressed in training and achieved by public sector response trainees for each competency area or response role that a public sector employee may be required to perform during a hazardous materials incident. The competency area sections are: Awareness Level Personnel First Responder Operations Core Competencies for the Responder at the Operations Level Mission Specific Competencies for the Responder at the Operations Level Hazardous Materials Technician Hazardous Materials Technicians with Specialties Incident Commander NFPA Specialist Employees C, B, and A and OSHA Specialist Employee Hazardous Materials Officer Hazardous Materials Safety Officer BLS- Hazardous Materials Basic Life Support Responder ALS- Hazardous Materials Advanced Life Support Responder ALS- Mission Specific Competencies for Haz Mat Advanced Life Support Responders Hospital First Receivers Appendix: Related Standards and Special Topics In each of these competency areas, the minimum level of required training is defined by the regulatory specifications from OSHA 1910.120(q). In addition, a more extensive recommended level of training is defined primarily by the consensus standard specifications (from the National Fire Protection Association) delineated in NFPA 472 2016 Response Training Guidelines – Page 2#
Attachment 3, passage 3Response Training Considerations and NFPA 473. Additional training objectives have been added to the recommended level of training beyond those specified in NFPA 472 to address special topics such as radiological first responder, cleanup considerations, and skilled support personnel. For all recommended training objectives in each competency area section, the source and relationship training required under OSHA 1910.120(q) are given. The relationship of recommended objectives to regulatory requirements is provided to assist in assessing courses for compliance. The Need to Train All personnel who respond to hazardous materials and related terrorist emergencies must be properly trained to perform their jobs safely and efficiently. Their employers are responsible for ensuring the health and safety of the responding personnel as well as the protection of the public and the communities served. Training managers face a significant challenge in ensuring that all responding personnel are fully prepared and competent to perform their assigned tasks while working within existing limited resources and conflicting priorities. Their challenge is compounded by many other factors that affect the ability of public sector personnel to respond. These factors include individual retention differences and various needs for refresher training; the changing and complex nature of the hazardous materials and terrorist incident threat; evolving incident strategies and operational techniques; and unpredictable and changing team, expertise, and resource combinations during incident response. These guidelines for training personnel who respond to hazardous materials and related terrorist emergencies are based on multiple sources. The minimum legal requirements are defined in OSHA 29 CFR 1910.120(q) and EPA 40 CFR 311 (EPA 311). More current and higher-level recommended levels of training for responders are defined in the voluntary consensus standards National Fire Protection Association (NFPA) 472: Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents, and NFPA 473: Standard for Competence of EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents. In addition, recommended levels of training for hospital personnel handling victims of hazardous materials/weapons of mass destruction incidents are based on OSHA’s Best Practices for Hospital-Based First Receivers of Victims of Mass Casualty Incidents Involving the Release of Hazardous Substances. Employer’s Legal Responsibilities OSHA 29 CFR 1910.120(q) and EPA 40 CFR 311 (EPA 311) require that emergency response employees be trained and competent to perform their assigned tasks during an emergency. At a minimum, such training should include the elements of the emergency response plan, standard operating procedure (SOP’s) established by the employer, and procedures for notification and response to hazardous materials emergencies. 2016 Response Training Guidelines – Page 3#
Attachment 3, passage 4Response Training Considerations The employer must certify annually that each employee has successfully completed the required training to perform their assigned tasks. The maintenance of skills and knowledge through refresher training can be accomplished through a range of training and exercise options. The method used to demonstrate competency for certification of training must be recorded and maintained by the employer. Important concepts to remember are: The chief or director is responsible for determining the appropriate level of training required based on actions required of members as stated in the SOPs. The chief or director is responsible for implementing the required training or certifying that members of the organization have the competencies required. Documentation of training is critical. OSHA 1910.120(q) or EPA 40 CFR 311 rules apply to all public sector agencies that are expected to respond to an emergency involving hazardous materials, including career or volunteer fire departments, emergency medical services, or law enforcement personnel. OSHA 1910.120(q) and EPA 311 legal requirements apply to employers whose employees are engaged in emergency response to hazardous materials incidents. Employer responsibilities under these regulations fall into four primary areas: Development of an emergency response plan Development of specific procedures for handling hazardous materials incidents Training requirements Health and safety requirements (e.g., medical monitoring for personnel assigned to Hazardous Materials Response Teams (HMRT), and documentation of chemical protective clothing and personnel exposure records) Note that OSHA 1910.120(q) and EPA 311 provide the minimum legal requirements affecting hazardous materials/WMD training. However, many jurisdictions pursue the more current and much higher recommended levels of training as defined in NFPA 472 and NFPA 473. In keeping with the principle of fully preparing responders to respond, these standards are more current in definition of competencies and are designed to address more recent emergent hazards and response challenges. Employer’s Training Requirements Employers must ensure that employees are trained and competent in emergency response to hazardous materials incidents, based on their expected and assigned duties and functions. Such training must be provided before employees are permitted to engage in emergency response activities, and refresher training must be provided annually. 2016 Response Training Guidelines – Page 4#
Attachment 3, passage 5Response Training Considerations An employer is responsible for determining the appropriate level of training required, based on the assigned tasks and actions expected of employees as stated in the agency’s SOPs. An employer is responsible for providing the required training. Emphasis should be on achieving the required competencies (i.e., skill and knowledge) for the appropriate level of response rather than on minimal requirements for length of training. An employer is responsible for selecting qualified, competent instructors. An employer must provide annual refresher training sufficient to maintain competencies, or employees must demonstrate required competencies annually. An employer must maintain a record of demonstrated competencies, including an explanation of how each competency was demonstrated. Training records must contain dates of training, student rosters, curriculum outlines, demonstration checklists or performance records and evaluation tools, and scores if appropriate. The Challenge of Competency As part of a comprehensive program to protect the public and the environment from chemical incidents resulting from such occurrences as transportation accidents, spills, and releases from fixed facility operations, and terrorist or other criminal activity, training must be conducted for personnel who provide emergency planning, safety, response, and technical programs. A large number of personnel needing training related to hazardous materials and terrorist incident response are volunteers or part-time employees. Maintaining minimum competency levels for full-time career staff may be difficult, but training part-time or volunteer responders is an even bigger challenge. Two of the most significant challenges are (1) determining what constitutes a minimal level and ensuring that these minimal requirements are met, and (2) the time constraints and limited flexibility of part-time and volunteer responders’ to attend training. No single generic course can fit the needs of all elements of the diverse national response audience. Although there are basic and common competencies, trainers must adjust training material to meet the needs of the respective response discipline and audience, including police, fire, emergency medical services, public works, transportation, sanitation employees, and so forth. Training options must be offered accordingly, given these variations of need. OSHA has defined a minimum number of hours for training at operations, technician, specialist, and incident commander levels. However, the key is the level of competency attained, not the hours expended in training. Each employer is responsible for employees being trained and competent, and agencies often exceed the minimum hours of training to deliver and test for competencies at the levels outlined by OSHA or in NFPA 472 and NFPA 473. 2016 Response Training Guidelines – Page 5#
Attachment 3, passage 6Response Training Considerations The amount of training needed to reach competency will also be influenced by the preexisting skills and experience of the trainees. Agencies frequently discover that training needs exceed the minimum required hours. On the other hand, employees of a response agency who have sufficient skills and experience may require minimal time to attain the competency level desired. An effective response is based on the competency of the responders, not the number of their training hours. At a minimum, employers should evaluate the amount of learning that resulted from the instruction. Refresher Training All personnel who may respond to hazardous materials emergencies must receive refresher training on an annual basis or have experience that ensures that they are maintaining competency to perform their roles safely and efficiently. Employers must certify on an annual basis that employees continue to meet the performance objectives as defined in OSHA 1910.120(q). This may be accomplished through refresher training or demonstration of skills and competency. Refresher training or competency retesting requirements vary for each of the response levels. In general, refresher training should include critical skills practice, technical information updates, and refinement of incident scene coordination through field exercises simulating emergencies. At a minimum, competency should be demonstrated in all refresher training for the skills directly affecting the safety of responding personnel. Minimum hours for annual refresher training for response personnel are not specified in OSHA 1910.120(q). However, in practice, many jurisdictions use the 8-hour minimum refresher training requirement for site workers in OSHA 1910.120(e) as a guide. In each of the competency sections of the Response Guidelines, unique areas of emphasis for refresher training are noted. Recommended Instructor Qualifications Keys to effective training include the competency of the instructor, and proper instructor training, monitoring, and certification by response program managers. OSHA 1910.120(q)(7) states: “Trainers who teach any of the above training subjects shall have satisfactorily completed a training course for teaching the subjects they are expected to teach, such as the courses offered by the U.S. National Fire Academy, or they shall have the training and/or academic credentials and instructional experience necessary to demonstrate competent instructional skills and a good command of the subject matter of the courses they are to teach.” To implement the OSHA regulations and to encourage quality instruction, it is recommended that instructors possess the following: 2016 Response Training Guidelines – Page 6#
Attachment 3, passage 7Response Training Considerations Job knowledge–thorough knowledge of the content to be taught; knowledge of how the information, techniques, and principles apply to performing the job; understanding the difficulties and problems that arise on the job; and specific training or education in the subject matter being taught Job Experience–actual work experience directly related to the subject matter (have performed the job being taught) and experience in hazardous materials incidents Training knowledge–successful completion of an instructor training course that covers the principles of learning, methods and sequencing of instruction, methods of testing and evaluation, preparing performance objectives and lesson plans, training liability (Reference: NFPA 1041), and oral and written communication skills Personal qualities–patience and understanding, enjoyment of and respect for students, and flexibility Sensitivity to cultural diversity among students Some States and private organizations certify hazardous materials instructors. Professional organizations, such as NFPA, have established professional standards for instructors (NFPA 1041) that can be used to evaluate instructor training and certification. Employers and trainers should carefully examine the following criteria for certification of hazardous materials instructors. What standards have been applied? Are potential certified instructors tested in their area of subject matter expertise? Are candidates required to demonstrate their skills and knowledge in the classroom setting? Are there follow-up evaluations or rectification requirements? Are both instructional and technical skills addressed by certification? Is hands-on experience in hazardous materials response considered? Have the instructors performed the tasks being taught? 2016 Response Training Guidelines – Page 7#
Attachment 3, passage 8Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 8 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Awareness Level Personnel 2016 Response Training Guidelines – Page 9#
Attachment 3, passage 9Response Training Considerations Introduction Awareness level personnel shall be trained to meet all competencies of the awareness level. In addition, the awareness level shall receive training to meet requirements of the Occupational Safety and Health Administration, local occupational health and safety regulatory agencies, or Environmental Protection Agency, as appropriate for their jurisdictions. Members of any organization that respond or can be expected to respond to a hazardous materials incident must know the requirements of the OSHA 1910.120 and EPA 311 training and emergency response plan. Definition The awareness level personnel are personnel who are likely to witness or discover a hazardous materials/WMD emergency or, in the course of their normal duties, may be the first persons on the scene of an emergency involving hazardous materials. The awareness level personnel are expected to recognize that hazardous materials are present, protect themselves, call for trained personnel, and secure the area. The most important duty of these personnel is to make proper notification to begin the emergency response sequence. The first responders’ role at this level should involve no potential for their exposure to the hazards related to an incident. Training Audience Awareness level personnel may be employed by public- or private-sector organizations, such as fire or emergency medical services, law enforcement, emergency management, public works, public health, utilities, and transportation, as well as volunteer agencies and manufacturers, guard and security services, and contractors. Methodology Recommendations The training method can use a combination of lecture and media presentations with individual or small-group exercises at intervals of 30 to 45 minutes. A course can range from 4 to 16 hours in length. The exercises can consist of activities that practice identification and recognition of hazardous materials from scenario descriptions and can use information sources such as the North American Emergency Response Guidebook to establish the presence of the hazardous materials described in the scenarios. Refresher training should focus on renewing the skill of employees in using information sources to recognize and identify hazardous materials. Target Training to a Specific Occupational Group Persons training for the awareness level are a diverse group, including police, fire, emergency medical services, public works, emergency management, and transportation 2016 Response Training Guidelines – Page 10#
Attachment 3, passage 10Response Training Considerations personnel. Although the minimal competencies for all personnel remain the same, whenever possible training should be tailored to meet the needs of specific groups. Trainees from a specific discipline or profession should be asked to respond to scenarios that are relevant to their work. They should play roles that are consistent with their occupational responsibilities. Training managers should recruit and train instructors from a variety of occupations. Training materials should depict awareness in multiple situations. Major changes to the curriculum should not be necessary; in most cases, an instructor simply must be sensitive to the audience and its needs and use realistic scenarios. Summary of Training Requirements Federal Requirements for Awareness Training OSHA establishes the following training requirements for the awareness level. OSHA 29 CFR 1910.120(q)(6)(i) The awareness level are individuals who are likely to witness or discover a hazardous substance release and who have been trained to initiate an emergency response sequence by notifying the authorities of the release. The awareness level shall have sufficient training or have had sufficient experience to objectively demonstrate competency in the following areas: (a) An understanding of what hazardous substances are, and the risks associated with them in an incident. (b) An understanding of the potential outcomes associated with an emergency created when hazardous substances are present. 2016 Response Training Guidelines – Page 11#
Attachment 3, passage 11Response Training Considerations (c) The ability to recognize the presence of hazardous substances in an emergency. (d) The ability to identify the hazardous substance, if possible. (e) An understanding of the role the first responder awareness individual in the employer’s emergency response plan including site security and control and the U.S. Department of Transportation’s Emergency Response Guidebook. (f) The ability to realize the need for additional resources, and to make appropriate notifications to the communications center. Required Training Objectives OSHA AWARE - A Define the different types of hazardous substances and identify the risks associated with them in an incident. OSHA AWARE - B Given a simulated incident involving hazardous materials, identify the potential outcomes. OSHA AWARE - C Given the data available during an incident response, demonstrate recognition of the presence of hazardous substances. OSHA AWARE - D Given the data available during an incident response, identify hazardous substances present. OSHA AWARE - E Define the role of the first responder awareness individual in the employer’s emergency response plan including site security and control and the DOT Emergency Response Guidebook. OSHA AWARE - F Given a simulated incident, determine the need for additional resources, and make appropriate notifications to the communication center. 2016 Response Training Guidelines – Page 12#
Attachment 3, passage 12Response Training Considerations Recommended Training Objectives The following training objectives are recommended for Awareness training. The primary source for this material is NFPA 472, Chapter 4: Competencies for Awareness Level Personnel. Training objectives from other sources are noted; the rationale for their inclusion is found in the Special Topics section at the end of the Response Guidelines. Objective Identification Legend AWARE - 1.1 1. Origin: NFPA 4.2.1(1) Supports OSHA AWARE - A This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 1. Analyzing the Incident AWARE - 1.1 Origin: NFPA 4.2.1 Supports OSHA AWARE-A,B,C,D Detecting the Presence of Hazardous Materials. Given examples of various situations, awareness level personnel shall identify those situations where hazardous materials/WMD are present. AWARE - 1.1.1 Origin: NFPA 4.2.1 (1) Supports OSHA AWARE-A Identify the definition of hazardous materials (or dangerous goods, in Canada) and WMD. AWARE - 1.1.2 Origin: NFPA 4.2.1 (2) Supports OSHA AWARE-A,E Identify the UN/DOT hazard classes and divisions of hazardous materials and identify common examples of materials in each hazard class or division. AWARE - 1.1.3 Origin: NFPA 4.2.1 (3) Supports OSHA AWARE-B,E Identify the primary hazards associated with each UN/DOT hazard classes and divisions of hazardous materials by hazard class or division. AWARE - 1.1.4 Origin: NFPA 4.2.1 (4) Supports OSHA AWARE-A,B Identify the difference between hazardous materials/WMD incidents and other incidents. AWARE - 1.1.5 Origin: NFPA 4.2.1 (5) Supports OSHA AWARE-C,D Identify typical occupancies and locations in the community where hazardous materials /WMD are manufactured, transported, stored, used, or disposed of. 2016 Response Training Guidelines – Page 13#
Attachment 3, passage 13Response Training Considerations AWARE - 1.1.6 Origin: NFPA 4.2.1 (6) Supports OSHA AWARE-C,D Identify typical container shapes that can indicate hazardous materials/WMD. AWARE - 1.1.7 Origin: NFPA 4.2.1 (7) Supports OSHA AWARE-C,D,E Identify facility and transportation markings and colors that indicate hazardous materials/WMD, including: a. UN/NA identification numbers; b. NFPA 704 markings; c. military hazardous materials/WMD markings; d. special hazard communication markings; e. pipeline markings; and f. container markings. AWARE - 1.1.8 Origin: NFPA 4.2.1 (8) Supports OSHA AWARE-D Given an NFPA 704 marking, describe the significance of the colors, numbers, and special symbols. AWARE - 1.1.9 Origin: NFPA 4.2.1 (9) Supports OSHA AWARE-D,E Identify U.S. and Canadian placards and labels that indicate hazardous materials/WMD. AWARE - 1.1.10 Origin: NFPA 4.2.1 (10) Supports OSHA AWARE-B Identify the basic information on safety data sheets (SDS) and shipping papers that indicates hazardous materials, and be able to do the following: AWARE - 1.1.10 a Origin: NFPA 4.2.1 (10)a Supports OSHA AWARE-B Identify where to find safety data sheets (SDS). AWARE - 1.1.10 b Origin: NFPA 4.2.1 (10)b Supports OSHA AWARE-B Identify major sections of an SDS. AWARE - 1.1.10 c Origin: NFPA 4.2.1 (10)c Supports OSHA AWARE-B Identify entries on a safety data sheet that indicate the presence of hazardous materials. AWARE - 1.10 d Origin: NFPA 4.2.1 (10)d Supports OSHA AWARE-B Match the name of the shipping papers found in transportation (air, highway, rail, and water) with the mode of transportation. AWARE - 1.1.10 e Origin: NFPA 4.2.1 (10)e Supports OSHA AWARE-B Identify the person responsible for having the shipping papers in each mode of transportation. 2016 Response Training Guidelines – Page 14#
Attachment 3, passage 14Response Training Considerations AWARE - 1.1.10 f Origin: NFPA 4.2.1 (10) f Supports OSHA AWARE-B Identify where the shipping papers are found in each mode of transportation. AWARE - 1.1.10 g Origin: NFPA 4.2.1 (10) g Supports OSHA AWARE-B Identify where the shipping papers are found in each mode of transportation. AWARE - 1.1.11 Origin: NFPA 4.2.1 (11) Supports OSHA AWARE-C,E Identify examples of clues (other than occupancy/location, container shape, markings/color, placards/labels, MSDS, and shipping papers) that use the senses of sight, sound, and odor to indicate hazardous materials/WMD. AWARE - 1.1.12 Origin: NFPA 4.2.1 (12) Supports OSHA AWARE-C Describe the limitations of using the senses in determining the presence or absence of hazardous materials/WMD. AWARE - 1.1.13 Origin: NFPA 4.2.1 (13) Supports OSHA AWARE-C Identify at least four types of locations that could become targets for criminal or terrorist activity using hazardous materials/WMD. AWARE - 1.1.14 Origin: NFPA 4.2.1 (14) Supports OSHA AWARE-C Describe the difference between a chemical and a biological incident. AWARE - 1.1.15 Origin: NFPA 4.2.1 (15) Supports OSHA AWARE-C Identify at least four indicators of possible criminal or terrorist activity involving chemical agents. AWARE - 1.1.16 Origin: NFPA 4.2.1 (16) Supports OSHA AWARE-C Identify at least four indicators of possible criminal or terrorist activity involving biological agents. AWARE - 1.1.17 Origin: NFPA 4.2.1 (17) Identify at least four indicators of possible criminal or terrorist activity involving radiological agents. AWARE - 1.1.18 Origin: NFPA 4.2.1 (18) Identify at least four locations, indicators, and hazards associated with illicit laboratories (clandestine laboratories, weapons lab, ricin lab). AWARE – 1.2 Origin: NFPA 4.2.2 Supports OSHA AWARE- D,E Surveying the Hazardous Materials Incident from a Safe Location Given examples of facility and transportation situations involving hazardous materials, identify the hazardous material(s) in each situation by name, UN/NA identification number, or type placard applied. 2016 Response Training Guidelines – Page 15#
Attachment 3, passage 15Response Training Considerations AWARE – 1.3 Origin: NFPA 4.2.3 Supports OSHA AWARE- A,B,E Collecting Hazard Information Given the identity of various hazardous materials/WMD (name, UN/NA identification number, or type placard), awareness level personnel shall identify the fire, explosion, and health hazard information for each material by using the current edition of the Emergency Response Guidebook or equivalent document and shall meet the following requirements: AWARE – 1.3.1 Origin: NFPA 4.2.3(1) Supports OSHA AWARE- A,B,E Identify the three methods for determining the guide page for a hazardous material/WMD. AWARE – 1.3.2 Origin: NFPA 4.2.3(2) Supports OSHA AWARE- A,B,E Identify the two general types of hazards found on each guide page. 2. Implementing the Planned Response AWARE – 2.1 Origin: NFPA 4.4.1 Supports OSHA AWARE-A,B,C,E,F Initiating Protective Actions Given examples of hazardous materials/ WMD incidents, the emergency response plan, the standard operating procedures, and the current edition of the Emergency Response Guidebook or equivalent document, awareness level personnel shall be able to identify the actions to be taken to protect themselves and others and to control access to the scene. AWARE - 2.1.1 Origin: NFPA 4.4.1 (1) Supports OSHA AWARE-E Identify the location of both the local emergency response plan and the standard operating procedures. AWARE - 2.1.2 Origin: NFPA 4.4.1 (2) Supports OSHA AWARE-E,F Identify the role of the awareness level during hazardous materials/WMD incidents. AWARE - 2.1.3 Origin: NFPA 4.4.1 (3) Supports OSHA AWARE-E Identify the following basic precautions to be taken to protect themselves and others in a hazardous materials/WMD incident. AWARE - 2.1.3a Origin: NFPA 4.4.1 (3)a Supports OSHA AWARE-E,F Identify the precautions necessary when providing emergency medical care to victims of hazardous materials/WMD incidents. 2016 Response Training Guidelines – Page 16#
Attachment 3, passage 16Response Training Considerations AWARE - 2.1.3b Origin: NFPA 4.4.1 (3)b Supports OSHA AWARE-E Identify typical ignition sources found at the scenes of hazardous materials/WMD incidents. AWARE - 2.1.3c Origin: NFPA 4.4.1 (3)c Supports OSHA AWARE-A,B Identify the ways hazardous materials/WMD are harmful to people, the environment, and property at hazardous materials/WMD incidents. AWARE - 2.1.3d Origin: NFPA 4.4.1 (3)d Supports OSHA AWARE-E Identify the general routes of entry for human exposure to hazardous materials/WMD. AWARE - 2.1.4 Origin: NFPA 4.4.1 (4) Supports OSHA AWARE-E Identify Given the identity of various hazardous materials/WMD (name, UN/NA identification number, or type placard), identify the following response information: a. Emergency action (fire, spill, or leak and first aid) b. Personal protective equipment necessary c. Initial isolation and protective action distances. AWARE - 2.1.5 Origin: NFPA 4.4.1 (1) Supports OSHA AWARE-E Given the name of a hazardous material, identify the recommended personal protective equipment from the following list: a. Street clothing and work uniforms b. Structural fire-fighting protective clothing c. Positive pressure self-contained breathing apparatus d. Chemical-protective clothing and equipment AWARE - 2.1.6 Origin: NFPA 4.4.1 (6) Supports OSHA AWARE-A,E Identify the definitions for each of the following protective actions: a. Isolation of the hazard area and denial of entry b. Evacuation c. Sheltering in-place protection AWARE - 2.1.7 Origin: NFPA 4.4.1 (7) Supports OSHA AWARE-A,E Identify the size and shape of recommended initial isolation and protective action zones. AWARE - 2.1.8 Origin: NFPA 4.4.1 (8) Supports OSHA AWARE-B,C,E Describe the difference between small and large spills as found in the table of Initial Isolation and Protective Action Distances in the Emergency Response Guidebook or equivalent document. 2016 Response Training Guidelines – Page 17#
Attachment 3, passage 17Response Training Considerations AWARE - 2.1.9 Origin: NFPA 4.4.1 (9) Supports OSHA AWARE-B,C,E Identify Identifying the circumstances under which the following distances are used at a hazardous materials/WMD incident: a. Table of initial isolation and protective action distances b. Isolation distances in the numbered guides. AWARE - 2.1.10 Origin: NFPA 4.4.1 (10) Supports OSHA AWARE-B,C,E Describe the difference between the isolation distances in the orange-bordered guide pages and the protective action distances in the green-bordered ERG pages. AWARE - 2.1.11 Origin: NFPA 4.4.1 (11) Supports OSHA AWARE-B,C,E Describe the difference between the isolation distances in the orange-bordered guide pages and the protective action distances in the green-bordered ERG pages. AWARE - 2.1.12 Origin: NFPA 4.4.1 (12) Supports OSHA AWARE-E Identify the techniques used to isolate the hazard area and deny entry to unauthorized persons at hazardous materials/WMD incidents. AWARE - 2.1.13 Origin: NFPA 4.4.1 (13) Identify at least four specific actions necessary when an incident is suspected to involve criminal or terrorist activity. AWARE – 2.2 Origin: NFPA 4.4.2 Supports OSHA AWARE-E,F Initiating the Notification Process Given scenarios involving hazardous materials/WMD incidents, awareness level personnel shall identify the initial notifications to be made and how to make them, consistent with the emergency response plan and/or standard operating procedures. 2016 Response Training Guidelines – Page 18#
Attachment 3, passage 18Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Core Competencies for Operations Level Responders 2016 Response Training Guidelines – Page 19#
Attachment 3, passage 19Response Training Considerations Introduction Operations level responders as defined in NFPA 472 shall be trained to meet all competencies outlined in the specific NFPA 472 chapter (Chapter 5). Operations level (NFPA 472) responders also shall receive additional training to meet applicable governmental occupational health and safety regulations. Operations level (NFPA 472) competencies are broken into the following categories: (a) Core competencies, required of all responders on the scene, no matter what their function; and (b) Mission- or agent-specific competencies as assigned by the authority having jurisdiction Mission-specific operations level responders who are expected to perform additional missions beyond the core competencies in this chapter shall be trained to meet those mission-specific competencies, as found in the following chapter, “Mission-Specific Operations.” Definition Operations Level (NFPA 472) Responders are those persons who respond to hazardous materials/weapons of mass destruction (WMD) incidents for the purpose of protecting nearby persons, the environment, or property from the effects of the release; however, these persons can have additional competencies that are specific to their response mission, expected tasks, and equipment and training as determined by the authority having jurisdiction (AHJ). Training Audience Responders at the operations level (NFPA 472) are typically those persons who are the first to arrive at the scene of a hazardous materials incident, often in response to a 911 or equivalent call. They may be employed by law enforcement, public service, fire or emergency services, or a variety of private organizations. Generally, they are not members of a hazardous materials response team. Methodology Recommendations Operations level (NFPA 472) training is best conducted in a classroom environment, with opportunities for small- and large-group exercises either in the classroom or as a field exercise in conjunction with the training. Core Operations training typically ranges from 16 to 24 hours (sometimes delivered as a component of a longer 24-40 hour program) , depending on training environment conditions and specific training audience needs. Lectures with small-group student activities are appropriate for much of the material. However, incident scene organization and command drill and practice will require large- 2016 Response Training Guidelines – Page 20#
Attachment 3, passage 20Response Training Considerations group simulated incidents that can be best conducted in a simulator or as a field exercise. Refresher training should include (1) competency retesting of all response skills, (2) technical information updates, and (3) critique of incident scene decision making using simulated emergencies. Summary of Training Requirements Federal Training Requirements OSHA establishes the following training requirements for first responders at the operations level: a minimum of 8 hours of training beyond the awareness level, or, as an alternative, certification of sufficient experience. Training in excess of 8 hours may be necessary, especially for additional skills and knowledge such as flammable gas firefighting. Employers are required to ensure that employees demonstrate competency in the skills defined. OSHA 29 CFR 1910.120(q)(6)(ii) First responders at the operations level are individuals who respond to releases or potential releases of hazardous substances as part of the initial response to the site for the purpose of protecting nearby persons, property, or the environment from the effects of the release. They are trained to respond in a defensive fashion without actually trying to stop the release. Their function is to contain the release from a safe distance, keep it from spreading, and prevent exposures. First responders at the operational level shall have received at least 8 hours of training or have had sufficient experience to objectively 2016 Response Training Guidelines – Page 21#
Attachment 3, passage 21Response Training Considerations demonstrate competency in the following areas, in addition to those listed for the awareness level, and the employer shall so certify: (A) Knowledge of the basic hazard and risk assessment techniques (B) Know how to select and use proper personal protective equipment provided to the first responder operational level (C) An understanding of basic hazardous materials terms (D) Know how to perform basic control, containment and/or confinement operations within the capabilities of the resources and personal protective equipment available with their unit (E) Know how to implement basic decontamination procedures (F) An understanding of the relevant standard operating procedures and termination procedures. Required Training Objectives OSHA OPS - A Given a simulated incident involving hazardous materials, demonstrate knowledge of basic hazard and risk assessment techniques. OSHA OPS - B Given a simulated incident involving hazardous materials, select and demonstrate correct use of proper personal protective equipment. OSHA OPS - C Define basic hazardous materials terms. OSHA OPS - D Given a simulated incident involving hazardous materials, describe basic control, containment, and/or confinement operations within the capabilities of the resources and personal protective equipment available within the student’s unit. OSHA OPS - E Given a simulated incident involving hazardous materials, list and define appropriate basic decontamination procedures. OSHA OPS - F Given a simulated incident involving hazardous materials, identify relevant SOP’s and termination procedures. 2016 Response Training Guidelines – Page 22#
Attachment 3, passage 22Response Training Considerations Relationship of OSHA Operations to NFPA 472 Core Operations Under 29 CFR 1910.120 (q) (6) (ii), OSHA defines operations level responder competencies differently than NFPA 472. Most OSHA Operations level competencies relate closely to NFPA Core Competencies for Operations Level Responders, but the ability to perform basic control, containment and confinement techniques under OSHA are found in NFPA 472 under the Mission-Specific Competencies for Operations Level Responders (the following chapter in these Guidelines). OSHA Operations Level Competencies are discussed in the preceding chapter of these guidelines, including training recommendations and the translation of that required standard into six principle objectives. The crosswalk described in the recommended training objectives in this section relates individual NFPA 472 objectives to OSHA objectives and references the coding of the six OSHA objectives as explained in the preceding chapter of these guidelines. In addition, because the recommended competencies recognize the responsibility of the operations level responder to implement their incident command system at the beginning of the emergency, several recommended objectives relate to OSHA requirements for the incident commander in addition to OSHA requirements for responder operations. To assist in assessing course compliance with OSHA 1910.120(q), the relationships between these objectives and the OSHA requirements are noted, as depicted in the legend below. 2016 Response Training Guidelines – Page 23#
Attachment 3, passage 23Response Training Considerations Recommended Training Objectives The following training objectives are recommended for Awareness training. The primary source for this material is NFPA 472, Chapter 4: Competencies for Awareness Level Personnel. Training objectives from other sources are noted; the rationale for their inclusion is found in the Special Topics section at the end of the Response Guidelines. Objective Identification Legend OPS-CORE - 1.1 Origin: NFPA 5.2.1 Supports OSHA OPS-A, AWARE - B This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 3. Analyzing the Incident OPS-CORE - 1.1 Origin: NFPA 5.2.1 Supports OSHA OPS-A, AWARE-B Surveying the Hazardous Materials/WMD Incidents Given scenarios involving hazardous materials/WMD incidents, the operations level responder shall survey the incident to identify the containers and materials involved, determine whether hazardous materials/WMD have been released, and evaluate the surrounding conditions. OPS-CORE - 1.1.1 Origin: NFPA 5.2.1.1 Supports OSHA OPS-A, AWARE-C Given three examples each of liquid, gas, and solid hazardous materials or WMD, including various hazard classes, operations level personnel shall identify the general shapes of containers in which the hazardous materials/WMD are typically found. OPS-CORE - 1.1.1.1 Origin: NFPA 5.2.1.1.1 Supports OSHA OPS-A, AWARE-C Given examples of the following tank cars, identify each tank car by type, as follows: 1. Cryogenic liquid tank cars 2. Nonpressure tank cars (general service or low pressure cars) 3. Pressure tank cars OPS-CORE - 1.1.1.2 Origin: NFPA 5.2.1.1.2 Supports OSHA OPS-A, AWARE-C Given examples of the following intermodal tanks, identify each intermodal tank by type, as follows: 1. Nonpressure intermodal tanks 2. Pressure intermodal tanks 2016 Response Training Guidelines – Page 24#
Attachment 3, passage 24Response Training Considerations 3. Specialized intermodal tanks, including the following: a. Cryogenic intermodal tanks b. Tube modules OPS-CORE - 1.1.1.3 Origin: NFPA 5.2.1.1.3 Supports OSHA OPS-A, AWARE-C Given examples of the following cargo tanks, identify each cargo tank by type, as follows: 1. Compressed gas tube trailers 2. Corrosive liquid tanks 3. Cryogenic liquid tanks 4. Dry bulk cargo tanks 5. High pressure tanks 6. Low pressure chemical tanks 7. Nonpressure liquid tanks OPS-CORE - 1.1.1.4 Origin: NFPA 5.2.1.1.4 Supports OSHA OPS-A, AWARE-C Given examples of the following storage tanks, identify each tank by type, as follows: 1. Cryogenic liquid tank 2. Nonpressure tank 3. Pressure tank OPS-CORE - 1.1.1.5 Origin: NFPA 5.2.1.1.5 Supports OSHA OPS-A, AWARE-C Given examples of the following nonbulk packaging, identify each package by type, as follows: 1. Bags 2. Carboys 3. Cylinders 4. Drums 5. Dewars flask (cryogenic liquids) OPS-CORE - 1.1.1.6 Origin: NFPA 5.2.1.1.6 Supports OSHA OPS-A Given examples of the following packaging, the operations level responder shall identify the characteristics of each container or package by type as follows: 1. Intermediate bulk container (IBC) 2. Ton container. OPS-CORE - 1.1.1.7 Origin: NFPA 5.2.1.1.7 Supports OSHA OPS-A Given examples of the following radioactive material packages, identify the characteristics of each container/package by type, as follows: 2016 Response Training Guidelines – Page 25#
Attachment 3, passage 25Response Training Considerations 1. Excepted 2. Industrial 3. Type A 4. Type B 5. Type C OPS-CORE - 1.1.2 Origin: NFPA 5.2.1.2 Supports OSHA OPS-A Given examples of containers, identify the markings that differentiate one container from another. OPS-CORE - 1.1.2.1 Origin: NFPA 5.2.1.2.1 Supports OSHA OPS-A Given examples of the following marked transport vehicles and their corresponding shipping papers, identify the vehicle or tank identification marking: 1. Highway transport vehicles, including cargo tanks 2. Intermodal equipment including tank containers 3. Rail transport vehicles, including tank cars OPS-CORE - 1.1.2.2 Origin: NFPA 5.2.1.2.2 Supports OSHA OPS-A Given examples of facility containers, identify the markings indicating container size, product contained, and/or site identification numbers. OPS-CORE - 1.1.3 Origin: NFPA 5.2.1.3 Supports OSHA OPS-A, AWARE-E Given examples of hazardous materials incidents, identify the name(s) of the hazardous material(s). OPS-CORE - 1.1.3.1 Origin: NFPA 5.2.1.3.1 Supports OSHA OPS-A, AWARE-E Identify the following information on a pipeline marker: 1. Emergency telephone number 2. Owner 3. Product OPS-CORE - 1.1.3.2 Origin: NFPA 5.2.1.3.2 Supports OSHA OPS-A, AWARE-E Given a pesticide label, identify each of the following pieces of information, then match the piece of information to its significance in surveying the hazardous materials incident: 1. Active ingredient 2. Hazard statement 3. Name of pesticide 4. Pest control product (PCP) number (in Canada) 5. Precautionary statement 6. Signal word 2016 Response Training Guidelines – Page 26#
Attachment 3, passage 26Response Training Considerations OPS-CORE - 1.1.3.3 Origin: NFPA 5.2.1.3.3 Supports OSHA OPS-A Given a label for a radioactive material, identify the type or category of label, contents, activity, transport index, and criticality safety index as applicable. OPS-CORE - 1.1.4 Origin: NFPA 5.2.1.4 Supports OSHA OPS-A Identify and list the surrounding conditions that should be noted when a hazardous materials/WMD incident is surveyed. OPS-CORE - 1.1.5 Origin: NFPA 5.2.1.5 Supports OSHA OPS-A Give examples of ways to verify information obtained from the survey of a hazardous materials/WMD incident. OPS-CORE - 1.1.6 Origin: NFPA 5.2.1.6 Supports OSHA OPS-A The operations level responder shall identify at least three additional hazards that could be associated with an incident involving terrorist or criminal activities. OPS-CORE - 1.2 Origin: NFPA 5.2.2 Supports OSHA OPS-A Collecting Hazard and Response Information Given scenarios involving hazardous materials/WMD, the operations level responder shall collect hazard and response information using SDS, CHEMTREC/CANUTEC/SETIQ, governmental authorities, and shipper/manufacturer. OPS-CORE - 1.2.1 Origin: NFPA 5.2.2 (1) Supports OSHA OPS-A, AWARE-E Match the definitions associated with the UN/DOT hazard classes and divisions of hazardous materials/WMD, including refrigerated liquefied gases and cryogenic liquids, with the class or division. OPS-CORE - 1.2.2 Origin: NFPA 5.2.2 (2) Supports OSHA OPS-A Identify two ways to obtain an SDS in an emergency. OPS-CORE - 1.2.3 Origin: NFPA 5.2.2 (3) Supports OSHA OPS-A,B,C,D,F, AWARE-A Using an SDS for a specified material, identify the following hazard and response information: 1. Physical and chemical characteristics 2. Physical hazards of the material 3. Health hazards of the material 4. Signs and symptoms of exposure 5. Routes of entry 6. Permissible exposure limits 7. Responsible party contact 8. Precautions for safe handling (including hygiene practices, protective measures, procedures for cleanup of spills or leaks) 9. Applicable control measures including personal protective equipment 10. Emergency and first-aid procedures 2016 Response Training Guidelines – Page 27#
Attachment 3, passage 27Response Training Considerations OPS-CORE - 1.2.4 Origin: NFPA 5.2.2 (4) Supports OSHA OPS-A. AWARE-E Identify the following: 1. Type of assistance provided by CHEMTREC/CANUTEC/SETIQ, and governmental authorities 2. Procedure for contacting CHEMTREC/CANUTEC/SETIQ, and governmental authorities 3. Information to be furnished to CHEMTREC/CANUTEC/SETIQ, and governmental authorities OPS-CORE - 1.2.5 Origin: NFPA 5.2.2 (5) Supports OSHA OPS-A, AWARE-E Identify two methods of contacting the manufacturer or shipper to obtain hazard and response information. OPS-CORE - 1.2.6 Origin: NFPA 5.2.2 (6) Supports OSHA OPS-A. AWARE-E Identify the type of assistance provided by governmental authorities with respect to criminal or terrorist activities involving the release or potential release of hazardous materials/WMD. OPS-CORE - 1.2.7 Origin: NFPA 5.2.2 (7) Supports OSHA OPS-A, AWARE-E Identify the procedure for contacting local, state, and federal authorities as specified in the local emergency response plan and/or standard operating procedures. OPS-CORE - 1.2.8 Origin: NFPA 5.2.2 (8) Supports OSHA OPS-A,B,C,D,F AWARE-A Describe the properties and characteristics of the following: 1. Alpha radiation 2. Beta radiation 3. Gamma rays 4. Neutron radiation OPS-CORE - 1.3 Origin: NFPA 5.2.3 Supports OSHA OPS-A Predicting the Likely Behavior of a Material and its Container Given scenarios involving hazardous materials/WMD incidents, each with a single hazardous material/WMD, the operations level responder shall predict the likely behavior of the material/agent and its container. OPS-CORE - 1.3.1 Origin: NFPA 5.2.3 (1) Supports OSHA OPS-A,C Interpret the hazard and response information obtained from the current edition of the Emergency Response Guidebook; SDS; CHEMTREC/CANUTEC/SETIQ; governmental authorities; and shipper/manufacturer contacts. 2016 Response Training Guidelines – Page 28#
Attachment 3, passage 28Response Training Considerations OPS-CORE - 1.3.1a Origin: NFPA 5.2.3 (1)(a) Supports OSHA OPS-A,C Match the following chemical and physical properties with their significance and impact on the behavior of the container and/or its contents: Boiling point Chemical reactivity Corrosivity (pH) Flammable (explosive) range (LEL & UEL) Flash point Ignition (autoignition) temperature Particle Size Persistence Physical state (solid, liquid, gas) Radiation (ionizing and non-ionizing) Specific gravity Toxic products of combustion Vapor density Vapor pressure Water solubility OPS-CORE - 1.3.1b Origin: NFPA 5.2.3 (1)(b) Supports OSHA OPS-A,C Identify the differences between the following terms: 1. Contamination and secondary contamination 2. Exposure and contamination 3. Exposure and hazard 4. Infectious and contagious 5. Acute effects and chronic effects 6. Acute exposures and chronic exposures OPS-CORE - 1.3.2 Origin: NFPA 5.2.3 (2) Supports OSHA OPS-A Identify three types of stress that could cause a container system to release its contents. OPS-CORE - 1.3.3 Origin: NFPA 5.2.3 (3) Supports OSHA OPS-A Identify five ways in which containers can breach. OPS-CORE - 1.3.4 Origin: NFPA 5.2.3 (4) Supports OSHA OPS-A Identify four ways in which containers can release their contents. OPS-CORE - 1.3.5 Origin: Rad..1st Responder. (see Special Topics) Identify the general testing requirements for “Type A,” ”Type B,” and “Special Form” packaging used for radioactive material transportation. 2016 Response Training Guidelines – Page 29#
Attachment 3, passage 29Response Training Considerations OPS-CORE - 1.3.6 Origin: Rad.1st Responder (see Special Topics) Identify common “industrial radiography” sources and any specialized large-quantity radioactive materials packages commonly transported through the local jurisdiction by their shapes and characteristics. OPS-CORE - 1.3.7 Origin: NFPA 5.2.3 (7) Supports OSHA OPS-A Identify at least four dispersion patterns that can be created upon release of a hazardous material. OPS-CORE - 1.3.8 Origin: NFPA 5.2.3 (8) Supports OSHA OPS-A Identify the time frames for estimating the duration that hazardous materials/WMD will present an exposure risk. OPS-CORE - 1.3.9 Origin: NFPA 5.2.3 (9) Supports OSHA OPS-A Identify the health and physical hazards that could cause harm. OPS-CORE - 1.3.10 Origin: NFPA 5.2.3 (10) Supports OSHA OPS-A,C Identify the health hazards associated with the following terms: 1. Alpha, beta, gamma, and neutron radiation 2. Asphyxiant 3. Carcinogen 4. Convulsant 5. Corrosive 6. Highly toxic 7. Irritant 8. Sensitizer/allergen 9. Target organ effects 10. Toxic OPS-CORE - 1.3.11 Origin: NFPA 5.2.3 (11) Supports OSHA OPS-A,C Given the following, identify the corresponding UN/DOT hazard class and division: 1. Blood agents 2. Biological agents and biological toxins 3. Choking agents 4. Irritants (riot control agents) 5. Nerve agents 6. Radiological materials 7. Vesicants (blister agents) 2016 Response Training Guidelines – Page 30#
Attachment 3, passage 30Response Training Considerations OPS-CORE - 1.4 Origin: NFPA 5.2.4 Supports OSHA OPS-A Estimating the Potential Harm Given scenarios involving hazardous materials/WMD incidents, the operations level responder shall estimate the potential harm within the endangered area at each incident. OPS-CORE - 1.4.1 Origin: NFPA 5.2.4 (1) Supports OSHA OPS-A Identify a resource for determining the size of an endangered area of a hazardous materials/WMD incident. OPS-CORE - 1.4.2 Origin: NFPA 5.2.4 (2) Supports OSHA OPS-A Given the dimensions of the endangered area and the surrounding conditions at a hazardous materials/WMD incident, estimate the number and type of exposures within that endangered area. OPS-CORE - 1.4.3 Origin: NFPA 5.2.4 (3) Supports OSHA OPS-A Identify resources available for determining the concentrations of a released hazardous material/WMD within an endangered area. OPS-CORE - 1.4.4 Origin: NFPA 5.2.4 (4) Supports OSHA OPS-A Given the concentrations of the released material, identify the factors for determining the extent of physical, health, and safety hazards within the endangered area of a hazardous materials/WMD incident. OPS-CORE - 1.4.5 Origin: NFPA 5.2.4 (5) Supports OSHA OPS-A Describe the impact that time, distance, and shielding have on exposure to radioactive materials specific to the expected dose rate. 4. Planning the Response OPS-CORE - 2.1 Origin: NFPA 5.3.1 Supports OSHA OPS-B,D Describing Response Objectives Given at least two scenarios involving hazardous materials/WMD incidents, the operations level responder shall describe the response objectives for each example. OPS-CORE – 2.1.1 Origin: NFPA 5.3.1 (1) Supports OSHA OPS-B,D Given an analysis of a hazardous materials/WMD incident and the exposures, determine the number of exposures that could be saved with the resources provided by the AHJ. OPS-CORE – 2.1.2 Origin: NFPA 5.3.1 (2) Supports OSHA OPS-B,D Given an analysis of a hazardous materials/WMD incident, describe the steps for determining response objectives. 2016 Response Training Guidelines – Page 31#
Attachment 3, passage 31Response Training Considerations OPS-CORE – 2.1.3 Origin: NFPA 5.3.1 (3) Supports OSHA OPS-B,D Describe how to assess the risk to a responder for each hazard class in rescuing injured persons at a hazardous materials/WMD incident. OPS-CORE – 2.1.4 Origin: NFPA 5.3.1 (4) Supports OSHA OPS-B Assess the potential for secondary attacks/devices at criminal or terrorist events. OPS-CORE - 2.2 Origin: NFPA 5.3.2 Supports OSHA OPS-B Identifying Action Options Given examples of hazardous materials/WMD incidents(facility and transportation), including the name of the hazardous material/WMD involved and the anticipated type of exposure, the operations level responder shall determine whether available personal protective equipment applicable to performing assigned tasks. OPS-CORE – 2.2.1 Origin: NFPA 5.3.2 (1) Supports OSHA OPS-B Identify the options to accomplish a given response objective. OPS-CORE – 2.2.2 Origin: NFPA 5.3.2 (2) Supports OSHA OPS-B Describe the prioritization of emergency medical care and removal of victims from the hazard area relative to exposure. OPS-CORE - 2.3 Origin: NFPA 5.3.3 Supports OSHA OPS-B Determining Suitability of Personal Protective Equipment. Given examples of hazardous materials/WMD incidents, including the name of the hazardous material/WMD involved and the anticipated type of exposure, the operations level responder shall determine whether available personal protective equipment is applicable to performing assigned tasks. OPS-CORE – 2.3.1 Origin: NFPA 5.3.3 (1) Supports OSHA OPS-B Identify the respiratory protection required for a given response option. OPS-CORE – 2.3.1a Origin: NFPA 5.3.3 (1)(a) Supports OSHA OPS-B Describe the advantages, limitations, uses, and operational components of the following types of respiratory protection at hazardous materials/WMD incidents: 1. Positive pressure self-contained breathing apparatus (SCBA) 2. Positive pressure air-line respirators with required escape unit 3. Closed circuit SCBA 4. Powered air-purifying respirators (PAPR) 5. Air-purifying respirators (APR) 6. Particulate respirator 2016 Response Training Guidelines – Page 32#
Attachment 3, passage 32Response Training Considerations OPS-CORE – 2.3.1b Origin: NFPA 5.3.3 (1)(b) Supports OSHA OPS-B Identify the required physical capabilities and limitations of personnel working in respiratory protection. OPS-CORE – 2.3.2 Origin: NFPA 5.3.2 (2) Supports OSHA OPS-B Identify the personal protective clothing required for a given option. OPS-CORE – 2.3.2a Origin: NFPA 5.3.3 (2)(a) Supports OSHA OPS-B Identify skin contact hazards encountered at hazardous materials/WMD incidents. OPS-CORE – 2.3.2b Origin: NFPA 5.3.3 (2)(b) Supports OSHA OPS-B Identify the purpose, advantages, and limitations of the following types of protective clothing at hazardous materials/WMD incidents: 1. Chemical-protective clothing a. Liquid splash–protective clothing b. Vapor-protective clothing 2. High temperature–protective clothing a. Proximity suit b. Entry suits 3. Structural fire-fighting protective clothing OPS-CORE - 2.4 Origin: NFPA 5.3.4 Supports OSHA OPS-E,F Identifying Decontamination Issues Given scenarios involving hazardous materials/WMD incidents, operations level responders shall identify when emergency decontamination is needed. OPS-CORE - 2.4.1 Origin: NFPA 5.3.4(1) Supports OSHA OPS-A Identify ways that people, personal protective equipment, apparatus, tools and equipment become contaminated. OPS-CORE - 2.4.2 Origin: NFPA 5.3.4(2) Supports OSHA OPS-A Describe how the potential for cross contamination determines the need for decontamination. OPS-CORE - 2.4.3 Origin: NFPA 5.3.4(3) Supports OSHA OPS-E,F Explain the importance and limitations of decontamination procedures at hazardous materials incidents. OPS-CORE - 2.4.4 Origin: NFPA 5.3.4(4) Supports OSHA OPS-A,E,F Identify the purpose of emergency decontamination procedures at hazardous materials incidents. 2016 Response Training Guidelines – Page 33#
Attachment 3, passage 33Response Training Considerations OPS-CORE - 2.4.5 Origin: NFPA 5.3.4(5) Supports OSHA OPS-A,E,F Identify the factors that should be considered in emergency decontamination. OPS-CORE - 2.4.6 Origin: NFPA 5.3.4(6) Supports OSHA OPS-A,E,F Identify the advantages and limitations of emergency decontamination procedures. OPS-CORE - 2.4.7 Origin: Rad. 1st Responder (see Special Topics) Describe the procedure listed in the local Emergency Response Plan or the organization’s Standard Operating Procedures for decontamination of a large number of people exposed to hazardous materials. 5. Implementing the Planned Response OPS-CORE - 3.1 Origin: NFPA 5.4.1 Supports OSHA OPS-F, IC-B,D Establishing and Enforcing Scene Control Procedures Given two scenarios involving hazardous materials/WMD incidents, the operations level responder shall identify how to establish and enforce scene control including control zones, emergency decontamination, and communications between responders and to the public. OPS-CORE - 3.1.1 Origin: NFPA 5.4.1 (1) Supports OSHA OPS-F, IC-B,D Identify the procedures for establishing scene control through control zones. OPS-CORE - 3.1.2 Origin: NFPA 5.4.1 (2) Supports OSHA IC-B,D Identify the criteria for determining the locations of the control zones at hazardous materials/WMD incidents. OPS-CORE - 3.1.3 Origin: NFPA 5.4.1 (3) Supports OSHA IC-B,D Identify the basic techniques for the following protective actions at hazardous materials/WMD incidents: 1. Evacuation 2. Sheltering in-place protection OPS-CORE - 3.1.4 Origin: NFPA 5.4.1 (4) Supports OSHA OPS-E Demonstrate the ability to perform emergency decontamination. OPS-CORE - 3.1.5 Origin: NFPA 5.4.1 (5) Supports OSHA OPS-F, IC-B Identify the items to be considered in a safety briefing prior to allowing personnel to work at the following: 1. Hazardous materials incidents 2. Hazardous materials/WMD incidents involving criminal activities 2016 Response Training Guidelines – Page 34#
Attachment 3, passage 34Response Training Considerations OPS-CORE - 3.1.6 Origin: NFPA 5.4.1 (6) Supports OSHA OPS-E Identify the procedures for insuring coordinated communication between responders and to the public. OPS-CORE - 3.2 Origin: NFPA 5.4.2 Preserving Evidence Given two scenarios involving hazardous materials/WMD incidents, the operations level responder shall describe the process to preserve evidence as listed in the emergency response plan and/or standard operating procedures. OPS-CORE - 3.3 Origin: NFPA 5.4.3 Supports OSHA IC-A Initiating the Incident Command System Given scenarios involving hazardous materials/WMD incidents, the operations level responder shall initiate the incident command system specified in the emergency response plan and/or standard operating procedures. OPS-CORE - 3.3.1 Origin: NFPA 5.4.3 (1) Supports OSHA OPS-F, IC-D Identify the role of the operations level responder during hazardous materials/WMD incidents as specified in the emergency response plan and/or standard operating procedures. OPS-CORE - 3.3.2 Origin: NFPA 5.4.3 (2) Supports OSHA IC-D Identify the levels of hazardous materials/WMD incidents as defined in the emergency response plan. OPS-CORE - 3.3.3 Origin: NFPA 5.4.3 (3) Supports OSHA IC-A,B,D Identify the purpose, need, benefits, and elements of the incident command system (ICS) for hazardous materials/WMD incidents. OPS-CORE - 3.3.4 Origin: NFPA 5.4.3 (4) Supports OSHA IC-A,C Identify the duties and responsibilities of the following functions within the incident management system 1. Incident safety officer 2. Hazardous materials branch/group OPS-CORE - 3.3.5 Origin: NFPA 5.4.3 (5) Supports OSHA IC-A,B,D Identify the considerations for determining the location of the command post for a hazardous materials/WMD incident. OPS-CORE - 3.3.6 Origin: NFPA 5.4.3 (6) Supports OSHA IC-A,B,D Identify the procedures for requesting additional resources at a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 35#
Attachment 3, passage 35Response Training Considerations OPS-CORE - 3.3.7 Origin: NFPA 5.4.3 (7) Supports OSHA OPS-B Describe the role and response objectives of other agencies that respond to hazardous materials/WMD incidents. OPS-CORE - 3.4 Origin: NFPA 5.4.4 Supports OSHA OPS-B Using Personal Protective Equipment The operations level responder shall describe considerations for the use of personal protective equipment provided by the AHJ. OPS-CORE - 3.4.1 Origin: NFPA 5.4.4 (1) Supports OSHA IC-C Identify the importance of the buddy system. OPS-CORE - 3.4.2 Origin: NFPA 5.4.4 (2) Supports OSHA IC-C Identify the importance of the backup personnel. OPS-CORE - 3.4.3 Origin: NFPA 5.4.4 (3) Supports OSHA OPS-F Identify the safety precautions to be observed when approaching and working at hazardous materials/WMD incidents. OPS-CORE - 3.4.4 Origin: NFPA 5.4.4 (4) Supports OSHA OPS-F Identify the signs and symptoms of heat and cold stress and procedures for their control. OPS-CORE - 3.4.5 Origin: NFPA 5.4.4 (5) Supports OSHA IC-C Identify the capabilities and limitations of personnel working in the personal protective equipment as provided by the AHJ. OPS-CORE - 3.4.6 Origin: NFPA 5.4.4 (6) Supports OSHA IC-C Identify the procedures for cleaning, disinfecting, and inspecting personal protective equipment provided by the AJH. OPS-CORE - 3.4.7 Origin: NFPA 5.4.4 (7) Supports OSHA 29 CFR 1910.134 Describe the maintenance, testing, inspection, and storage procedures for personal protective equipment provided by the AHJ according to the manufacturer’s specifications and recommendations. 2016 Response Training Guidelines – Page 36#
Attachment 3, passage 36Response Training Considerations 6. Evaluating Progress OPS-CORE - 4.1 Origin: NFPA 5.5.1 Supports OSHA OPS-D Evaluating the Status of the Planned Response Given two scenarios involving hazardous materials/WMD incidents, including the incident action plan, the operations level responder shall evaluate the status of the actions taken in accomplishing the response objectives. OPS-CORE - 4.1 .1 Origin: NFPA 5.5.1(1) Supports OSHA OPS-A,D, IC-A,D Identify the considerations for evaluating whether actions taken were effective in accomplishing the objectives. OPS-CORE - 4.1 .2 Origin: NFPA 5.5.1(2) Supports OSHA OPS-A,D, IC-A,D Describe the circumstances under which it would be prudent to withdraw from a hazardous materials/WMD incident. OPS-CORE - 4.2 Origin: NFPA 5.5.2 Supports OSHA OPS-D Communicating the Status of the Planned Response Given two scenarios involving hazardous materials/WMD incidents, including the incident action plan, the operations level responder shall communicate the status of the planned response through the normal chain of command. OPS-CORE - 4.2 .1 Origin: NFPA 5.5.2(1) Supports OSHA OPS-D Identify the methods for communicating the status of the planned response through the normal chain of command. OPS-CORE - 4.2 .2 Origin: NFPA 5.5.2(2) Supports OSHA OPS-A,D Identify the methods for immediate notification of the incident commander and other response personnel about critical emergency conditions at the incident. 2016 Response Training Guidelines – Page 37#
Attachment 3, passage 37Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 38 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Operations Level Responders Assigned Mission-Specific Responsibilities 2016 Response Training Guidelines – Page 39#
Attachment 3, passage 38Response Training Considerations Introduction It is recommended that all responders, regardless of function or discipline and participating in any capacity in the organized response to hazmat/WMD incidents be trained at least to the Core Competencies for Operations Level Responders (previous chapter in these guidelines). In addition, some operations level responders may be expected by the Authority Having Jurisdiction (AHJ) to perform certain mission-specific tasks that are beyond the core competencies. Those operations level responders shall be trained by the AHJ to meet all the competencies necessary to perform the mission-specific task to which they will be assigned, in addition to the core competencies previously defined for the operations level responder. They shall also receive additional training to meet applicable governmental occupational health and safety regulations. The AHJ is responsible for determining which operations level responders within the jurisdiction will need to be trained to perform which, if any, additional mission-specific assignments at the operations level. This determination should be made in concert with jurisdiction-wide response planning, to ensure timely training and equipping of sufficient operations level responders and thereby to ensure jurisdictional preparedness to perform any mission-specific functions that may be needed based upon local risks. Jurisdiction-wide response planning should also include all emergency services agencies and disciplines, to ensure that all appropriate agencies with mission leads within the jurisdiction have appropriately trained personnel for their areas of responsibility. For example, the AHJ may decide to have law enforcement personnel trained to perform the mission specific assignment of evidence preservation and sampling, and have fire personnel trained to perform the mission specific assignment of product control. This chapter of these guidelines will provide recommended competencies for each of the following eight different mission specific assignments, as defined in NFPA 472, Chapter 6, Competencies for Operations Level Responders Assigned Mission-Specific Responsibilities. Definition Mission-Specific Competency Areas for the Operations Level Responder 1. Using Personal Protective Equipment 2. Performing Mass Decontamination 3. Preserving Evidence and Sampling 4. Performing Technical Decontamination 5. Performing Product Control 6. Performing Air Monitoring and Sampling 7. Performing Victim Rescue/Recovery 8. Responding to Illicit Laboratory Incidents 2016 Response Training Guidelines – Page 40#
Attachment 3, passage 39Response Training Considerations 9. Disablement/Disruption of Improvised Explosive Devices (IEDs), Improvised WMD Dispersal Devices, and Operations at Improvised Explosives Laboratories Training Audience The audience for this training is the responder at the operations level who has received Core Operations Level Training and who the AHJ has determined will also need to be trained to perform a mission-specific task during response to a hazardous materials/WMD incident. These are typically responders at the operations level who will be called upon to perform assignments within the warm or hot zones of the incident, requiring competency in one of the mission-specific areas listed above. They may be implemented by law enforcement, public service, fire or emergency services, or a variety of private organizations. Methodology Recommendations Performance of mission-specific tasks shall be under the guidance of a hazardous material technician, an emergency response plan or standard operating procedures, or an allied professional. In order to perform these mission-specific tasks, the AHJ shall provide the operations level responder with the necessary tools, equipment, and training in order to be competent in the use of these tools, equipment, and procedures. The training shall be based on the tools and equipment provided by the AHJ for the task(s) assigned. Mission-specific competency training is best conducted in a classroom or lab environment with facilities to conduct appropriate labs/activities. Refresher training should include (1) competency retesting of all response skills, (2) technical information updates, and (3) critique of incident scene decision-making using simulated emergencies. 2016 Response Training Guidelines – Page 41#
Attachment 3, passage 40Response Training Considerations Federal Training Requirements OSHA establishes the following training requirements for first responders at the operations level: a minimum of 8 hours of training beyond the awareness level, or, as an alternative, certification of sufficient experience. Training in excess of 8 hours may be necessary, especially for additional skills and knowledge such as flammable gas firefighting. Employers are required to ensure that employees demonstrate competency in the skills defined. OSHA 29 CFR 1910.120(q)(6)(ii) First responders at the operations level are individuals who respond to releases or potential releases of hazardous substances as part of the initial response to the site for the purpose of protecting nearby persons, property, or the environment from the effects of the release. They are trained to respond in a defensive fashion without actually trying to stop the release. Their function is to contain the release from a safe distance, keep it from spreading, and prevent exposures. First responders at the operational level shall have received at least 8 hours of training or have had sufficient experience to objectively demonstrate competency in the following areas, in addition to those listed for the awareness level, and the employer shall so certify: (G) Knowledge of the basic hazard and risk assessment techniques (H) Know how to select and use proper personal protective equipment provided to the first responder operational level (I) An understanding of basic hazardous materials terms (J) Know how to perform basic control, containment and/or confinement operations within the capabilities of the resources and personal protective equipment available with their unit (K) Know how to implement basic decontamination procedures (L) An understanding of the relevant standard operating procedures and termination procedures. Required Training Objectives OSHA OPS - A Given a simulated incident involving hazardous materials, demonstrate knowledge of basic hazard and risk assessment techniques. OSHA OPS - B Given a simulated incident involving hazardous materials, select and demonstrate correct use of proper personal protective equipment. OSHA OPS - C Define basic hazardous materials terms. 2016 Response Training Guidelines – Page 42#
Attachment 3, passage 41Response Training Considerations OSHA OPS - D Given a simulated incident involving hazardous materials, describe basic control, containment, and/or confinement operations within the capabilities of the resources and personal protective equipment available within the student’s unit. OSHA OPS - E Given a simulated incident involving hazardous materials, list and define appropriate basic decontamination procedures. OSHA OPS - F Given a simulated incident involving hazardous materials, identify relevant SOP’s and termination procedures. Relationship of OSHA Operations to NFPA 472 Mission-Specific Competencies for the Operations Level Responder Under 29 CFR 1910.120 (q) (6) (ii), OSHA defines operations level responder competencies differently than NFPA 472. Most OSHA Operations level competencies relate closely to NFPA Core Competencies for Operations Level Responders, but the ability to perform basic control, containment and confinement techniques under OSHA are found in NFPA 472 under the Mission-Specific Competencies for Operations Level Responders. Many of the Mission-Specific Competencies for Operations Level Responders are more advanced than the competencies in OSHA, or are simply not addressed in the OSHA competencies. The crosswalk described in the recommended training objectives in this section relates individual NFPA 472 (2013 edition) objectives to OSHA objectives and references the coding of the six OSHA objectives as explained in the preceding chapter of these guidelines and below. In addition, because the recommended competencies recognize the responsibility of the operations level responder to establish command using an incident command system at the beginning of the emergency, several recommended objectives relate to OSHA requirements for the incident commander in addition to OSHA requirements for responder operations. To assist in assessing course compliance with OSHA 1910.120(q), the relationships between these objectives and the OSHA requirements are noted next to each objective. Objective Identification Legend OPS-PPE - 1.1 Origin: NFPA 6.2.3.1 Supports OSHA OPS - B This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 2016 Response Training Guidelines – Page 43#
Attachment 3, passage 42Response Training Considerations Recommended Training Mission-Specific Competency Areas for the Operations Level Responder Page 45 Using Personal Protective Equipment Page 48 Performing Mass Decontamination Page 51 Performing Technical Decontamination Page 55 Preserving Evidence and Sampling Page 61 Performing Product Control Page 64 Performing Air Monitoring and Sampling Page 66 Performing Victim Rescue/Recovery Page 69 Responding to Illicit Laboratory Incidents Page 74 Disablement/Disruption of Improvised WMD Dispersal Devices, and Operations at Improvised Explosive Laboratories 2016 Response Training Guidelines – Page 44#
Attachment 3, passage 43Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Using Personal Protective Equipment The AHJ may anticipate that many of the responders in the jurisdiction who have already received training in the core competencies for operations level responders will also need to be able to use Personal Protective Equipment (PPE) beyond the level of PPE normally provided by the AHJ for their typical emergency response duties. All operations level responders who will be assigned to use such PPE shall be trained to the mission- specific competencies in this section, in order to ensure that the operations level responders are prepared to use such PPE safely and effectively. All operations level responders who have been so trained to use such PPE during a hazmat/WMD response shall then do so at the incident scene under the guidance of a hazardous materials technician, an appropriate allied professional, and/or under appropriate standard operating procedures. OPS-PPE 1. Planning the Response OPS-PPE - 1.1 Origin: NFPA 6.2.3.1 Supports OSHA OPS- B Selecting Personal Protective Equipment Given scenarios involving hazardous materials/WMD incidents with known and unknown hazardous materials/WMD, the operations level responder assigned to use personal protective equipment shall select the personal protective equipment required to support mission-specific tasks at hazardous materials/WMD incidents based upon local procedures. OPS-CORE - 1.1.1 Origin: NFPA 6.2.3.1(1) Supports OSHA OPS-B Describe the types of personal protective equipment available for response based upon NFPA standards and how these items related to EPA levels of protection. 2016 Response Training Guidelines – Page 45#
Attachment 3, passage 44Response Training Considerations OPS-CORE - 1.1.2 Origin: NFPA 6.2.3.1(2) Supports OSHA OPS-B Describe personal protective equipment options for the following hazards: 1. Thermal 2. Radiological 3. Asphyxiating; 4. Chemical 5. Etiological/biological 6. Mechanical OPS-CORE - 1.1.3 Origin: NFPA 6.2.3.1(3) Supports OSHA OPS-B Select personal protective equipment for mission-specific tasks at hazardous materials/WMD incidents based on local procedures. OPS-CORE - 1.1.3 (a) Origin: NFPA 6.2.3.1(3)(a) Supports OSHA OPS-B Given Describe the following terms and explain their impact and significance on the selection of chemical-protective clothing: 1. Degradation 2. Penetration 3. Permeation OPS-CORE - 1.1.3 (b) Origin: NFPA 6.2.3.1(3)(b) Supports OSHA OPS-B Identify at least three indications of material degradation of chemical- protective clothing. OPS-CORE - 1.1.3 (c) Origin: NFPA 6.2.3.1(3)(c) Supports OSHA OPS-B Identify the different designs of vapor-protective and splash-protective clothing and describe the advantages and disadvantages of each type. OPS-CORE - 1.1.3 (d) Origin: NFPA 6.2.3.1(3)(d) Supports OSHA OPS-B Identify the relative advantages and disadvantages of the following heat exchange units used for cooling personnel operating in PPE: 1. Air cooled 2. Ice cooled 3. Water cooled 4. Phase change cooling technology OPS-CORE - 1.1.3 (e) Origin: NFPA 6.2.3.1(3)(e) Supports OSHA OPS-B Identify the physiological and psychological stresses of using personal protective equipment. OPS-CORE - 1.1.3 (f) Origin: NFPA 6.2.3.1(3)(f) Supports OSHA OPS-B 2016 Response Training Guidelines – Page 46#
Attachment 3, passage 45Response Training Considerations Describe local procedures for going through the technical decontamination process. OPS-PPE 2. Implementing the Planned Response OPS-PPE - 2.1 Origin: NFPA 6.2.4.1 Supports OSHA OPS- B Using Protective Clothing and Respiratory Protection Given the personal protective equipment provided by the AHJ, the operations level responder assigned to use personal protective equipment shall demonstrate the ability to don, work in, and doff the equipment provided to support mission specific tasks by completing the following requirements: OPS- PPE - 2.1.1 Origin: NFPA 6.2.4.1(1) Supports OSHA OPS-B Describe at least three safety procedures for personnel wearing protective clothing. OPS- PPE - 2.1.2 Origin: NFPA 6.2.4.1(2) Supports OSHA OPS-B Describe at least three emergency procedures for personnel wearing protective clothing OPS- PPE - 2.1.3 Origin: NFPA 6.2.4.1(3) Supports OSHA OPS-B Demonstrate the ability to don, work in, and doff personal protective equipment provided by the AHJ. OPS- PPE - 2.1.4 Origin: NFPA 6.2.4.1(4) Supports OSHA OPS-B Demonstrate local procedures for responders undergoing the technical decontamination process. OPS- PPE - 2.1.5 Origin: NFPA 6.2.4.1(5) Supports OSHA OPS-B Describe the maintenance, testing, inspection, storage, and documentation procedures for personal protective equipment provided by the AHJ according to the manufacturer’s specifications and recommendations. OPS-PPE 3. Terminating the Incident OPS-PPE - 3.1 Origin: NFPA 6.2.5.1 Supports OSHA OPS- B Reporting and Documenting the Incident Given a scenario involving a hazardous materials/WMD incident, the operations level responder assigned to use personal protective equipment shall document use of the personal protective equipment by completing the documentation requirements of the emergency response plan or standard operating procedures regarding personal protective equipment. 2016 Response Training Guidelines – Page 47#
Attachment 3, passage 46Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Performing Mass Decontamination Operations level responders assigned to perform mass decontamination during hazardous materials/WMD incidents shall operate under the guidance of a hazardous materials technician, emergency response plan or standard operating procedures, or an allied professional. They shall be trained to meet all competencies at the awareness and operations levels, competencies for personal protective equipment, and the competencies in this section. Operations level responders with mass decontamination operations training shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-MD 1. Planning the Response OPS- MD - 1.1 Origin: NFPA 6.3.3.1 Supports OSHA OPS- E Selecting Personal Protective Equipment Given an emergency response plan or standard operating procedures, the operations level responder assigned to mass decontamination shall select the personal protective equipment required to support mass decontamination at hazardous materials/WMD incidents based upon local procedures. OPS- MD - 1.2 Origin: NFPA 6.3.3.2 Supports OSHA OPS- E Selecting Decontamination Procedures Given scenarios involving hazardous materials/WMD incidents, the operations level responder assigned to mass decontamination operations shall select a mass 2016 Response Training Guidelines – Page 48#
Attachment 3, passage 47Response Training Considerations decontamination procedure that will minimize the hazard and spread of contamination, determine the equipment required to implement that procedure. OPS- MD - 1.2.1 Origin: NFPA 6.2.3.2 (1) Supports OSHA OPS-E Identify the advantages and limitations of mass decontamination operations. OPS- MD - 1.2.2 Origin: NFPA 6.2.3.2 (2) Supports OSHA OPS-E Describe the advantages and limitations of each of the following mass decontamination methods: 1. Dilution 2. Isolation 3. Washing OPS- MD - 1.2.3 Origin: NFPA 6.2.3.2 (3) Supports OSHA OPS-E Identify sources of information for determining the correct mass decontamination procedure and identify how to access those resources in a hazardous materials/WMD incident. OPS- MD - 1.2.4 Origin: NFPA 6.2.3.2 (4) Supports OSHA OPS-E Given resources provided by the AHJ, identify the supplies and equipment required to set up and implement technical decontamination operations. OPS- MD - 1.2.5 Origin: NFPA 6.2.3.2 (5) Supports OSHA OPS-E Identify procedures, equipment, and safety precautions for communicating with crowds and crowd management techniques that can be used at incidents where a large number of people might potentially be contaminated. OPS-MD 2. Implementing the Planned Response OPS- MD - 2.1 Origin: NFPA 6.3.4.1 Supports OSHA OPS- E,F Selecting Personal Protective Equipment Given a scenario involving a hazardous materials/WMD incident and the emergency response plan and/or standard operating procedures, the operations level responder assigned to mass decontamination operations shall demonstrate the mass decontamination duties assigned in the incident action plan by describing the local procedures for the implementation of the mass decontamination function within the incident command system. 2016 Response Training Guidelines – Page 49#
Attachment 3, passage 48Response Training Considerations OPS- MD - 2.2 Origin: NFPA 6.3.4.2 Supports OSHA OPS- E Selecting Decontamination Procedures The operations level responder assigned to mass decontamination operations shall demonstrate the ability to set up and implement mass decontamination operations for ambulatory and nonambulatory victims. OPS-MD 3. Evaluating Progress OPS- MD - 3.1 Origin: NFPA 6.3.5.1 Supports OSHA OPS- E Selecting Personal Protective Equipment Given examples of contaminated items that have undergone the required decontamination, the operations level responder assigned to mass decontamination operations shall identify procedures for determining whether the items have been fully decontaminated according to the standard operating procedures of the authority having jurisdiction and/or incident action plan. OPS-MD 4. Terminating the Incident OPS- MD - 4.1 Origin: NFPA 6.3.6.1 Supports OSHA OPS- E,F Reporting and Documenting the Incident Given a scenario involving a hazardous materials/WMD incident, the operations level responder assigned to mass decontamination operations shall complete the reporting and documentation requirements consistent with the emergency response plan and/or standard operating procedures. OPS- MD – 4.1.1 Origin: NFPA 6.2.6.1 (1) Supports OSHA OPS-E Identify the reports and supporting documentation required by the emergency response plan and/or standard operating procedures. OPS- MD – 4.1.2 Origin: NFPA 6.2.6.1 (2) Supports OSHA OPS-E Describe the importance of personnel exposure records. OPS- MD – 4.1.3 Origin: NFPA 6.2.6.1 (3) Supports OSHA OPS-E Identify the steps in keeping an activity log and exposure records. OPS- MD – 4.1.4 Origin: NFPA 6.2.6.1 (4) Supports OSHA OPS-E Identify the requirements for filing documents and maintaining records. 2016 Response Training Guidelines – Page 50#
Attachment 3, passage 49Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Performing Technical Decontamination Operations level responders assigned to perform technical decontamination during hazardous materials/WMD incidents shall operate under the guidance of a hazardous materials technician, emergency response plan or standard operating procedures, or an allied professional. They shall be trained to meet all competencies at the awareness and operations levels, competencies for personal protective equipment, and the competencies in this section. Operations level responders with technical decontamination operations training shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-TD 1. Planning the Response OPS- TD - 1.1 Origin: NFPA 6.4.3.1 Selecting Personal Protective Equipment Given an emergency response plan or standard operating procedures, the operations level responder assigned to technical decontamination operations shall select personal protective equipment required to support technical decontamination at hazardous materials/WMD incidents based upon local procedures. OPS- TD - 1.2 Origin: NFPA 6.4.3.2 Selecting Decontamination Procedures Given scenarios involving hazardous materials/WMD incidents, the operations level responder assigned to technical decontamination operations shall select a technical 2016 Response Training Guidelines – Page 51#
Attachment 3, passage 50Response Training Considerations decontamination procedure that will minimize the hazard and spread of contamination, determine the equipment required to implement that procedure. OPS- TD - 1.2.1 Origin: NFPA 6.4.3.2 (1) Identify the advantages and limitations of technical decontamination operations. OPS- TD - 1.2.2 Origin: NFPA 6.4.3.2 (2) Describe the advantages and limitations of each of the following technical decontamination methods: 1. Absorption 2. Adsorption 3. Chemical degradation 4. Dilution 5. Disinfection 6. Evaporation 7. Isolation and disposal 8. Neutralization 9. Sterilization 10. Solidification 11. Vacuuming 12. Washing OPS- TD - 1.2.3 Origin: NFPA 6.4.3.2 (3) Identify sources of information for determining the correct technical decontamination procedure and identify how to access those resources in a hazardous materials/WMD incident. OPS- TD - 1.2.4 Origin: NFPA 6.4.3.2 (4) Given resources provided by the AHJ, identify the supplies and equipment required to set up and implement technical decontamination operations. OPS- TD - 1.2.5 Origin: NFPA 6.4.3.2 (5) Identify the procedures equipment, and safety precautions for processing evidence during technical decontamination operations at hazardous materials/WMD incidents. OPS- TD - 1.2.6 Origin: NFPA 6.4.3.2 (6) Identify procedures, equipment, and safety precautions for handling tools, equipment, weapons, criminal suspects, and law enforcement/search canines brought to the decontamination corridor at hazardous materials/WMD incidents. 2016 Response Training Guidelines – Page 52#
Attachment 3, passage 51Response Training Considerations OPS-TD 2. Implementing the Planned Response OPS- TD - 2.1 Origin: NFPA 6.4.4.1 Performing Incident Management Duties Given a scenario involving hazardous materials/WMD incident and the emergency response plan and/or standard operating procedures, the operations level responder assigned to technical decontamination operations shall demonstrate the technical decontamination duties assigned in the incident action plan. OPS- TD - 2.1.1 Origin: NFPA 6.4.4.1 (1) Identify the role of the operations level responder assigned to technical decontamination operations during hazardous materials/WMD incidents. OPS- TD – 2.1.2 Origin: NFPA 6.4.4.1 (2) Describe the procedures for implementing technical decontamination operations within the incident command system. OPS- TD - 2.2 Origin: NFPA 6.4.4.2 Performing Decontamination Operations Identified in Incident Action Plan. The responder assigned to technical decontamination operations shall demonstrate the ability to set up and implement the following types of decontamination operations: 1. Technical decontamination operations in support of entry operations. 2. Technical decontamination operations for ambulatory and non-ambulatory victims. OPS-TD 3. Evaluating Progress OPS- TD - 3.1 Origin: NFPA 6.4.5.1 Evaluating the Effectiveness of the Technical Decontamination Process. Given examples of contaminated items that have undergone the required decontamination, the operations level responder assigned to technical decontamination operations shall identify procedures for determining whether the items have been fully decontaminated according to the standard operating procedures of the authority having jurisdiction and/or incident action plan. OPS-TD 4. Terminating the Incident OPS- TD - 4.1 Origin: NFPA 6.4.6.1 Reporting and Documenting the Incident Given a scenario involving a hazardous materials/WMD incident, the operations level responder assigned to technical decontamination operations shall complete the reporting 2016 Response Training Guidelines – Page 53#
Attachment 3, passage 52Response Training Considerations and documentation requirements consistent with the emergency response plan and/or standard operating procedures. OPS- TD – 4.1.1 Origin: NFPA 6.4.6.1 (1) Identify the reports and supporting technical documentation required by the emergency response plan and/or standard operating procedures. OPS- TD – 4.1.2 Origin: NFPA 6.4.6.1 (2) Describe the importance of personnel exposure records. OPS- TD – 4.1.3 Origin: NFPA 6.4.6.1 (3) Identify the steps in keeping an activity log and exposure records. OPS- TD – 4.1.4 Origin: NFPA 6.2.6.1 (4) Identify the requirements for filing documents and maintaining records. 2016 Response Training Guidelines – Page 54#
Attachment 3, passage 53Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Evidence Preservation and Sampling Operations Level responders assigned to evidence preservation and sampling and assigned to perform forensic evidence preservation, take samples, and/or seize evidence during hazardous materials/WMD incidents involving potential violations of criminal statutes or governmental regulations shall be trained to meet all competencies at the awareness and operations levels, the mission-specific competencies for personal protective equipment, and the competencies in this section. They shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-PS 1. Analyzing the Incident OPS- PS - 1.1 Origin: NFPA 6.5.2.1 Determine if the Incident is Potentially Criminal in Nature and Identify the Law Enforcement Agency Having Investigative Jurisdiction Given examples of hazardous materials/WMD incidents involving potential criminal intent, the operations level responder assigned to evidence preservation and sampling shall describe the potential criminal violation and identify the law enforcement agency having investigative jurisdiction. OPS- PS - 1.1.1 Origin: NFPA 6.5.2.1 (1) 2016 Response Training Guidelines – Page 55#
Attachment 3, passage 54Response Training Considerations Given examples of the following hazardous materials/WMD incidents, the operations level responder shall describe products potentially encountered in the incident associated with each situation: 1. Hazardous materials/WMD suspicious letter 2. Hazardous materials/WMD suspicious package 3. Hazardous materials/WMD illicit laboratory 4. Release/attack with a WMD agent 5. Environmental crimes. OPS- PS - 1.1.2 Origin: NFPA 6.5.2.1 (2) Given examples of the following hazardous materials/WMD incidents, identify the agency(s) with investigative authority and the incident response considerations associated with each situation: 1. Hazardous materials/WMD suspicious letter 2. Hazardous materials/WMD suspicious package 3. Hazardous materials/WMD illicit laboratory 4. Release/attack with a WMD agent 5. Environmental crimes OPS-PS 2. Planning the Response OPS- PS - 2.1 Origin: NFPA 6.5.3.1 Identify Unique Aspects of Criminal Hazardous Materials/WMD Incidents The operations level responder assigned to evidence preservation and sampling shall be capable of identifying the unique aspects associated with illicit laboratories, hazardous materials/WMD incidents, and environmental crimes. OPS- PS - 2.1.1 Origin: NFPA 6.5.3.1 (1)(a-e) Given an incident involving illicit laboratories, a hazardous materials/ WMD incident, or an environmental crime, the responder shall be able to describe the following procedures: 1. Secure, characterize, and preserve the scene. 2. Document personnel and scene activities associated with incident. 3. Determine whether or not the responders are within their legal authority to perform evidence preservation and sampling tasks. 4. Notify the agency with investigative authority. 5. Notify the Explosive Ordnance Disposal (EOD) personnel. OPS- PS - 2.1.2 Origin: NFPA 6.5.3.1 (1) (f-g) Given an incident involving illicit laboratories, a hazardous materials/ WMD incident, or an environmental crime, the responder shall be able to identify: 2016 Response Training Guidelines – Page 56#
Attachment 3, passage 55Response Training Considerations 1. Potential sample/evidence 2. The applicable sampling equipment. OPS- PS - 2.1.3 Origin: NFPA 6.5.3.1 (1)(h-o) Given an incident involving illicit laboratories, a hazardous materials/ WMD incident, or an environmental crime, the responder shall be able to describe the following procedures: 1. procedures to protect samples and evidence from cross contamination 2. documentation procedures 3. evidentiary sampling techniques 4. field screening protocols for sample/evidence collected 5. evidence labeling and packaging procedures 6. evidence decontamination procedures 7. evidence packaging procedures for evidence transportation 8. chain of custody procedures OPS- PS - 2.1.4 Origin: NFPA 6.5.3.1 (2) (a-d) Given an example of an illicit laboratory, the operations level responder assigned to evidence preservation and sampling shall be able to describe: 1. hazards, safety procedures, decontamination, and tactical guidelines for this type of incident 2. factors to be evaluated in selecting the personal protective equipment, sampling equipment, detection devices, and sample/evidence packaging and transport containers 3. sampling options associated with liquid and solid sample/evidence collection. 4. field screening protocols for samples/evidence collected. OPS- PS - 2.1.5 Origin: NFPA 6.5.3.1 (3)(a-d) Given an example of an environmental crime, the operations level responder assigned to evidence preservation and sampling shall be able to: 1. Describe the hazards, safety procedures, decontamination, and tactical guidelines for this type of incident. 2. Describe the factors to be evaluated in selecting the personal protective equipment, sampling equipment, detection devices, and sample/evidence packaging and transport containers. 3. Describe the sampling options associated with liquid and solid sample/evidence collection. 4. Describe the field screening protocols for samples/evidence collected. OPS- PS - 2.1.6 Origin: NFPA 6.5.3.1 (4) (a-d) 2016 Response Training Guidelines – Page 57#
Attachment 3, passage 56Response Training Considerations Given an example of a hazardous materials/WMD suspicious letter, the responder assigned to evidence preservation and sampling shall be able to perform the following tasks: 1. Describe the hazards, safety procedures, decontamination, and tactical guidelines for this type of incident. 2. Describe the factors to be evaluated in selecting the personal protective equipment, sampling equipment, detection devices, and sample/evidence packaging and transport containers. 3. Describe the sampling options associated with liquid and solid sample/evidence collection. 4. Describe the field screening protocols for samples/evidence collected. OPS- PS - 2.1.7 Origin: NFPA 6.5.3.1 (5)(a-d) Given an example of a hazardous materials/WMD suspicious package, the responder assigned to evidence preservation and sampling shall be able to perform the following tasks: 1. Describe the hazards, safety procedures, decontamination, and tactical guidelines for this type of incident. 2. Describe the factors to be evaluated in selecting the personal protective equipment, sampling equipment, detection devices, and sample/evidence packaging and transport containers. 3. Describe the sampling options associated with liquid and solid sample/evidence collection. 4. Describe the field screening protocols for samples/evidence collected. OPS- PS - 2.1.8 Origin: NFPA 6.5.3.1 (6) Given an example of a release/attack involving a hazardous material/WMD agent, the operations level responder assigned to evidence preservation and sampling shall be able to perform the following tasks: 1. Describe the hazards, safety procedures, decontamination and tactical guidelines for this type of incident. 2. Describe the factors to be evaluated in selecting the personal protective equipment, sampling equipment, detection devices, and sample/evidence packaging and transport containers. 3. Describe the sampling options associated with liquid and solid sample/evidence collection. 4. Describe the field screening protocols for samples/evidence collected. OPS- PS - 2.1.9 Origin: NFPA 6.5.3.1 (7) Given examples of different types of potential criminal hazardous materials/WMD incidents, the operations level responder shall identify and describe the application, 2016 Response Training Guidelines – Page 58#
Attachment 3, passage 57Response Training Considerations use, and limitations of the various types field screening tools that can be utilized for screening the following: 1. Corrosivity 2. Flammability 3. Oxidation 4. Radioactivity 5. Volatile organic compounds (VOC). OPS- PS - 2.1.10 Origin: NFPA 6.5.3.1 (8) Describe the potential adverse impact of using destructive field screening techniques. OPS- PS - 2.1.11 Origin: NFPA 6.5.3.1 (9) Describe the procedures for maintaining the evidentiary integrity of any item removed from the crime scene. OPS- PS - 2.2 Origin: NFPA 6.5.3.2 Selecting Personal Protective Equipment The operations level responder assigned to evidence preservation and sampling shall select the personal protective equipment required to support evidence preservation and sampling at hazardous materials/WMD incidents based upon local procedures. OPS-PS 3. Implementing the Planned Response OPS- PS - 3.1 Origin: NFPA 6.5.4.1 Implementing the Planned Response Given the incident action plan for a criminal incident involving hazardous materials/WMD, the operations level responder assigned to evidence preservation and sampling shall implement, or oversee the implementation of, the selected response actions safely and effectively: OPS- PS - 3.1.1 Origin: NFPA 6.5.4.1 (1) Secure, characterize, and preserve the scene. OPS- PS - 3.1.2 Origin: NFPA 6.5.4.1 (2) Document personnel and scene activities associated with incident. OPS- PS - 3.1.3 Origin: NFPA 6.5.4.1 (3) Describe whether or not the responders are within their legal authority to perform evidence preservation and sampling tasks. 2016 Response Training Guidelines – Page 59#
Attachment 3, passage 58Response Training Considerations OPS- PS - 3.1.4 Origin: NFPA 6.5.4.1 (4) Notify the agency with investigative authority. OPS- PS - 3.1.5 Origin: NFPA 6.5.4.1 (5) Notify the EOD personnel. OPS- PS - 3.1.6 Origin: NFPA 6.5.4.1 (6) Identify potential sample/evidence to be collected. OPS- PS - 3.1.7 Origin: NFPA 6.5.4.1 (7) Demonstrate the procedures to protect samples and evidence from cross contamination. OPS- PS - 3.1.8 Origin: NFPA 6.5.4.1 (8) Demonstrate the correct techniques to collect samples utilizing the equipment provided. OPS- PS - 3.1.9 Origin: NFPA 6.5.4.1 (9) Demonstrate the documentation procedures. OPS- PS - 3.1.10 Origin: NFPA 6.5.4.1 (10) Demonstrate the sampling protocols. OPS- PS - 3.1.11 Origin: NFPA 6.5.4.1 (11) Demonstrate field screening protocols for sample/evidence collected. OPS- PS - 3.1.12 Origin: NFPA 6.5.4.1 (12) Demonstrate evidence labeling and packaging procedures. OPS- PS - 3.1.13 Origin: NFPA 6.5.4.1 (13) Demonstrate evidence decontamination procedures. OPS- PS - 3.1.14 Origin: NFPA 6.5.4.1 (14) Demonstrate evidence packaging procedures for evidence transportation. OPS- PS - 3.2 Origin: NFPA 6.5.4.2 The operations level responder assigned to evidence preservation and sampling shall describe local procedures for the technical decontamination process. 2016 Response Training Guidelines – Page 60#
Attachment 3, passage 59Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Performing Product Control Operations Level responders assigned to product control at hazardous materials/WMD incidents shall be trained to meet all competencies at the awareness and operations levels, the mission-specific competencies for personal protective equipment, and the competencies in this section. They shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-PC 1. Planning the Response OPS- PC - 1.1 Origin: NFPA 6.6.3.1 OSHA Ops-D Identifying Control Options Given examples of hazardous materials/WMD incidents, the operations level responder assigned to perform product control shall identify control options at the operations level for each response objective by completing the following requirements as prescribed by the AHJ: OPS- PC - 1.1.1 Origin: NFPA 6.6.3.1 (1) OSHA Ops-D Identify the options to accomplish a given response objective. OPS- PC - 1.1.2 Origin: NFPA 6.6.3.1 (2) OSHA Ops-D Identify the purpose for and the procedures, equipment, and safety precautions associated with each of the following control techniques: (a) Absorption (b) Adsorption (c) Damming 2016 Response Training Guidelines – Page 61#
Attachment 3, passage 60Response Training Considerations (d) Diking (e) Dilution (f) Diversion (g) Remote valve shutoff (h) Retention (i) Vapor dispersion (j) Vapor suppression OPS-PC 2. Implementing the Planned Response OPS- PC - 2.1 Origin: NFPA 6.6.4.1 OSHA Ops-D Performing Control Options Given an incident action plan for a hazardous materials/WMD incident, within the capabilities and equipment provided by the AHJ, the operations level responder assigned to perform product control shall demonstrate control functions set out in the plan by completing the following requirements as prescribed by the AHJ: OPS- PC - 2.1.1 Origin: NFPA 6.6.4.1 (1) OSHA Ops-D Using the type of special purpose or hazard suppressing foams or agents and foam equipment furnished by the AHJ, demonstrate the application of the foam(s) or agent(s) on a spill or fire involving hazardous materials/WMD. OPS- PC - 2.1.2 Origin: NFPA 6.6.4.1 (2) OSHA Ops-D Identify the characteristics and applicability of the following Class B foams if supplied by the AHJ: (a) Aqueous film-forming foam (AFFF) (b) Alcohol-resistant concentrates (c) Fluoroprotein (d) High expansion foam OPS- PC - 2.1.3 Origin: NFPA 6.6.4.1 (3) OSHA Ops-D Given the required tools and equipment, demonstrate how to perform the following control activities: (a) Absorption (b) Adsorption (c) Damming (d) Diking (e) Dilution (f) Diversion (g) Retention (h) Remove valve shut-off 2016 Response Training Guidelines – Page 62#
Attachment 3, passage 61Response Training Considerations (i) Vapor dispersion (j) Vapor suppression OPS- PC - 2.1.4 Origin: NFPA 6.6.4.1 (4) OSHA Ops-D Identify the location and describe the use of emergency remote shutoff devices on MC/DOT-306/406, MC/DOT-307/407, and MC-331 cargo tanks containing flammable liquids or gases. OPS- PC - 2.1.5 Origin: NFPA 6.6.4.1 (5) OSHA Ops-D Describe the use of emergency remote shutoff devices at fixed facilities. OPS- PC - 2.12 Origin: NFPA 6.6.4.2 OSHA Ops-E The operations level responder assigned to perform product control shall describe local procedures for going through the technical decontamination process. 2016 Response Training Guidelines – Page 63#
Attachment 3, passage 62Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Performing Air Monitoring and Sampling Operations level responders assigned to perform air monitoring and sampling shall operate under the guidance of a hazardous materials technician, written standard operating procedures, or an allied professional. They shall be trained to meet all competencies at the awareness and operations levels, the mission-specific competencies for personal protective equipment, and the competencies in this section. Operations level responders assigned to perform air monitoring and sampling shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-AMS 1. Planning the Response OPS- AMS - 1.1 Origin: NFPA 6.7.3.1 Given the air monitoring and sampling equipment provided by the AHJ, the operations level responder assigned to perform air monitoring and sampling shall select the detection/monitoring equipment suitable for detecting or monitoring for solid, liquid, or gaseous hazardous materials/WMD. OPS- AMS - 1.2 Origin: NFPA 6.7.3.2 Given detection/monitoring devices(s) provided by the AHJ, the operations level responders assigned to perform air monitoring and sampling shall describe the operation, capabilities and limitations, local monitoring procedures, field testing, and maintenance procedures associated with each device. 2016 Response Training Guidelines – Page 64#
Attachment 3, passage 63Response Training Considerations OPS- AMS - 1.3 Origin: NFPA 6.7.3 Selecting Personal Protective Equipment The operations level responder assigned to perform air monitoring and sampling shall select the personal protective equipment required to support air monitoring and sampling at hazardous materials/WMD incidents based upon local procedures. OPS-AMS 2. Implementing the Planned Response OPS- AMS - 2.1 Origin: NFPA 6.7.4.1 Given a scenario involving hazardous materials/WMD and detection/ monitoring devices provided by the AHJ, the operations level responders assigned to perform air monitoring and sampling shall demonstrate the field test and operation of each device and interpret the readings based on local procedures. OPS- AMS - 2.2 Origin: NFPA 6.7.4.2 Describe procedures for post-air monitoring and sampling decontamination. 2016 Response Training Guidelines – Page 65#
Attachment 3, passage 64Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Performing Victim Rescue and Recovery Operations level responders assigned to perform victim rescue and recovery during hazardous materials/WMD incidents shall perform these tasks under the guidance of a hazardous materials technician, written standard operating procedures, or an allied professional. They shall be trained to meet all competencies at the awareness and operations levels, the mission-specific competencies for personal protective equipment, and the competencies in this section. Operations level responders assigned to perform victim rescue and recovery shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-VRR 1. Planning the Response OPS- VRR - 1.1 Origin: NFPA 6.8.3.1 Given scenarios involving hazardous materials/WMD incidents, the operations level responder assigned to victim rescue/recovery shall determine the feasibility of conducting victim rescue/recovery operations at an incident involving a hazardous material/WMD and shall be able to perform the following tasks: . 2016 Response Training Guidelines – Page 66#
Attachment 3, passage 65Response Training Considerations OPS- VRR - 1.1.1 Origin: NFPA 6.8.3.1 (1) Determine the feasibility of conducting rescue and recovery operations. OPS- VRR - 1.1.2 Origin: NFPA 6.8.3.1 (2) Describe the safety procedures, tactical guidelines, and incident response considerations to affect a rescue associated with each of the following situations: (a) Line-of-sight with ambulatory victims (b) Line-of-sight with non-ambulatory victims (c) Non-line-of-sight with ambulatory victims (d) Non-line-of-sight with non-ambulatory victims (e) Victim rescue operations versus victim recovery operations OPS- VRR - 1.1.3 Origin: NFPA 6.8.3.1 (3) Determine if the options are within the capabilities of available personnel and personal protective equipment. OPS- VRR - 1.1.4 Origin: NFPA 6.8.3.1 (4) Describe the procedures for implementing victim rescue and recovery operations within the incident command system. OPS- VRR - 1.2 Origin: NFPA 6.8.3.2 Given the PPE provided by the AHJ, the operations level responder assigned to perform victim rescue and recovery shall select the personal protective equipment required to support victim rescue and recovery at hazardous materials/WMD incidents based on local procedures. OPS-VRR 2. Implementing the Planned Response OPS- VRR - 2.1 Origin: NFPA 6.8.4.1 Given a scenario involving hazardous materials/WMD, the operations level responder assigned to victim rescue and recovery shall perform the following tasks: OPS- VRR - 2.1.1 Origin: NFPA 6.8.4.1 (1) Identify the different team positions and describe their main functions. OPS- VRR - 2.1.2 Origin: NFPA 6.8.4.1 (2) Select and use specialized rescue equipment and procedures provided by the AHJ to support victim rescue/recovery operations. OPS- VRR - 2.1.3 Origin: NFPA 6.8.4.1 (3) Demonstrate safe and effective methods for victim rescue/recovery. 2016 Response Training Guidelines – Page 67#
Attachment 3, passage 66Response Training Considerations OPS- VRR - 2.1.4 Origin: NFPA 6.8.4.1 (4) Demonstrate the ability to triage victims. OPS- VRR - 2.1.5 Origin: NFPA 6.8.4.1 (5) Describe local procedures for performing decontamination upon completing the victim rescue/removal mission. 2016 Response Training Guidelines – Page 68 Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Responding to Illicit Laboratory Incidents Operations level responders assigned to respond to illicit laboratory incidents shall perform these tasks under the guidance of a hazardous materials technician, written standard operating procedures, or an allied professional. They shall be trained to meet all competencies at the awareness and operations levels, the mission-specific competencies for personal protective equipment, and the competencies in this section. Operations level responders assigned to respond to illicit laboratory incidents shall also receive additional training necessary to meet specific needs of the jurisdiction. OPS-IL 1. Analyzing the Incident OPS- IL - 1.1 Origin: NFPA 6.9.2.1 Determine If a Hazardous Materials/WMD Incident Is an Illicit Laboratory Operation Given examples of hazardous materials/WMD incidents involving illicit laboratory operations, the operations level responder assigned to respond to illicit laboratory incidents shall identify the potential drugs/WMD being manufactured. 2016 Response Training Guidelines – Page 69#
Attachment 3, passage 67Response Training Considerations OPS- IL - 1.1.1 Origin: NFPA 6.9.2.1 (1) Given examples of illicit drug manufacturing methods, describe the operational considerations, hazards, and products involved in the illicit process. OPS- IL - 1.1.2 Origin: NFPA 6.9.2.1 (2) Given examples of illicit chemical WMD methods, describe the operational considerations, hazards, and products involved in the illicit process. OPS- IL - 1.1.3 Origin: NFPA 6.9.2.1 (3) Given examples of illicit biological WMD methods, describe the operational considerations, hazards, and products involved in the illicit process. OPS- IL - 1.1.4 Origin: NFPA 6.9.2.1 (4) Given examples of illicit laboratory operations, describe the potential booby-traps that have been encountered by response personnel. OPS- IL - 1.1.5 Origin: NFPA 6.9.2.1 (5) Given examples of illicit laboratory operations, describe the agencies that have investigative authority and operational responsibility to support the response. OPS-IL 2. Planning the Response . OPS- IL - 2.1 Origin: NFPA 6.9.3.1 Determining the Response Options Given an analysis of hazardous materials/WMD incidents involving illicit laboratories, the operations level responder assigned to respond to illicit laboratory incidents shall identify possible response options. OPS- IL - 2.2 Origin: NFPA 6.9.3.2.1 Identifying Unique Aspects of Criminal Hazardous Materials/WMD Incidents The operations level responder assigned to respond to illicit laboratory incidents shall identify the unique operational aspects associated with illicit drug manufacturing and illicit WMD manufacturing. 2016 Response Training Guidelines – Page 70#
Attachment 3, passage 68Response Training Considerations OPS- IL - 2.2.1 Origin: NFPA 6.9.3.2.2 Given an incident involving illicit drug manufacturing or illicit WMD manufacturing, the operations level responder assigned to illicit laboratory incidents shall describe the following tasks: 1) Law enforcement securing and preserving the scene 2) Joint hazardous materials and EOD personnel site reconnaissance and hazard identification 3) Determining atmospheric hazards through air monitoring and detection 4) Mitigation of immediate hazards while preserving evidence 5) Coordinated crime scene operation with the law enforcement agency having investigative authority 6) Documenting personnel and scene activities associated with incident OPS- IL - 2.3 Origin: NFPA 6.9.3.3 Identifying the Law Enforcement Agency Having Investigative Jurisdiction The operations level responder assigned to respond to illicit laboratory incidents shall identify the law enforcement agency having investigative jurisdiction.. OPS- IL - 2.3.1 Origin: NFPA 6.9.3.2 (1) (a-c) Given scenarios involving illicit drug manufacturing or illicit WMD, identify the law enforcement agency(s) with investigative authority for the following situations: (a) Illicit drug manufacturing (b) Illicit WMD manufacturing (c) Environmental crimes resulting from illicit laboratory operations OPS- IL - 2.4 Origin: NFPA 6.9.3.4.1 Identifying Unique Tasks and Operations at Sites Involving Illicit Laboratories The operations level responder assigned to respond to illicit laboratory incidents shall identify and describe the unique tasks and operations encountered at illicit laboratory scenes. OPS- IL - 2.4.1 Origin: NFPA 6.9.3.4.2 (1-5) Given scenarios involving illicit drug manufacturing or illicit WMD manufacturing describe the following: 1) Hazards, safety procedures and tactical guidelines for this type emergency 2) Factors to be evaluated in selecting the appropriate personal protective equipment for each type of tactical operation 3) Factors to be considered in selecting appropriate decontamination procedures 4) Factors to be evaluated in selection detection devices 2016 Response Training Guidelines – Page 71#
Attachment 3, passage 69Response Training Considerations 5) Factors to consider in developing a remediation plan OPS- IL - 2.5 Origin: NFPA 6.9.3.5 Selecting Personal Protective Equipment The operations level responder assigned to respond to illicit laboratory incidents shall select the personal protective equipment required to respond to illicit laboratory incidents based upon local procedures. OPS-IL 3. Implementing the Planned Response OPS- IL - 3.1 Origin: NFPA 6.9.4.1 Given scenarios involving an illicit drug/WMD laboratory operation involving hazardous materials/WMD, the operations level responder assigned to respond to illicit laboratory incidents shall implement or oversee the implementation of the selected response options safely and effectively. OPS- IL - 3.1.1 Origin: NFPA 6.9.4.1.1 (1) Describe safe and effective methods for law enforcement to secure the scene. OPS- IL - 3.1.2 Origin: NFPA 6.9.4.1.1 (2) Demonstrate decontamination procedures for tactical law enforcement personnel (SWAT/K-9) securing an illicit laboratory. OPS- IL - 3.1.3 Origin: NFPA 6.9.4.1.1 (3) Describe methods to identify and/or avoid potential unique safety hazards found at illicit laboratories such as booby-traps and releases of hazardous materials. OPS- IL - 3.1.4 Origin: NFPA 6.9.4.1.1 (4) Describe methods to conduct joint hazardous materials/EOD operations to identify safety hazards and implement control procedures. OPS- IL - 3.2 Origin: NFPA 6.9.4.1.2 Given a simulated illicit drug/WMD laboratory entry operation, the operations level responders assigned to respond to illicit laboratory incidents shall demonstrate methods of identifying the following: 1) The potential manufacture of illicit drugs during reconnaissance operations 2) The potential manufacture of illicit WMD materials during reconnaissance operations 2016 Response Training Guidelines – Page 72#
Attachment 3, passage 70Response Training Considerations 3) Potential environmental crimes associated with the manufacture of illicit drugs/WMD materials during reconnaissance operations OPS- IL - 3.3 Origin: NFPA 6.9.4.1.3 Given a simulated illicit drug/WMD laboratory incident, the operations level responder assigned to respond to illicit laboratory incidents shall describe joint agency crime scene operations, including support to forensic crime scene processing teams. OPS- IL - 3.4 Origin: NFPA 6.9.4.4 Given a simulated illicit drug/WMD laboratory incident, the operations level responder assigned to respond to illicit laboratory incidents shall describe the policy and procedures for post–crime scene processing and site remediation operations. OPS- IL - 3.5 Origin: NFPA 6.9.4.1.5 The operations level responder assigned to respond to illicit laboratory incidents shall be able to describe local procedures for performing decontamination upon completing the illicit laboratory mission. 2016 Response Training Guidelines – Page 73#
Attachment 3, passage 71Response Training Considerations Mission-Specific Competency Area for the Operations Level Responder Disablement/Disruption of Improvised Explosive Devices (IEDs), Improvised WMD Dispersal Devices, and Operations at Improvised Explosives Laboratories Operations level responders assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall be that person, competent at the operations level, who is assigned to perform these tasks under the guidance of a hazardous materials technician, written standard operating procedures, or an allied professional. Operations level responders assigned to perform these tasks shall possess current certification as a Hazardous Device Technician from the FBI Hazardous Devices School, Department of Defense, or equivalent certifying agency as determined by the AHJ and be functioning as a member of a bomb squad or recognized military unit. They shall be trained to meet all competencies at the awareness and operations levels, the mission-specific competencies for personal protective equipment, the mission-specific competencies for response to illicit laboratories, and the competencies in this section. Operations level responders assigned to perform these tasks shall also receive additional training necessary to meet specific needs of the jurisdiction. 2016 Response Training Guidelines – Page 74#
Attachment 3, passage 72Response Training Considerations OPS-IED 1. Analyzing the Incident OPS- IED - 1.1 Origin: NFPA 6.10.2.1 Determining If the Incident Involves the Potential Presence of an Improvised WMD Dispersal Device Given examples of hazardous materials/WMD incidents involving an IED or improvised WMD dispersal device, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall identify and/or categorize the hazard by completing the following: OPS- IED - 1.1.1 Origin: NFPA 6.10.2.1 (1) Given examples of the following hazardous materials/WMD incidents involving an IED or improvised WMD dispersal device, describe products that might be encountered in the incident associated with each situation: (a) Letter/package-based improvised dispersal device (b) Briefcase/backpack-based improvised dispersal device (c) Transportation-borne WMD dispersal device (d) Fixed location hazards where an IED has been placed to cause the deliberate release of a material OPS- IED - 1.2 Origin: NFPA 6.10.2.2 Given examples of hazardous materials/WMD incidents involving improvised explosives laboratories, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratory incidents shall identify the potential explosives/WMD being manufactured by completing the following related requirements: OPS- IED - 1.2.1 Origin: NFPA 6.10.2.2 (1) Given examples of improvised explosives manufacturing methods, describe the operational considerations, hazards, and products involved in the illicit process. OPS- IED - 1.2.2 Origin: NFPA 6.10.2.2 (2) Given examples of improvised explosives laboratory operations, describe the potential booby-traps that have been encountered by response personnel. OPS- IED - 1.2.3 Origin: NFPA 6.10.2.2 (3) Given examples of improvised explosives laboratory operations, describe the agencies that have investigative authority and operational responsibility to support the response. 2016 Response Training Guidelines – Page 75#
Attachment 3, passage 73Response Training Considerations OPS-IED 2. Planning the Response OPS- IED - 2.1 Origin: NFPA 6.10.3.1 Identifying Unique Aspects of Improvised WMD Dispersal Device Related Hazardous Materials/WMD Incidents When responding to hazardous materials/WMD incidents, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratory incidents shall be capable of identifying the unique aspects associated with such incidents by completing the following requirements: OPS- IED - 2.1.1 Origin: NFPA 6.10.3.1 (1) Given an incident involving a nonvehicle based WMD dispersal device, shall be able to perform the following tasks: (a) Describe the hazards, safety procedures, and tactical guidelines for this type of incident (b) Describe the factors to be evaluated in selecting the personal protective equipment (c) Describe the procedure for identifying and obtaining the appropriate emergency response elements to support disablement/disruption activities OPS- IED - 2.1.2 Origin: NFPA 6.10.3.1 (2) Given an incident involving a vehicle-borne WMD dispersal device, shall be able to perform the following tasks: (a) Describe the hazards, safety procedures, and tactical guidelines for this type of incident (b) Describe the factors to be evaluated in selecting the personal protective equipment (c) Describe the procedure for identifying and obtaining the appropriate emergency response elements to support disablement/disruption activities OPS- IED - 2.1.3 Origin: NFPA 6.10.3.1 (3) Given examples of different types of incidents involving an improvised WMD dispersal device, shall identify and describe the application use and limitations of various types of field screening tools that can be utilized for determining the presence of the following materials: (a) Gamma and neutron radiation (b) Explosive materials [commercial and home-made explosives (HME) 2016 Response Training Guidelines – Page 76#
Attachment 3, passage 74Response Training Considerations OPS- IED - 2.2 Origin: NFPA 6.10.3.2 Identifying Unique Aspects of Improvised Explosives Laboratory Related Hazardous Materials/WMD Incidents When responding to conduct mitigation procedures on energetic materials at an improvised explosive laboratory, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall be capable of identifying the unique aspects associated with such incidents. OPS- IED - 2.2.1 Origin: NFPA 6.10.3.2 (1) Given a scenario involving an improvised explosive laboratory and detection devices provided by the AHJ, complete the following: OPS- IED - 2.2.1a Origin: NFPA 6.10.3.2 (1)(a) Describe the hazards, safety procedures, and tactical guidelines for this type of incident. OPS- IED - 2.2.1b Origin: NFPA 6.10.3.2 (1)(b) Describe the factions to be evaluated in selecting the personal protective equipment. OPS- IED - 2.2.1c Origin: NFPA 6.10.3.2 (1)(c) Describe the application, use, and limitations of various types of field screening tools that can be utilized for determining the presences of the following materials: i. Radioactive materials that emit alpha, beta, gamma, or neutron radiation, including radio-nuclide identification of gamma emitting radioactive materials. ii. Explosive materials (commercial and HME). OPS- IED - 2.2.1d Origin: NFPA 6.10.3.2 (1)(d) Demonstrate the field test and operation of each detection device and interpret the readings based on local procedures. OPS- IED - 2.2.1e Origin: NFPA 6.10.3.2 (1)(e) Describe local procedures for decontamination of themselves and their detection devices upon completion of the material detection mission. 2016 Response Training Guidelines – Page 77#
Attachment 3, passage 75Response Training Considerations OPS- IED - 2.2.1f Origin: NFPA 6.10.3.2 (1)(f) Describe the procedure for identifying and obtaining the appropriate emergency response elements to support disablement/disruption or mitigation activities. OPS-IED 3. Identifying Potential Response Options OPS- IED - 3.1 Origin: NFPA 6.10.3.3.1 Given scenarios involving a potential IED or improvised WMD materials dispersal device, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall identify possible response options. OPS- IED - 3.2 Origin: NFPA 6.10.3.3.2 Given scenarios involving potential improvised explosives laboratories, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall identify possible response options. OPS- IED - 3.3 Origin: NFPA 6.10.3.3.4 Selecting Personal Protective Equipment Given the personal protective equipment provided by the AHJ, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall select the persona protective equipment required to support such operations at hazardous materials/WMD incidents based on the National Guidelines for Bomb Technicians adopted by the National Bomb Squad Commanders Advisory Board (NBSCAB). OPS-IED 4. Implementing the Planned Response OPS- IED - 4.1 Origin: NFPA 6.10.4.1 Given scenarios involving a potential IED or improvised WMD dispersal device, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall be able to complete the following tasks: OPS- IED - 4.1.1 Origin: NFPA 6.10.4.1 (1) Using detection and monitoring devices provided by the AHJ, demonstrate the field test and operation of each device and interpret the readings based on local or agency procedures. 2016 Response Training Guidelines – Page 78#
Attachment 3, passage 76Response Training Considerations OPS- IED - 4.1.2 Origin: NFPA 6.10.4.1 (2) Perform diagnostics based on procedures instructed by a nationally accredited hazardous devices school or program. OPS- IED - 4.1.3 Origin: NFPA 6.10.4.1 (3) Perform disablement/disruption techniques in accordance with the FBI Hazardous Devices School “logic tree”, the NBSCAB A Model for Bomb Squad Standard Operating Procedures, established protocol for military units, or established protocol of the AHJ. OPS- IED - 4.1.4 Origin: NFPA 6.10.4.1 (4) Assist in planning the air monitoring and sampling activities within the capabilities and competencies of available personnel, personal protective equipment, and control equipment; and in accordance with the AHJ, describe the air monitoring and sampling options available. OPS- IED - 4.1.5 Origin: NFPA 6.10.4.1 (5) Given the air monitoring and sampling equipment provided by the AHJ, shall complete the following: (a) Select the detection or monitoring suitable for detecting or monitoring of the IED or improvised WMD dispersal device (b) Describe the operation, capabilities, limitations, local monitoring procedures, field-testing, and maintenance procedures associated with each device provided by the AHJ (c) Describe local procedures for decontamination of the detection and monitoring devices upon completion of the mission OPS- IED - 4.2 Origin: NFPA 6.10.4.2 Given a simulated explosives laboratory incident, the operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall be able to perform the following tasks: OPS- IED - 4.2.1 Origin: NFPA 6.10.4.2 (1) Describe safe and effective methods for law enforcement to secure the scene. OPS- IED - 4.2.2 Origin: NFPA 6.10.4.2 (2) Demonstrate methods to identify and avoid unique safety hazards at improvised explosives laboratories such as booby traps, releases of hazardous materials, and initiating components. 2016 Response Training Guidelines – Page 79#
Attachment 3, passage 77Response Training Considerations OPS- IED - 4.2.3 Origin: NFPA 6.10.4.2 (3) Using detection and monitoring devices provided by the AHJ, demonstrate the field test and operation of each device and interpret the readings based on local or agency procedures. OPS- IED - 4.2.4 Origin: NFPA 6.10.4.2 (4) Describe the methods that could be utilized to mitigate the hazards identified. OPS- IED - 4.3 Origin: NFPA 6.10.4.3 The operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall demonstrate the ability to wear an appropriate combination of chemical protective clothing, respiratory protection, and ballistic protection for the hazards identified in OPS-IED 1.1 (NFPA 6.10.2.1) and OPS-IED 1.2 (NFPA 6.10.2.2)Hazar. OPS- IED - 4.4 Origin: NFPA 6.10.4.4 The operations level responder assigned to perform disablement/disruption of IEDs, improvised WMD dispersal devices, and operations at improvised explosives laboratories shall describe the local procedures for the technical decontamination process. 2016 Response Training Guidelines – Page 80#
Attachment 3, passage 78Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Technician 2016 Response Training Guidelines – Page 81#
Attachment 3, passage 79Response Training Considerations Introduction Hazardous materials technicians shall be trained to meet all requirements of the first responder at the awareness and core operations level and to meet all requirements at the technician level of emergency hazardous materials response. Technicians must also be trained and certified on any Ops Mission Specific competencies that they plan on supervising during the incident if not part of core Technician training. Technicians shall meet the training requirements and be provided medical surveillance in accordance with requirements of OSHA, local occupational health and safety regulatory agencies, or EPA, as appropriate for their jurisdiction. Definition As defined in NFPA 472, hazardous materials technicians shall be that person who responds to hazardous materials/WMD incidents using a risk-based response process by which he or she analyzes a problem involving hazardous materials/WMD, selects applicable decontamination procedures, and controls a release using specialized protective clothing and control equipment. Training Audience Technicians typically are members of hazardous materials response teams, which consist of specifically trained personnel who respond to hazardous materials incidents. The teams perform various response actions including risk-based response assessments, firefighting, rescue, containment and confinement operations; they are not responsible for cleanup operations following the incidents. Technicians are employed by various public and private organizations including fire or emergency medical services, law enforcement, public health, utilities, manufacturers, and contractors. By definition, technicians must be well versed in a wide variety of topics. They are expected to respond to most kinds of hazardous materials incidents that would occur in their jurisdictions. Therefore, training managers should be careful not to make this broad- based training too specialized. A community’s hazard analysis may suggest modifications. Emphasis should be placed on the most prevalent types of chemicals and incidents, based on a community risk assessment process. Equipment, Facilities, and Resources Hazardous materials technician training requires both classroom and hands-on workspace as well as reference materials, equipment, and props. Consideration must be given to class size, weather conditions, number of instructors or evaluators, and available equipment and props. Because of the time involved in demonstration and performance activities, class size must be limited. A reasonable student-to-teacher ratio is 30:1 for lecture and 10:1 for hands-on activities, although some blocks of instruction 2016 Response Training Guidelines – Page 82#
Attachment 3, passage 80Response Training Considerations (such as work with live chemicals) may require a 5:1 ratio. Extreme cold or heat will affect outdoor activities involving protective clothing, chemicals, and props. If outdoor exercises involving chemical protective clothing or actual chemicals are to be conducted, neighboring residences and facilities must be considered and notified. Arrangements for secured storage must be made to handle the expensive equipment that will have to be located near the classroom and work area. Methodology Recommendations Hazardous materials technician training is best conducted with a combination of classroom instruction using traditional lecture and small-group activities, field exercises involving group practice in simulated emergencies, and hands-on skill training in doing actual control, confinement, and containment exercises. Typically, training ranges from 40 (OSHA Hazardous Materials Technician) to 240 hours. There should be a strong emphasis on the application and use risk-based response processes, incident decision- making, and hands-on practice and skills. Content instruction should be synthesized in student activities requiring risk-based analysis of incident information to determine plans of action. Skill training should be performed on actual containers with simulated releases, using full protective equipment and proper response tools. Skill training should include instructor modeling, student walk-throughs, and student practice under stress until competency is achieved. Proper critiques and corrective instruction are essential. Refresher training should include (1) competency retesting of all response skills, (2) technical information updates, (3) critique of incident scene decision making using simulated emergencies, and (4) assessment of retained cognitive knowledge with written examinations. 2016 Response Training Guidelines – Page 83#
Attachment 3, passage 81Response Training Considerations Summary of Training Requirements Federal Training Requirements OSHA establishes the following training requirements for hazardous materials technicians. Methods of testing are not specified. Technicians shall have awareness training and operations training (for a minimum of 24 hours) and training at the technician level. Employers are required to ensure that employees demonstrate competency in the skills defined. OSHA CFR 1910.120 (q)(6)(iii) Hazardous materials technicians are individuals who respond to releases or potential releases for the purpose of stopping the release. They assume a more aggressive role than a first responder at the operations level in that they will approach the point of release in order to plug, patch, or otherwise stop the release of a hazardous substance. Hazardous materials technicians shall have received at least 24 hours of training equal to the first responder operations level and in addition have competency in the following areas and the employer shall so certify: (A) Know how to implement the employer’s emergency response plan 2016 Response Training Guidelines – Page 84#
Attachment 3, passage 82Response Training Considerations (B) Know the classification, identification, and verification of known and unknown materials by using field survey instruments and equipment (C) Be able to function within an assigned role in the Incident Command System (D) Know how to select and use proper specialized chemical personal protective equipment provided to the hazardous materials technician (E) Understand hazard and risk assessment techniques (F) Be able to perform advance control, containment, and/or confinement operations within the capabilities of the resources and personal protective equipment available with the unit (G) Understand and implement decontamination procedures (H) Understand termination procedures (I) Understand basic chemical and toxicological terminology and behavior OSHA 29 CFR 1910.120(q)(10) (10) Chemical protective clothing. Chemical protective clothing and equipment to be used by organized and designated HAZMAT team members, or to be used by hazardous materials specialists, shall meet the requirements of paragraphs (g)(3) through (5) of this section. Required Training Objectives OSHA TECH - A Given a simulated incident involving hazardous materials, demonstrate implementation of the employer’s emergency response plan. OSHA TECH - B Using field survey instruments and equipment, classify, identify, and verify known and unknown hazardous materials. OSHA TECH - C Given a simulated incident involving hazardous materials, demonstrate functioning within an assigned role in the incident command system. OSHA TECH - D Given a simulated incident involving hazardous materials, select and demonstrate use of proper specialized chemical personal protective equipment provided to the hazardous materials technician. OSHA TECH - E Identify hazard and risk assessment techniques. 2016 Response Training Guidelines – Page 85#
Attachment 3, passage 83Response Training Considerations OSHA TECH - F Given simulated incidents involving different hazardous materials containers and releases, demonstrate advanced control, containment, and/or confinement operations. OSHA TECH - G Given a simulated incident involving hazardous materials, identify and demonstrate decontamination procedures. OSHA TECH - H List and describe hazardous materials incident termination procedures. OSHA TECH - I Define basic chemical and toxicological terms and describe basic chemical and toxicological behavior. 2016 Response Training Guidelines – Page 86#
Attachment 3, passage 84Response Training Considerations Recommended Training Objectives The following training objectives are recommended for hazardous materials technician training. The primary source for this material is NFPA 472 (2013 edition), Chapter 7: Hazardous Materials Technician. Training objectives from other sources are noted, with discussion of the rationale for their inclusion to be found in the Special Topics section at the end of the Response Guidelines. To assist in assessing course compliance with OSHA 1910.120(q), the relationships between these objectives and the OSHA requirements are noted. References to OSHA 29 CFR 1910.120(q)(6)(iii)(A to I) are abbreviated as OSHA TECH-A to I. Objective Identification Legend TECH - 1.1 Origin: NFPA 7.2.1 Supports OSHA TECH - B,E This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. TECH 1 - Analyzing the Incident TECH - 1.1 Origin: NFPA 7.2.1 Supports OSHA TECH - B,E Surveying the Hazardous Materials/WMD Incidents Given examples of hazardous materials/WMD incidents, the hazardous materials technician shall identify containers involved and, given the necessary equipment, identify or classify unknown materials involved, verify the identity of the hazardous materials/WMD involved, determine the concentration of hazardous materials, and shall meet the requirements of TECH-1.1.1 (NFPA 7.2.1.1) through TECH 1.1.5 (NFPA 7.2.1.5). TECH - 1.1.1 Origin: NFPA 7.2.1.1 Supports OSHA TECH – B,E Given examples of various containers for hazardous materials/WMD, the hazardous materials technician shall identify each container by name and specification and identify the typical contents by name and hazard class. TECH - 1.1.1.1 Origin: NFPA 7.2.1.1.1 Supports OSHA TECH – B,E Given examples of the following railroad cars, the hazardous materials technician shall identify the container by name and specification and identify the typical contents by name and hazard class: 1) Cryogenic liquid tank cars 2) Nonpressure tank cars 2016 Response Training Guidelines – Page 87#
Attachment 3, passage 85Response Training Considerations 3) Pneumatically unloaded hopper cars 4) Pressure tank cars TECH - 1.1.1.2 Origin: NFPA 7.2.1.1.2 Supports OSHA TECH – B,E Given examples of the following intermodal tanks, the hazardous materials technician shall identify the container by name and specification and identify the typical contents by name and hazard class: 1) Nonpressure intermodal tanks, as follows: a. IM-101 (IMO Type 1 internationally) portable tank b. IM-102 (IMO Type 2 internationally) portable tank 2) Pressure intermodal tanks (DOT 51) (IMO Type 5 internationally) 3) Specialized intermodal tanks, as follows: a. Cryogenic intermodal tanks (DOT Specification 51; IMO Type 7 internationally) b. Tube modules TECH - 1.1.1.3 Origin: NFPA 7.2.1.1.3 Supports OSHA TECH – B,E Given examples of the following cargo tanks, the hazardous materials technician shall identify the container by name and specification and identify the typical contents by name and hazard class: 1) Compressed gas tube trailers 2) Corrosive liquid tanks 3) Cryogenic liquid tanks 4) Fry bulk cargo tanks 5) High-pressure tanks 6) Low-pressure chemical tanks 7) Nonpressure liquid tanks TECH - 1.1.1.4 Origin: NFPA 7.2.1.1.4 Supports OSHA TECH – B,E Given examples of the following facility storage tanks, the hazardous materials technician shall identify the container by name and identify the typical contents by name and hazard class: 1) Nonpressure tank 2) Pressure tank 3) Cryogenic liquid tank TECH - 1.1.1.5 Origin: NFPA 7.2.1.1.5 Supports OSHA TECH – B,E Given examples of the following nonbulk packaging, the hazardous materials technician shall identify the package by name and identify the typical contents by name and hazard class: 1) Bags 2016 Response Training Guidelines – Page 88#
Attachment 3, passage 86Response Training Considerations 2) Carboys 3) Cylinders 4) Drums TECH - 1.1.1.6 Origin: NFPA 7.2.1.1.6 Supports OSHA TECH – B,E Given examples of the following nonbulk packaging, the hazardous materials technician shall identify the package by name and identify the typical contents by name and hazard class: 1) Bags 2) Carboys 3) Cylinders 4) Drums TECH - 1.1.1.7 Origin: NFPA 7.2.1.1.7 Supports OSHA TECH – B,E Given examples of the following packaging, the hazardous materials technician shall identify the container/package by name and identify the typical contents by name and hazard class: 1) Intermediate bulk container (IBC) 2) Ton container TECH - 1.1.2 Origin: NFPA 7.2.1.2 Supports OSHA TECH – B,E Given three examples of facility and transportation containers, the hazardous materials technician shall identify the approximate capacity of each container. TECH - 1.1.2.1 Origin: NFPA 7.2.1.2.1 Supports OSHA TECH – B,E Using the markings on the container and other available resources, the hazardous materials technician shall identify the capacity (by weight and/or volume) of the following containers: 1) Cargo tanks 2) Tank cars 3) Tank containers TECH - 1.1.2.2 Origin: NFPA 7.2.1.2.2 Supports OSHA TECH – B,E Using the markings on the container and other available resources, the hazardous materials technician shall identify the capacity (by weight and/or volume) of each of the following facility containers: 1) Nonpressure tank (general service or low pressure tank) 2) Pressure tank 3) Cryogenic liquid tank TECH - 1.1.3 Origin: NFPA 7.2.1.3 Supports OSHA TECH – B,E 2016 Response Training Guidelines – Page 89#
Attachment 3, passage 87Response Training Considerations Given at least three unknown hazardous materials/WMD, one of which is a solid, one a liquid, and one a gas, the hazardous materials technician shall identify or classify by hazard each unknown material. TECH - 1.1.3.1 Origin: NFPA 7.2.1.3.1 Supports OSHA TECH – B,E The hazardous materials technician shall identify the steps in an analysis process for identifying unknown solid and liquid materials. TECH - 1.1.3.2 Origin: NFPA 7.2.1.3.2 Supports OSHA TECH – B,E The hazardous materials technician shall identify the steps in an analysis process for identifying an unknown atmosphere. TECH - 1.1.3.3 Origin: NFPA 7.2.1.3.3 Supports OSHA TECH – B,E The hazardous materials technician shall identify the type(s) of monitoring technology used to determine the following hazards: 1) Corrosivity 2) Flammability 3) Oxidation potential 4) Oxygen deficiency 5) Radioactivity 6) Toxicity 7) Pathogenicity TECH - 1.1.3.4 Origin: NFPA 7.2.1.3.4 Supports OSHA TECH – B,E The hazardous materials technician shall identify the capabilities and limiting factors associated with the selection and use of the following monitoring equipment, test strips, and reagents: 1) Biological immunoassay indicators 2) Chemical agent monitors (CAM) 3) Colorimetric indicators [colorimetric detector tubes, indicating paper (pH paper and meters), reagents, test strips] 4) Combustible gas indicators 5) DNA fluoroscopy 6) Electrochemical cells (carbon monoxide meter, oxygen meter) 7) Flame ionization detector 8) Gas chromatograph/mass spectrometer (GC/MS) 9) Infrared spectroscopy 10) Ion mobility spectroscopy 11) Gamma Spectrometer (radioisotope identification device – RID) 12) Metal oxide sensor 13) Photoionization detectors 14) Polymerase chain reaction (PCR) 2016 Response Training Guidelines – Page 90#
Attachment 3, passage 88Response Training Considerations 15) Radiation detection and measurement instruments 16) Raman spectroscopy 17) Surface acoustical wave (SAW) 18) Wet chemistry TECH - 1.1.3.5 Origin: NFPA 7.2.1.3.5 Supports OSHA TECH – B,E Given three hazardous materials/WMD, one of which is a solid, one a liquid, and one a gas, and the following monitoring equipment, test strips, and reagents, the hazardous materials technician shall select the equipment and demonstrate the correct techniques to identify the hazards (corrosivity, flammability, oxidation potential, oxygen deficiency, radioactivity, toxicity, and pathogenicity) using the following equipment: 1) Carbon monoxide meter 2) Colorimetric tubes 3) Combustible gas indicator 4) Oxygen meter 5) Passive dosimeters 6) pH indicators and/or pH meters 7) Photoionization and/or flame ionization detectors 8) Radiation detection instruments 9) Reagents 10) Test Strips 11) WMD detectors (chemical and biological) 12) Other equipment provided by the AHJ TECH - 1.1.3.6 Origin: NFPA 7.2.1.3.6 Supports OSHA TECH – B,E Given monitoring equipment, test strips, and reagents provided by the AHJ, the hazardous materials technician shall demonstrate the field maintenance and testing procedures for these items. TECH - 1.1.4 Origin: NFPA 7.2.1.4 Supports OSHA TECH – B,E Given a label for a radioactive material, the hazardous materials technician shall identify the type or category of label, contents, activity, transport index, and criticality safety index as applicable, then describe the radiation dose rates associated with each label. TECH - 1.1.5 Origin: NFPA 7.2.1.5 Supports OSHA TECH – B,E The hazardous materials technician shall demonstrate a method for collecting samples of the following: 1) Gas 2) Liquid 3) Solid 2016 Response Training Guidelines – Page 91#
Attachment 3, passage 89Response Training Considerations TECH - 1.2 Origin: NFPA 7.2.2 Supports OSHA TECH - B,E Collecting and Interpreting Hazard and Response Information Given access to printed resources, technical resources, computer databases, and monitoring equipment, the hazardous materials technician shall collect and interpret hazard and response information not available from the current edition of the Emergency Response Guidebook or a (SDS), and shall meet the requirements of TECH- 1.2.1 (NFPA 7.2.2.1) through TECH- 1.2.6 (NFPA 7.2.2.6). TECH - 1.2.1 Origin: NFPA 7.2.2.1 Supports OSHA TECH – B,E The hazardous materials technician shall identify and interpret the types of hazard and response information available from each of the following resources and explain the advantages and disadvantages of each resource: 1) Hazardous materials databases 2) Monitoring equipment 3) Reference manuals 4) Technical information centers (i.e., CHEMTREC/CANUTEC/SETIQ) 5) Technical information specialists TECH - 1.2.2 Origin: NFPA 7.2.2.2 Supports OSHA TECH – B,E The hazardous materials technician shall describe terms related to chemistry and toxicity terms and explain their significance in the risk assessment process. TECH - 1.2.3 Origin: NFPA 7.2.2.3 Supports OSHA TECH – B,E The hazardous materials technician shall describe the heat transfer processes that occur as a result of a cryogenic liquid spill. TECH - 1.2.4 Origin: NFPA 7.2.2.4 Supports OSHA TECH – B,E Given five hazardous materials/WMD scenarios and the associated reference materials, the hazardous materials technician shall identify the signs and symptoms of exposure to each material and the target organ effects of exposure to that material. TECH - 1.2.5 Origin: NFPA 7.2.2.5 Supports OSHA TECH – B,E The hazardous materials technician shall identify two methods for determining the pressure in bulk packaging or facility containers. TECH - 1.2.6 Origin: NFPA 7.2.2.6 Supports OSHA TECH – B,E The hazardous materials technician shall identify one method for determining the amount of lading remaining in damaged bulk packaging or facility containers. 2016 Response Training Guidelines – Page 92#
Attachment 3, passage 90Response Training Considerations TECH - 1.3 Origin: NFPA 7.2.3 Supports OSHA TECH - B,E Describing the Condition of the Container Involved in the Incident Given examples of container damage, the hazardous materials technician shall describe the damage and shall meet the related requirements of TECH 1.3.1 (NFPA 7.2.3.1) through TECH 1.3.5 (NFPA 7.2.3.5). TECH - 1.3.1 Origin: NFPA 7.2.3.1 Supports OSHA TECH – B,E Given three examples of containers, including the DOT specification markings for nonbulk and bulk packaging, and the associated reference guide, identify the basic design and construction features of each container. TECH - 1.3.1.1 Origin: NFPA 7.2.3.1.1 Supports OSHA TECH – B,E The hazardous materials technician shall identify the basic design and construction features, including closures, of the following bulk containers: 1) Cargo tanks: a. Compressed gas tube trailers b. Corrosive liquid tanks c. Cryogenic liquid tanks d. Dry bulk cargo tanks e. High-pressure chemical tanks f. Low-pressure chemical tanks g. Nonpressure liquid tanks 2) Fixed facility tanks: a. Cryogenic liquid tank b. Nonpressure tank c. Pressure tank 3) Intermodal bulk containers (also known as tote tanks): 4) Intermodal tanks a. Nonpressure intermodal tanks: i. IM- 101 portable tank (IMO Type 1 Internationally) ii. IM-102 portable tank (Imo Type 2 Internationally) b. Pressure intermodal tanks (DOT Specification 51; IMO Type 5 Internationally) c. Specialized intermodal tanks: i. Cryogenic intermodal tanks (DOT Specification 51; IMO Type 7 Internationally) ii. Tube modules 5) One-ton containers (pressure drums) 6) Pipelines 7) Railroad cars: a. Cryogenic liquid tank cars b. Nonpressure tank cars 2016 Response Training Guidelines – Page 93#
Attachment 3, passage 91Response Training Considerations c. Pneumatically unloaded hopper cars d. Pressure tank cars TECH - 1.3.1.2 Origin: NFPA 7.2.3.1.2 Supports OSHA TECH – B,E The hazardous materials technician shall identify the basic design and construction features including closures of the following nonbulk containers: 1) Bags 2) Carboys 3) Drums 4) Cylinders TECH - 1.3.1.3 Origin: NFPA 7.2.3.1.3 Supports OSHA TECH – B,E Identify the basic design and construction features of the following radioactive materials containers: 1) Expected 2) Industrial 3) Type A 4) Type B 5) Type C TECH - 1.3.2 Origin: NFPA 7.2.3.2 Supports OSHA TECH – B,E The hazardous materials technician shall describe how a liquid pipeline can carry different products. TECH - 1.3.3 Origin: NFPA 7.2.3.3 Supports OSHA TECH – B,E Given an example of a pipeline, the hazardous materials technician shall identify the following: 1) Ownership of the line 2) Procedures for checking for gas migration 3) Procedure for shutting down the line or controlling the leak 4) Type of product in the line TECH - 1.3.4 Origin: NFPA 7.2.3.4 Supports OSHA TECH – B,E Identify the types of damage that a pressure container could incur. TECH - 1.3.5 Origin: NFPA 7.2.3.5 Supports OSHA TECH – B,E Given a scenario involving radioactive materials, the hazardous materials technician shall determine if the integrity of any container has been breached, using available survey and monitoring equipment. 2016 Response Training Guidelines – Page 94#
Attachment 3, passage 92Response Training Considerations TECH - 1.4 Origin: NFPA 7.2.4 Supports OSHA TECH - B,E Predicting Likely Behavior of Materials and Their Containers When Multiple Materials are Involved Given examples of hazardous materials/WMD incidents involving multiple hazardous materials or WMD, the hazardous materials technician shall predict the likely behavior of the material in each case and meet the requirements of TECH 1.4.1 (NFPA 7.2.4.1) through TECH 1.4.3 (NFPA 7.2.4.3). TECH - 1.4.1 Origin: NFPA 7.2.4.1 Supports OSHA TECH – B,E The hazardous materials technician shall identify at least three resources available that indicate the effects of mixing various hazardous materials. TECH - 1.4.2 Origin: NFPA 7.2.4.2 Supports OSHA TECH – B,E The hazardous materials technician shall identify the impact of the following fire and safety features on the behavior of the products during an incident at a bulk storage facility and explain their significance in the risk assessment process: 1) Fire protection systems 2) Monitoring and detection systems 3) Pressure relief and vacuum relief protection 4) Product spillage and control (impoundment and diking) 5) Tank spacing 6) Transfer operations TECH - 1.4.3 Origin: NFPA 7.2.4.3 Supports OSHA TECH – B,E The hazardous materials technician shall identify the impact of the following fire and safety features on the behavior of the products during an incident at a bulk gas facility and explain their significance in the analysis process: 1) Fire protection systems 2) Monitoring and detection systems 3) Pressure relief protection 4) Transfer operations TECH - 1.5 Origin: NFPA 7.2.5 Supports OSHA TECH - B,E Estimating the Likely Size of an Endangered Area Given examples of hazardous materials/WMD, the hazardous materials technician shall estimate the likely size, shape, and concentrations associated with the release of materials involved in the incident by using computer modeling, monitoring equipment, or specialists in this field, and shall meet the requirements of TECH 1.5.1 (NFPA 7.2.5.1) through TECH 1.5.4 (NFPA 7.2.5.4). 2016 Response Training Guidelines – Page 95#
Attachment 3, passage 93Response Training Considerations TECH - 1.5.1 Origin: NFPA 7.2.5.1 Supports OSHA TECH – B,E Given the emergency response plan, the hazardous materials technician shall identify local resources for dispersion pattern prediction and modeling including computers, monitoring equipment, or specialists in the field. TECH - 1.5.2 Origin: NFPA 7.2.5.2 Supports OSHA TECH – B,E Given the quantity, concentration, and release rate of a material, the hazardous materials technician shall identify the steps for determining the likely extent of the physical, safety, and health hazards within the endangered area of a hazardous materials/WMD incident. TECH - 1.5.2.1 Origin: NFPA 7.2.5.2.1 Supports OSHA TECH – B,E The hazardous materials technician shall describe the following terms and exposure values and explain their significance in the analysis process: 1) Counts per minute (cpm) and kilocounts per minute (kcpm) 2) Immediate dangerous to life and health (IDLH) value 3) Infectious dose 4) Incubation period 5) Lethal concentrations (LC50) 6) Lethal dose (LC50) 7) Parts per billion (ppb) 8) Parts per million (ppm) 9) Permissible exposure limit (PEL) 10) Radiation absorbed dose (rad) 11) Roentgen equivalent Man (Rem); Millirem (mrem), micromem (µrem) 12) Threshold limit value time-weighted average (TLV-TWA) 13) Threshold limit value short-term exposure limit (TLV-STEL) 14) Threshold limit value ceiling (TLV-C) TECH - 1.5.2.2 Origin: NFPA 7.2.5.2.2 Supports OSHA TECH – B,E The hazardous materials technician shall identify two methods for predicting the areas of potential harm within the endangered area of a hazardous materials incident. TECH - 1.5.3 Origin: NFPA 7.2.5.3 Supports OSHA TECH – B,E The hazardous materials technician shall identify a method for estimating the outcomes within an endangered area of a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 96#
Attachment 3, passage 94Response Training Considerations TECH 2 – Planning the Response TECH - 2.1 Origin: NFPA 7.3.1 & 7.3.1.1 Supports OSHA TECH - F Identifying Response Objectives Given scenarios involving hazardous materials/WMD incidents, the hazardous materials technician shall describe the response objectives for each problem. TECH - 2.1.1 Origin: NFPA 7.3.1.2 Supports OSHA TECH – F Given an analysis of a hazardous materials/WMD incident, the hazardous materials technician shall be able to describe the steps for determining response options (defensive, offensive, nonintervention). TECH - 2.2 Origin: NFPA 7.3.3 Supports OSHA TECH - F Selecting Personal Protective Equipment Given scenarios of hazardous materials/WMD incidents with known and unknown hazardous materials/WMD, the hazardous materials technician shall determine the personal protective equipment for the response options specified in the incident action plan in each situation and shall meet the requirements of 7.3.3.1 through 7.3.3.4.73. TECH - 2.2.1 Origin: NFPA 7.3.2.2 Supports OSHA TECH – F Given three examples each of liquid, gas, and solid hazardous materials or WMD, including various hazard classes, operations level personnel shall identify the general shapes of containers in which the hazardous materials/WMD are typically found. TECH - 2.3 Origin: NFPA 7.3.3 Supports OSHA TECH - D Selecting Personal Protective Equipment Given scenarios of hazardous materials/WMD incidents with known and unknown hazardous materials/WMD, the hazardous materials technician shall determine the personal protective equipment for the response options specified in the incident action plan in each situation and shall meet the requirements of TECH 2.3.1 (NFPA 7.3.3.1) through TECH 2.3.4 (NFPA 7.3.3.4). TECH - 2.3.1 Origin: NFPA 7.3.3.1 Supports OSHA TECH – D The hazardous materials technician shall identify and describe the types of personal protective equipment that are available for the response based on NFPA standards and how these items related to Environmental Protection Agency (EPA) levels of protection. TECH - 2.3.2 Origin: NFPA 7.3.3.2 Supports OSHA TECH – D The hazardous materials technician shall identify and describe personal protective equipment options available for the following hazards: 2016 Response Training Guidelines – Page 97#
Attachment 3, passage 95Response Training Considerations 1) Thermal 2) Radiological 3) Asphyxiating 4) Chemical (liquids and vapors) 5) Etiological (biological) 6) Mechanical (explosives) TECH - 2.3.3 Origin: NFPA 7.3.3.3 Supports OSHA TECH – D The hazardous materials technician shall identify the process to be considered in selecting respiratory protection for a specified action option. TECH - 2.3.4 Origin: NFPA 7.3.3.4 Supports OSHA TECH – D The hazardous materials technician shall identify the factors to be considered in selecting the proper chemical-protective clothing for a specified action option. TECH - 2.3.4.1 Origin: NFPA 7.3.3.4.1 Supports OSHA TECH – D The hazardous materials technician shall describe the following terms and explain their impact and significance on the selection of chemical-protective clothing: 1) Degradation 2) Penetration 3) Permeation TECH - 2.3.4.2 Origin: NFPA 7.3.3.4.2 Supports OSHA TECH – D The hazardous materials technician shall identify the process to be considered in selecting respiratory protection for a specified action option. TECH - 2.3.4.3 Origin: NFPA 7.3.3.4.3 Supports OSHA TECH – D The hazardous materials technician shall identify the different designs of vapor- protective and splash-protective clothing and describe the advantages and disadvantages of each type. TECH - 2.3.4.4 Origin: NFPA 7.3.3.4.4 Supports OSHA TECH – D The hazardous materials technician shall identify the relative advantages and disadvantages of the following heat exchange units used for the cooling of personnel in chemical-protective clothing: 1) Air cooled 2) Ice cooled 3) Water cooled 4) Phase change cooling technology 2016 Response Training Guidelines – Page 98#
Attachment 3, passage 96Response Training Considerations TECH - 2.3.4.5 Origin: NFPA 7.3.3.4.5 Supports OSHA TECH – D The hazardous materials technician shall identify the process for selecting protective clothing at hazardous materials/WMD incidents. TECH - 2.3.4.6 Origin: NFPA 7.3.3.4.6 Supports OSHA TECH – D Given three examples of various hazardous materials, the hazardous materials technician shall determine the appropriate protective clothing construction materials for a given action option using chemical compatibility charts. TECH - 2.3.4.7 Origin: NFPA 7.3.3.4.7 Supports OSHA TECH – D The hazardous materials technician shall identify the physical and psychological stresses that can affect users of specialized protective clothing. TECH - 2.3.4.8 Origin: NFPA 7.3.3.4.8 Supports OSHA TECH – D The hazardous materials technician shall identify the process for inspecting, testing and maintenance of PPE provided by the AHJ. TECH - 2.4 Origin: NFPA 7.3.4 Supports OSHA TECH – A,G Selecting Decontamination Procedures Given a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall select a decontamination procedure that will minimize the hazard, determine the equipment required to implement that procedure, and shall complete the following tasks: 1) Describe the advantages and limitations of each of the following decontamination methods: a. Absorption b. Adsorption c. Chemical degradation d. Dilution e. Disinfecting f. Evaporation g. Isolation and disposal h. Neutralization i. Sterilization j. Solidification k. Vacuuming l. Washing 2) Identify three sources of information for determining the applicable decontamination procedure and identify how to access those resources in a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 99#
Attachment 3, passage 97Response Training Considerations TECH - 2.5 Origin: NFPA 7.3.5 Supports OSHA TECH – F Developing a Plan of Action Given scenarios involving hazardous materials/WMD incidents, the hazardous materials technician shall develop a plan of action including site safety and control plan that is consistent with the emergency response plan and standard operating procedures and within the capability of available personnel, personal protective equipment, and control equipment for that incident, and shall meet the requirements of TECH 2.5.1 (NFPA 7.3.5.1) through TECH 2.5.2 (NFPA 7.3.5.5): TECH - 2.5.1 Origin: NFPA 7.3.5.1 Supports OSHA TECH – F The hazardous materials technician shall describe the purpose of, procedures for, equipment required, and safety precautions used with the following techniques for hazardous materials/WMD control: 1) Absorption 2) Adsorption 3) Blanketing 4) Covering 5) Damming 6) Diking 7) Dilution 8) Diversion 9) Dispersion 10) Fire suppression 11) Neutralization 12) Overpacking 13) Patching 14) Plugging 15) Pressure isolation and reduction (flaring; venting; vent and burn; isolation of valves, pumps, or energy sources) 16) Retention 17) Solidification 18) Transfer 19) Vapor control: dispersion, suppression TECH - 2.5.2 Origin: NFPA 7.3.5.2 Supports OSHA TECH – F Given a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall develop the site safety and control plan that must be included as part of the Incident Action Plan: 2016 Response Training Guidelines – Page 100#
Attachment 3, passage 98Response Training Considerations TECH - 2.5.2.1 Origin: NFPA 7.3.5.2.1 Supports OSHA TECH – F The hazardous materials technician shall list and describe the safety considerations to be included. TECH - 2.5.2.2 Origin: NFPA 7.3.5.2.2 Supports OSHA TECH – F The hazardous materials technician shall identify the points that should be made in a safety briefing prior to working at the scene. TECH - 2.5.3 Origin: NFPA 7.3.5.3 Supports OSHA TECH – F The hazardous materials technician shall identify the atmospheric and physical safety hazards associated with hazardous materials/WMD incidents involving confined spaces. TECH - 2.5.4 Origin: NFPA 7.3.5.4 Supports OSHA TECH – F The hazardous materials technician shall identify the pre-entry activities to be performed. TECH - 2.5.5 Origin: NFPA 7.3.5.5 Supports OSHA TECH – F The hazardous materials technician shall identify the procedures, equipment, and safety precautions for preserving and collecting legal evidence at hazardous materials/WMD incidents. TECH 3 – Implementing the Planned Response TECH - 3.1 Origin: NFPA 7.4.1 Supports OSHA TECH – C,H Performing Incident Management Duties Given the emergency response plan and/or standard operating procedures and a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall demonstrate the duties of an assigned function in the hazardous materials branch/group within the incident command system and shall identify the role of the hazardous materials technician during hazardous materials/WMD incidents. TECH - 3.1.1 Origin: NFPA 7.4.1.1 Supports OSHA TECH – C,H Describe the duties of an assigned function in the hazardous materials branch or group within the incident command system. TECH - 3.1.2 Origin: NFPA 7.4.1.2 Supports OSHA TECH – C,H Identify the role of the hazardous materials technician during hazardous materials/WMD incidents. 2016 Response Training Guidelines – Page 101#
Attachment 3, passage 99Response Training Considerations TECH - 3.2 Origin: NFPA 7.4.2 Supports OSHA TECH – D Using Protective Clothing and Respiratory Protection The hazardous materials technician shall demonstrate the ability to don, work in, and doff liquid splash, vapor-protective, and chemical-protective clothing and any other specialized personal protective equipment provided by the AHJ, including respiratory protection, and shall complete the following tasks: TECH - 3.2.1 Origin: NFPA 7.4.2(1) Supports OSHA TECH – D Describe three safety procedures for personnel working in chemical protective clothing. TECH - 3.2.2 Origin: NFPA 7.4.2(2) Supports OSHA TECH – D Describe three emergency procedures for personnel working in chemical protective- clothing. TECH - 3.2.3 Origin: NFPA 7.4.2(3) Supports OSHA TECH – D Demonstrate the ability to don, work in, and doff self-contained breathing apparatus in addition to any other respiratory protection provided by the AHJ. TECH - 3.2.4 Origin: NFPA 7.4.2(3) Supports OSHA TECH – D Demonstrate the ability to don, work in, and doff liquid splash-protective, vapor- protective, and chemical-protective clothing in addition to any other specialized protective equipment provided by the AHJ. TECH - 3.3 Origin: NFPA 7.4.3 Supports OSHA TECH – F Performing Control Functions Identified in Plan of Action Given scenarios involving hazardous materials/WMD incidents, the hazardous materials technician shall select the tools, equipment, and materials for the control of hazardous materials/WMD incidents and identify the precautions for controlling releases from those packaging/containers and shall complete the following tasks: TECH - 3.3.1 Origin: NFPA 7.4.3 (1) Supports OSHA TECH – F Given a pressure vessel, select the material or equipment and demonstrate a method(s) to contain leaks from the following locations: 1) Fusible plug 2) Fusible plug threads 3) Side wall of cylinder 4) Valve blowout 5) Valve gland 6) Valve inlet threads 7) Valve seat 8) Valve stem assembly blowout 2016 Response Training Guidelines – Page 102#
Attachment 3, passage 100Response Training Considerations TECH - 3.3.2 Origin: NFPA 7.4.3 (2) Supports OSHA TECH – F Given the fittings on a pressure container, demonstrate the ability to perform the following: 1) Close valves that are open 2) Replace missing plugs 3) Tighten loose plugs TECH - 3.3.3 Origin: NFPA 7.4.3 (3) Supports OSHA TECH – F Given a 208 L (55 gal) drum and applicable tools and materials, demonstrate the ability to contain the following types of leaks using the following: 1) Bung leak 2) Chime leak 3) Forklift puncture 4) Nail puncture TECH - 3.3.4 Origin: NFPA 7.4.3 (4) Supports OSHA TECH – F Given a 208 L (55 gal) drum and an overpack drum, demonstrate the ability to place the 208 L drum into the overpack drum using the following methods: 1) Rolling slide-in 2) Slide-in 3) Slip-over TECH - 3.3.5 Origin: NFPA 7.4.3 (5) Supports OSHA TECH – F Identify the maintenance and inspection procedures for the tools and equipment provided for the control of hazardous materials releases according to the manufacturer’s specifications and recommendations. TECH - 3.3.6 Origin: NFPA 7.4.3 (6) Supports OSHA TECH – F Identify three considerations for assessing a leak or spill inside a confined space without entering the area. TECH - 3.3.7 Origin: NFPA 7.4.3 (7) Supports OSHA TECH – F Identify three safety considerations for product transfer operations. TECH - 3.3.8 Origin: NFPA 7.4.3 (8) Supports OSHA TECH – F Given an MC-306/DOT-406 cargo tank and a dome cover clamp, demonstrate the ability to install the clamp on the dome. TECH - 3.3.9 Origin: NFPA 7.4.3 (9) Supports OSHA TECH – F Identify the methods and precautions used when controlling a fire involving an MC- 306/DOT-406 aluminum shell cargo tank. 2016 Response Training Guidelines – Page 103#
Attachment 3, passage 101Response Training Considerations TECH - 3.3.10 Origin: NFPA 7.4.3 (10) Supports OSHA TECH – F Describe at least one method for containing each of the following types of leaks in MC-306/DOT-406, MC-307/DOT-407, and MC-312/DOT- 412 cargo tanks: 1) Dome cover leak 2) Irregular-shaped hole 3) Puncture 4) Split or tear TECH - 3.3.11 Origin: NFPA 7.4.3 (11) Supports OSHA TECH – F Describe three product removal and transfer considerations for overturned MC- 306/DOT-406, MC-307/DOT-407, MC-312/DOT-412, MC-331, and MC-338 cargo tanks. TECH - 3.4 Origin: NFPA 7.4.4 Supports OSHA TECH – A,E,F Given MC-306/DOT-406, MC-307/DOT-407, MC-312/DOT-412, MC-331, and MC-338 cargo tanks, the hazardous materials technician shall identify the common methods for product transfer from each type of cargo tank. TECH - 3.4 Origin: NFPA 7.4.5 Supports OSHA TECH – A,E,F Performing Decontamination Operations Identified in Incident Action Plan The hazardous materials technician shall demonstrate the ability to set up and implement the following types of decontamination operations: 1) Technical decontamination operations in support of entry operations 2) Technical decontamination operations involving ambulatory and nonabulatory victims 3) Mass decontamination operations involving ambulatory and nonambulatory victims TECH 4 – Evaluating Progress TECH - 4.1 Origin: NFPA 7.5.1 Supports OSHA TECH – A,E,F Evaluating the Effectiveness of the Control Functions Given scenarios involving hazardous materials/WMD incidents and the incident action plan, the hazardous materials technician shall evaluate the effectiveness of any control functions identified in the incident action plan. 2016 Response Training Guidelines – Page 104#
Attachment 3, passage 102Response Training Considerations TECH - 4.2 Origin: NFPA 7.5.2 Supports OSHA TECH – A,E,F Evaluating the Effectiveness of the Decontamination Process Given an incident action plan for a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall evaluate the effectiveness of any decontamination procedures identified in the incident action plan. TECH 5 – Terminating the Incident TECH - 5.1 Origin: NFPA 7.6.1 Supports OSHA TECH –H Assisting in the Debriefing Given a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall participate in the debriefing of the incident and shall meet the following requirements: TECH - 5.1.1 Origin: NFPA 7.6.1 (1) Supports OSHA TECH – H Describe three components of an effective debriefing. TECH - 5.1.2 Origin: NFPA 7.6.1 (2) Supports OSHA TECH – H Describe the key topics of an effective debriefing. TECH - 5.1.3 Origin: NFPA 7.6.1 (3) Supports OSHA TECH – H Describe when a debriefing should take place. TECH - 5.1.4 Origin: NFPA 7.6.1 (4) Supports OSHA TECH – H Describe who should be involved in a debriefing. TECH - 5.2 Origin: NFPA 7.6.2 Supports OSHA TECH –H Assisting in the Incident Critique Given a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall provide the operational observations of the activities that were performed in the hot and warm zones during the incident and shall complete the following tasks: TECH - 5.2.1 Origin: NFPA 7.6.2 (1) Supports OSHA TECH – H Describe three components of an effective critique. TECH - 5.2.2 Origin: NFPA 7.6.2 (2) Supports OSHA TECH – H Describe who should be involved in a critique. TECH - 5.2.3 Origin: NFPA 7.6.2 (3) Supports OSHA TECH – H Describe why an effective critique is necessary after a hazardous materials/WMD incident. TECH - 5.2.4 Origin: NFPA 7.6.2 (4) Supports OSHA TECH – H 2016 Response Training Guidelines – Page 105#
Attachment 3, passage 103Response Training Considerations Describe which written documents should be prepared as a result of the critique. TECH - 5.3 Origin: NFPA 7.6.3 Supports OSHA TECH –A,H Reporting and Documenting the Incident Given a scenario involving a hazardous materials/WMD incident, the hazardous materials technician shall complete the reporting and documentation requirements consistent with the emergency response plan and/or standard operating procedures and shall meet the following requirements: TECH - 5.3.1 Origin: NFPA 7.6.3 (1) Supports OSHA TECH – A,H Identify the reports and supporting documentation required by the emergency response plan and/or standard operating procedures. TECH - 5.3.2 Origin: NFPA 7.6.3 (2) Supports OSHA TECH – A,H Demonstrate completion of the reports required by the emergency response plan and/or standard operating procedures. TECH - 5.3.3 Origin: NFPA 7.6.3 (3) Supports OSHA TECH – A,H Describe the importance of personnel exposure records. TECH - 5.3.4 Origin: NFPA 7.6.3 (4) Supports OSHA TECH – A,H Describe the importance of debriefing records. TECH - 5.3.5 Origin: NFPA 7.6.3 (5) Supports OSHA TECH – A,H Describe the importance of critique records. TECH - 5.3.6 Origin: NFPA 7.6.3 (6) Supports OSHA TECH – A,H Identify the steps in keeping an activity log and exposure records. TECH - 5.3.7 Origin: NFPA 7.6.3 (7) Supports OSHA TECH – A,H Identify the steps to be taken in compiling incident reports that meet federal, state, local, and organizational requirements. TECH - 5.3.8 Origin: NFPA 7.6.3 (8) Supports OSHA TECH – A,H Identify the requirements for compiling hot zone entry and exit logs. TECH - 5.3.9 Origin: NFPA 7.6.3 (9) Supports OSHA TECH – A,H Identify the requirements for compiling personal protective equipment logs. TECH - 5.3.10 Origin: NFPA 7.6.3 (10) Supports OSHA TECH – A,H Identify the requirements for filing documents and maintaining records. 2016 Response Training Guidelines – Page 106#
Attachment 3, passage 104Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Technician with a Specialty Area Competency 2016 Response Training Guidelines – Page 107#
Attachment 3, passage 105Response Training Considerations Introduction Hazardous Materials Specialists are defined in OSHA 29 CFR 1910.120 (q)(6)(iv), but have not been used within NFPA 472 since the initial 1989 edition. Based upon tasks analyses, NFPA uses the concept of a Hazardous Materials Technicians with an additional specialty in either a specific container or hazard class. This chapter focuses upon the NFPA 472 application of specialty areas. As recommended in NFPA 472 (2013 edition), hazardous materials technicians with specialty areas shall be trained to meet all competencies at the awareness level, all core competencies at the operations level, all competencies at the technician level, and all competencies defined below for the specialty area. There are seven different specialty areas defined in NFPA 472 (2013 edition): Tank Car Specialty Cargo Tank Specialty Intermodal Tank Specialty Marine Tank Vessel Specialty Flammable Liquids Bulk Storage Specialty Flammable Gases Bulk Storage Specialty Radioactive Material Specialty Under OSHA, Hazardous materials specialists are individuals who respond with and provide support to hazardous materials technicians. Their duties parallel those of the hazardous materials technician, however, those duties require a more directed or specific knowledge of the various substances they may be called upon to contain. The hazardous materials specialist would also act as the site liaison with Federal, state, local and other government authorities in regards to site activities. Hazardous materials specialists shall be trained to meet all the requirements for the first responder at the awareness level, the first responder at the operations level, and the technician level. They also shall meet the training requirements and be provided medical surveillance in accordance with requirements of OSHA, local occupational health and safety regulatory agencies, or the U.S. Environmental Protection Agency (EPA), as appropriate for their jurisdiction. Methodology Recommendations Training for hazardous materials technicians with specialty areas is best conducted with a varied mix of classroom instruction using traditional lecture and small activity approaches, field exercises involving group practice in simulated emergencies, and hands-on skill training in doing actual control, confinement, and containment evolutions. Content instruction should be synthesized in student activities requiring the application of risk-based response processes and the analysis of incident information to determine the plan of action. 2016 Response Training Guidelines – Page 108#
Attachment 3, passage 106Response Training Considerations Skill training should be performed on actual containers with simulated releases, using full protective equipment and proper response tools. Skill training should include instructor modeling, student walk-throughs, and student practice under stress until competency is achieved. Proper critiques and corrective instruction are essential. Field exercises or large group incident scene simulations are optimal for overall command structure practice, to develop effective incident management skills. Refresher training should focus on practice in the warm and hot zones of a simulated emergency and should include (1) competency retesting of all response skills; (2) technical information updates; (3) critique of operational decision making using simulated emergencies; and (4) critique of ICS performance and communication skills using simulated emergencies. 2016 Response Training Guidelines – Page 109#
Attachment 3, passage 107Response Training Considerations Federal Training Requirements OSHA 1910.120(q) does not address the competencies for technicians with an area of specialty, but the OSHA requirements for hazardous materials specialists have some similarity and establish the following training requirements for hazardous materials specialists. Length of training and method of testing are not specified, but hazardous materials specialists must have received training at the awareness, operations, and technician levels as well as at the specialist level. Employers are required to ensure that employees demonstrate competency in the skills defined. OSHA CFR 1910.120 (q)(6)(iv) HAZARDOUS MATERIALS SPECIALIST (iv) Hazardous materials specialist. Hazardous materials specialists are individuals who respond with and provide support to hazardous materials technicians. Their duties parallel those of the hazardous materials technician, however, those duties require a more directed or specific knowledge of the various substances they may be called upon to contain. The hazardous materials specialist would also act as the site liaison with Federal, state, local and other government authorities in regards to site activities. Hazardous materials specialists shall have competency in the following areas and the employer shall so certify: (J) Know how to implement the local emergency response plan (K) Understand classification, identification and verification of known and unknown materials by using advanced survey instruments and equipment (L) Know the state emergency response plan (M) Be able to select and use proper specialized chemical personal protective equipment provided to the hazardous materials specialist (N) Understand in-depth hazard and risk assessment techniques (O) Be able to perform specialized control, containment, and/or confinement operations within the capabilities of the resources and personal protective equipment available (P) Be able to determine and implement decontamination procedures. (Q) Have the ability to develop a site safety and control plan (R) Understand chemical, radiological and toxicological terminology and behavior Required Training Objectives OSHA HMSPEC - A Given a simulated incident involving hazardous materials within the specialist’s area of technical expertise, describe the steps to implement the local emergency response plan. OSHA HMSPEC - B Given a simulated incident involving hazardous materials within the specialist’s area of technical expertise, demonstrate an understanding of the classification, identification and 2016 Response Training Guidelines – Page 110#
Attachment 3, passage 108Response Training Considerations verification of known and unknown materials by using advanced survey instruments and equipment. OSHA HMSPEC - C Given a simulated incident involving hazardous materials within the specialist’s area of technical expertise, describe the State emergency response plan. OSHA HMSPEC - D Given a simulated incident involving hazardous materials, select and demonstrate use of proper specialized chemical personal protective equipment. OSHA HMSPEC - E Given a simulated incident involving hazardous materials within the specialist’s area of technical expertise, demonstrate an understanding of in-depth hazard and risk assessment techniques, and demonstrate providing technical advice or assistance regarding the hazards of the substance present and potential magnitude of the incident. OSHA HMSPEC - F Given a simulated incident involving hazardous materials, containers, and releases within the specialist’s area of expertise, demonstrate specialized control, containment, and/or confinement operations. OSHA HMSPEC - G Given a simulated incident involving hazardous materials within the specialist’s area of technical expertise, demonstrate the ability to determine and implement decontamination procedures. OSHA HMSPEC - H Demonstrate the ability to develop a site safety and control plan. OSHA HMSPEC - I Define chemical, radiological and toxicological terms and describe chemical, radiological and toxicological materials behavior. 2016 Response Training Guidelines – Page 111#
Attachment 3, passage 109Response Training Considerations Recommended Training Objectives The following training objectives are recommended for Hazardous Materials Technicians with a Specialty Area training. The sources for this material are NFPA 472 (2013 edition): 1) NFPA 472, Chapter 12: Competencies for the Technician with a Tank Car Specialty; 2) NFPA 472, Chapter 13: Competencies for the Technician with a Cargo Tank Specialty; 3) NFPA 472, Chapter 14: Competencies for the Technician with an Intermodal Tank Specialty. 4) NFPA 472, Chapter 15: Competencies for the Technician with a Marine Tank Vessel Specialty 5) NFPA 472, Chapter 16: Competencies for the Technician with a Flammable Liquids Bulk Storage Specialty. 6) NFPA 472 Chapter 17: Competencies for the Technician with a Flammable Gases Bulk Storage Specialty 7) NFPA 472 Chapter 18: Competencies for the Technician with a Radioactive Material Specialty Recommended objectives for each of the specialty areas begin at the following pages: Page 113 Technician with a Tank Car Specialty Page 122 Technician with a Cargo Tank Specialty Page 128 Technician with an Intermodal Tank Specialty Page 134 Technician with a Marine Tank Vessel Specialty Page 142 Technician with a Flammable Liquids Bulk Storage Specialty Page 148 Technician with a Flammable Gases Bulk Storage Specialty Page 153 Technician with a Radioactive Material Specialty To assist in assessing course compliance with OSHA 1910.120(q)(6)(iv), the relationships between these objectives and the OSHA requirements are noted. References to OSHA are abbreviated as noted. Objective Identification Legend TANK - 1.1 Origin: NFPA 12.1.3.2(1) Supports OSHA HMSPEC- E This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 2016 Response Training Guidelines – Page 112#
Attachment 3, passage 110Response Training Considerations Hazardous Materials Technician with a Tank Car Specialty Technicians with a Tank Car Specialty are those persons who provide technical support pertaining to railroad tank cars, provide oversight for product removal and movement of damaged tank cars, and act as a liaison between technicians and other outside resources. These technicians are expected to use specialized chemical-protective clothing and specialized control equipment. Note that NFPA 472, Chapter 12, “Competencies for Hazardous Materials Technicians with a Tank Car Specialty” is not intended as a mandate that hazardous materials response teams must include technicians with a tank car specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training, as listed in NFPA 472, Chapter 8, “Competencies for Hazardous Materials Technicians”, are able to intervene at railroad incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of tank cars. The hazardous materials technician with a tank car specialty shall be trained to meet all competencies for the awareness, operations, and technician levels and the competencies listed in this section. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472 (2013 edition), Chapter 12, “Competencies for Hazardous Materials Technicians with a Tank Car Specialty”, Section 12.1.1.1) TANK 1 – Analyzing the Incident TANK - 1.1 Origin: NFPA 12.2.1 Supports OSHA HMSPEC-B,E Determining the Type and Extent of Damage to Tank Cars Given examples of damaged tank cars, technicians with a tank car specialty shall describe the type and extent of damage to each tank car and its fittings and shall complete the following tasks: TANK - 1.1.1 Origin: NFPA 12.2.1(1) Supports OSHA HMSPEC-B,E Given the specification mark for a tank car and the reference materials, describe the car’s basic construction and features. TANK - 1.1.2 Origin: NFPA 12.2.1(2) Supports OSHA HMSPEC-B,E Point out the “B” end of the car. TANK - 1.1.3 Origin: NFPA 12.2.1(3) Supports OSHA HMSPEC-B,E 2016 Response Training Guidelines – Page 113#
Attachment 3, passage 111Response Training Considerations Given examples of various tank cars, point out and explain the design and purpose of each of the following tank car components, when present: 1) Body bolster 2) Head shield 3) Heater coils – interior vs. exterior 4) Jacket 5) Lining/cladding 6) Shelf couplers 7) Tank, including shell, and head 8) Trucks (pin and bowl) 9) Underframe – continuous vs. stub sill TANK - 1.1.4 Origin: NFPA 12.2.1(4) Supports OSHA HMSPEC-B,E Given examples of tank cars (some jacketed; some not jacketed), point out the jacketed tank cars. TANK - 1.1.5 Origin: NFPA 12.2.1(5) Supports OSHA HMSPEC-B,E Describe the difference between “insulation” and “thermal protection” on tank cars. TANK - 1.1.6 Origin: NFPA 12.2.1(6) Supports OSHA HMSPEC-B,E Describe the difference between “jacketed” and “sprayed-on” thermal protection on tank cars. TANK - 1.1.7 Origin: NFPA 12.2.1(7) Supports OSHA HMSPEC-B,E Describe the difference between “interior” and “exterior” heater coils on tank cars. TECH - 1.1.8 Origin: NFPA 12.2.1(8) Supports OSHA HMSPEC-B,E Given examples of various fittings arrangements for pressure, nonpressure, cryogenic, and carbon dioxide tank cars (including examples of each of the following fittings), identify and describe the design, construction, and operation of each of the following fittings, when present: Fittings for loading and unloading tank cars, including the following: 1) Air valve 2) Bottom outlet nozzle 3) Bottom outlet valves (top operated with stuffing box, bottom operated – internal or external ball, wafersphere) 4) Carbon dioxide tank car fittings 5) Cryogenic liquid tank car fittings 6) Excess flow valve 7) Flange for manway, valves, and so forth 8) Liquid valve/vapor valve (ball vs. plug type) 9) Quick fill hole cover 2016 Response Training Guidelines – Page 114#
Attachment 3, passage 112Response Training Considerations Fittings for pressure relief, including the following: 1) Pressure regulators on carbon dioxide cars and liquefied atmospheric gases in cryogenic liquid tank cars 2) Pressure relief devices (pressure relief valve, safety vent, combination pressure relief valve) 3) Staged pressure relief system for a carbon dioxide car 4) Vacuum relief valve (negative pressure or vacuum) 5) Breather vent Fittings for gauging, including the following: 1) Closed gauging devices (e.g., magnetic) 2) Open gauging devices (e.g., slip tube) 3) Other gauging devices (T-bar, long/short pole) Miscellaneous fittings, including the following: 1) Manway, manway cover plate, hinged and bolted manway cover, protective housing 2) Sample line 3) Sump 4) Thermometer well 5) Washout 6) GPS transponders TANK - 1.1.9 Origin: NFPA 12.2.1(9) Supports OSHA HMSPEC-B,E Given examples of various fitting arrangements on tank cars (including carbon dioxide and cryogenic liquid tank cars) with the following fittings included, point out the location(s) where each fitting is likely to leak and a reason for the leak: 1) Air valve 2) Bottom outlet nozzle 3) Bottom outlet valve/top-operated bottom outlet valve (with stuffing box) 4) Closed gauging devices (e.g., magnetic) 5) Combination pressure relief valve 6) Flange for manway, valves, and so forth 7) Liquid valve/vapor valve (ball vs. plug type) 8) Manway, manway cover plate, hinged and bolted manway cover, protective housing 9) Open gauging devices (e.g., slip tube) 10) Pressure regulators on carbon dioxide cars and liquefied atmospheric gases in cryogenic liquid tank cars 11) Quick fill hole cover 12) Combination pressure relief valve 13) Safety vent (with rupture/frangible) disk 2016 Response Training Guidelines – Page 115#
Attachment 3, passage 113Response Training Considerations 14) Sample line 15) Thermometer well 16) Vacuum relief valve (negative pressure or vacuum) 17) Washout TANK - 1.1.10 Origin: NFPA 12.2.1(10) Supports OSHA HMSPEC-B,E Given examples of each of the following types of tank car damage, identify the type of damage: 1) Corrosion 2) Crack 3) Dent 4) Flame impingement 5) Puncture 6) Score, gouge, wheel burn, rail burn TANK - 1.1.11 Origin: NFPA 12.2.1(11) Supports OSHA HMSPEC-B,E Given examples (actual or simulated) of scores, gouges, wheel burns, and rail burns, perform each of the following tasks: TANK - 1.1.11(a) Origin: NFPA 12.2.1(11)(a) Supports OSHA HMSPEC-B,E Use a depth gauge to measure the depth of each score, gouge, wheel burn, and rail burn. TANK - 1.1.11(b) Origin: NFPA 12.2.1(11)(b) Supports OSHA HMSPEC-B,E Point out where each score, gouge, wheel burn, and rail burn crossed a weld, if that condition exists. TANK - 1.1.11(c) Origin: NFPA 12.2.1(11)(c) Supports OSHA HMSPEC-B,E Measure the depth of the weld metal removed for any point where the score, gouge, wheel burn, and rail burn crosses a weld. TANK - 1.1.11(d) Origin: NFPA 12.2.1(11)(d) Supports OSHA HMSPEC-B,E Given examples (actual or simulated) of where a score, gouge, wheel burn, and rail burn crosses a weld, determine if the “heat-affected zone” has been damaged. TANK - 1.1.12 Origin: NFPA 12.2.1(12) Supports OSHA HMSPEC-B,E Given examples (actual or simulated) of dents and rail burns, perform each of the following tasks: 1) Use a dent gauge to measure the radius of curvature for each dent or rail burn 2016 Response Training Guidelines – Page 116#
Attachment 3, passage 114Response Training Considerations 2) Identify those examples that include cracks at the point of minimum curvature TANK - 1.1.13 Origin: NFPA 12.2.1(13) Supports OSHA HMSPEC-B,E Given examples of damaged tank car fittings, describe the extent of damage to those fittings. TANK - 1.1.14 Origin: NFPA 12.2.1(14) Supports OSHA HMSPEC-B,E Given examples of tank car tank damage, describe the extent of damage to the tank car tank. TANK - 1.1.15 Origin: NFPA 12.2.1(15) Supports OSHA HMSPEC-B,E Given a tank car and the applicable equipment and reference material, determine the pressure in the tank car, using either of the following methods: 1) Pressure gauge 2) The temperature of the contents TANK - 1.1.16 Origin: NFPA 12.2.1(16) Supports OSHA HMSPEC-B,E Given a tank car, use the car’s gauging device to determine the amount of lading in it. TANK - 1.2 Origin: NFPA 12.2.2 Supports OSHA HMSPEC-B,E Predicting the Likely Behavior of the Tank Car and its Contents Technicians with a tank car specialty shall predict the likely behavior of the tank car and its contents and shall complete the following tasks: TANK - 1.2.1 Origin: NFPA 12.2.2(1) Supports OSHA HMSPEC-B,E Given the following types of tank cars, describe the likely breach/release mechanisms associated with each type. 1. Cryogenic liquid tank cars 2. Nonpressure tank cars 3. Pneumatically unloaded covered hopper cars 4. Pressure tank cars TANK - 1.2.2 Origin: NFPA 12.2.2(2) Supports OSHA HMSPEC-B,E Describe the difference in the following types of construction materials used in tank cars and their significance in assessing tank damage: 1. Alloy steel 2. Aluminum 3. Carbon steel TANK - 1.2.3 Origin: NFPA 12.2.2(3) Supports OSHA HMSPEC-B,E 2016 Response Training Guidelines – Page 117#
Attachment 3, passage 115Response Training Considerations Discuss the significance of selection of lading for compatibility with tank car construction material. TANK - 1.2.4 Origin: NFPA 12.2.2(4) Supports OSHA HMSPEC-B,E Describe the significance of “lining” and “cladding” on tank cars in assessing tank damage. TANK - 1.2.5 Origin: NFPA 12.2.2(5) Supports OSHA HMSPEC-B,E Describe the significance of the jacket on tank cars in assessing tank damage. TANK - 1.2.6 Origin: NFPA 12.2.2(6) Supports OSHA HMSPEC-B,E Describe the significance of “insulation” and “thermal protection” on tank cars in assessing tank damage. TANK - 1.2.7 Origin: NFPA 12.2.2(7) Supports OSHA HMSPEC-B,E Describe the significance of “jacketed” and “sprayed-on” thermal protection on tank cars in assessing tank damage. TANK - 1.2.8 Origin: NFPA 12.2.2(8) Supports OSHA HMSPEC-B,E Describe the significance of “interior” and “exterior” heater coils on tank cars in assessing tank damage. TANK - 1.2.9 Origin: NFPA 12.2.2(9) Supports OSHA HMSPEC-B,E Describe the significance of each of the following types of tank car damage on different types of tank cars in assessing tank damage: 1. Corrosion 2. Crack 3. Dent 4. Flame impingement 5. Puncture 6. Score, gouge, wheel burn, rail burn TANK - 1.2.10 Origin: NFPA 12.2.2(10) Supports OSHA HMSPEC-B,E Describe the significance of the depth of scores, gouges, wheel burns, and rail burns on tank cars in assessing tank damage. TANK - 1.2.11 Origin: NFPA 12.2.2(11) Supports OSHA HMSPEC-B,E Describe the significance of damage to the heat affected zone of a weld on a tank car in assessing tank damage. TANK - 1.2.12 Origin: NFPA 12.2.2(12) Supports OSHA HMSPEC-B,E Describe the significance of a critical dent on a tank car in assessing tank damage. TANK - 1.2.13 Origin: NFPA 12.2.2(13) Supports OSHA HMSPEC-B,E 2016 Response Training Guidelines – Page 118#
Attachment 3, passage 116Response Training Considerations Given various types of tank cars, describe the significance of pressure increases in assessing tank damage. TANK - 1.2.14 Origin: NFPA 12.2.2(14) Supports OSHA HMSPEC-B,E Given various types of tank cars, describe the significance of the amount of lading in the tank in assessing tank damage. TANK - 1.2.15 Origin: NFPA 12.2.2(15) Supports OSHA HMSPEC-B,E Describe the significance of flame impingement on the vapor space and liquid space as it relates to a tank car. TANK 2 – Planning the Response TANK - 2.1 Origin: NFPA 12.3.1 Supports OSHA HMSPEC-D,F Determining the Response Options Given the analysis of an emergency involving tank cars, technicians with a tank car specialty shall determine the response options for each tank car involved and shall complete the following tasks: TANK - 2.1.1 Origin: NFPA 12.3.1(1) Supports OSHA HMSPEC-D,F Describe the purpose of, potential risks associated with, procedures for, equipment required to implement, and safety precautions for the following product removal techniques for tank cars: 1) Flaring liquids and vapors 2) Hot and cold tapping 3) Transferring liquids and vapors 4) Vent and burn 5) Venting TANK - 2.1.2 Origin: NFPA 12.3.1(2) Supports OSHA HMSPEC-D,F Describe the inherent risks associated with, procedures for, equipment required to implement, and safety precautions for leak control techniques on various tank car fittings. TECH - 2.1.3 Origin: NFPA 12.3.1(3) Supports OSHA HMSPEC-D,F Describe the effect flaring or venting gas or liquid has on the pressure in the tank (flammable gas or flammable liquid product). TECH - 2.1.4 Origin: NFPA 12.3.1(4) Supports OSHA HMSPEC-D,F Describe the inherent risks associated with, procedures for, equipment required to implement, and safety precautions for lifting of tank cars. TECH - 2.1.5 Origin: NFPA 12.3.1(5) Supports OSHA HMSPEC-D,F 2016 Response Training Guidelines – Page 119#
Attachment 3, passage 117Response Training Considerations Describe the inherent risks associated with, procedures for, and safety precautions for the following operations: 1) Setting and releasing brakes on rail cars 2) Shutting off locomotives using the fuel shutoff and the battery disconnect 3) Uncoupling rail cars TECH - 2.1.6 Origin: NFPA 12.3.1(6) Supports OSHA HMSPEC-D,F Given the specification mark for a tank car and the reference materials, describe the car’s basic construction and features. TANK 3 – Implementing the Planned Response TANK - 3.1 Origin: NFPA 12.4.1 Supports OSHA HMSPEC- F Given an analysis of an emergency involving tank cars and the planned response, technicians with a tank car specialty shall implement or oversee the implementation of the selected response options safely and effectively and shall complete the following tasks:: TECH - 3.1.1 Origin: NFPA 12.4.1(1) Supports OSHA HMSPEC- F Given a leaking manway cover plate (loose bolts), control the leak. TECH - 3.1.2 Origin: NFPA 12.4.1(2) Supports OSHA HMSPEC- F Given leaking packing on the following tank car fittings, control the leak: 1) Gauging device packing nut 2) Liquid or vapor valve packing nut 3) Top-operated bottom outlet valve packing gland TECH - 3.1.3 Origin: NFPA 12.4.1(3) Supports OSHA HMSPEC- F Given an open bottom outlet valve with a defective gasket in the cap, control the leak. TECH - 3.1.4 Origin: NFPA 12.4.1(4) Supports OSHA HMSPEC- F Given a leaking top-operated bottom outlet valve, close valve completely to control leak. TECH - 3.1.5 Origin: NFPA 12.4.1(5) Supports OSHA HMSPEC- F Given leaking fittings on a pressure tank car, use an applicable capping kit to control the leak. TECH - 3.1.6 Origin: NFPA 12.4.1(6) Supports OSHA HMSPEC- F Given the following types of leaks on various types of tank cars, plug or patch those leaks: 2016 Response Training Guidelines – Page 120#
Attachment 3, passage 118Response Training Considerations 1) Cracks, splits, or tears 2) Puncture TECH - 3.1.7 Origin: NFPA 12.4.1(7) Supports OSHA HMSPEC- F Given the applicable equipment and resources, demonstrate the following: 1) Flaring of liquids and vapors 2) Transferring of liquids and vapors 3) Venting TECH - 3.1.8 Origin: NFPA 12.4.1(8) Supports OSHA HMSPEC- F Given the applicable resources, perform the following tasks: 1) Set and release brakes on rail cars 2) Shut off locomotives using the fuel shutoff and the battery disconnect 3) Uncouple rail cars TECH - 3.1.9 Origin: NFPA 12.4.1(9) Supports OSHA HMSPEC- F Demonstrate bonding and grounding procedures for the transfer of flammable and combustible products from tank cars, or other products that can give off flammable gases or vapors when heated or contaminated, including the following: 1) Selection of proper equipment 2) Establishment of ground field 3) Sequence of bonding and grounding connections 4) Testing of bonding and grounding connections 2016 Response Training Guidelines – Page 121#
Attachment 3, passage 119Response Training Considerations Hazardous Materials Technician with a Cargo Tank Specialty Technicians with a cargo tank specialty are those persons who provide technical support pertaining to cargo tanks, provide oversight for product removal and movement of damaged cargo tanks, and act as a liaison between technicians and other outside resources. Note that NFPA 472, Chapter 13, “Competencies for Hazardous Materials Technicians with a Cargo Tank Specialty”, is not intended as a mandate that hazardous materials response teams must include technicians with a cargo tank specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training as listed in NFPA 472, Chapter 7, are able to intervene at cargo tank incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of cargo tanks. The hazardous materials technician with a cargo tank specialty shall be trained to meet all competencies for the awareness, operations, and technician levels and the competencies listed in this section. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472 (2013 edition), Chapter 13, “Competencies for Hazardous Materials Technicians with a Cargo Tank Specialty”) CARGO 1 – Analyzing the Incident CARGO - 1.1 Origin: NFPA 13.2.1 Supports OSHA HMSPEC-B,E Determining the Type and Extent of Damage to Cargo Tanks Given examples of damaged cargo tanks, technicians with a cargo tank specialty shall describe the type and extent of damage to each cargo tank and its fittings and shall complete the following tasks: CARGO - 1.1.1 Origin: NFPA 13.2.1(1) Supports OSHA HMSPEC-B,E Given the specification mark for a cargo tank and the reference materials, describe the tank’s basic construction and features. CARGO - 1.1.2 Origin: NFPA 13.2.1(2) Supports OSHA HMSPEC-B,E Given examples of cargo tanks (some jacketed and some not jacketed), point out the jacketed cargo tanks. CARGO - 1.1.3 Origin: NFPA 13.2.1(3) Supports OSHA HMSPEC-B,E 2016 Response Training Guidelines – Page 122#
Attachment 3, passage 120Response Training Considerations Given examples of the following types of cargo tank damage, identify the type of damage in each example: 1) Corrosion 2) Crack 3) Dent 4) Flame impingement 5) Puncture 6) Scrape, score, gouge, or loss of metal CARGO - 1.1.4 Origin: NFPA 13.2.1(4) Supports OSHA HMSPEC-B,E Given examples of damage to an MC-331 cargo tank, determine the extent of damage to the heat-affected zone. CARGO - 1.1.5 Origin: NFPA 13.2.1(5) Supports OSHA HMSPEC-B,E Given an MC-331 cargo tank containing a liquefied gas, determine the amount of liquid in the tank. CARGO - 1.1.6 Origin: NFPA 13.2.1(6) Supports OSHA HMSPEC-B,E Given an MC-306/DOT-406, MC-307/DOT-407, and MC-312/DOT-412 cargo tanks, point out and explain the design, construction, and operation of each of the following safety devices: 1) Dome cover design 2) Emergency remote shutoff device 3) Internal safety valve or external valve with accident protection, including method of activation (air, cable, hydraulic) 4) Pressure and vacuum relief protection devices 5) Shear-type breakaway piping 6) Fusible caps, plugs, links and nuts CARGO - 1.1.7 Origin: NFPA 13.2.1(7) Supports OSHA HMSPEC-B,E Given an MC-331 and MC-338 cargo tank, point out and explain the design, construction, and operation of each of the following safety devices: 1) Emergency remote shutoff device 2) Excess flow valve 3) Fusible link and nut assemblies 4) Internal safety valve or external valve with accident protection, including method of activation (air, cable, hydraulic) 5) Pressure relief protection devices CARGO - 1.1.8 Origin: NFPA 13.2.1(8) Supports OSHA HMSPEC-B,E Given an MC-306/DOT-406 cargo tank, identify and describe the following normal methods of loading and unloading: 2016 Response Training Guidelines – Page 123#
Attachment 3, passage 121Response Training Considerations 1) Bottom loading 2) Top loading 3) Vapor recovery system CARGO - 1.1.9 Origin: NFPA 13.2.1(9) Supports OSHA HMSPEC-B,E Given the following types of cargo tank trucks and tube trailer, identify and describe the normal methods of loading and unloading: 1) MC-307/DOT-407 2) MC-312/DOT-412 3) MC-331 4) MC-338 5) Compressed gas tube trailer CARGO - 1.1.10 Origin: NFPA 13.2.1(10) Supports OSHA HMSPEC-B,E Describe the normal and emergency methods of activation for the following types of cargo tank truck valve systems: 1) Pneumatic (Air) 2) Cable 3) Hydraulic CARGO - 1.1.11 Origin: NFPA 13.2.1(11) Supports OSHA HMSPEC-B,E Given a cargo tank involved in an emergency, identify the factors to be evaluated as part of the cargo tank damage assessment process, including the following: 1) Amount of product both released and remaining in the cargo tanks 2) Container stress applied to the cargo tank 3) Nature of the emergency (e.g., rollover, vehicle accident, struck by object) 4) Number of compartments 5) Pressurized or nonpressurized 6) Type and nature of tank damage (e.g., puncture, dome cover leak, valve failure,) 7) Type of cargo tank (MC or DOT specification) 8) Type of tank metal (e.g., aluminum, stainless steel, composites) CARGO - 1.2 Origin: NFPA 13.2.2 Supports OSHA HMSPEC-B,E Determining the Likely Behavior of the Cargo Tank and its Contents Technicians with a cargo tank specialty shall predict the likely behavior of the cargo tank and its contents and shall complete the following tasks: CARGO - 1.2.1 Origin: NFPA 13.2.2(1) Supports OSHA HMSPEC-B,E Given the following types of cargo tanks (including a tube trailer), describe the likely breach/release mechanisms: 2016 Response Training Guidelines – Page 124#
Attachment 3, passage 122Response Training Considerations 1) MC-306/DOT-406 cargo tanks 2) MC-307/DOT-407 cargo tanks 3) MC-312/DOT-412 cargo tanks 4) MC-331 cargo tanks 5) MC-338 cargo tanks 6) Compressed gas tube trailer CARGO - 1.2.2 Origin: NFPA 13.2.2(2) Supports OSHA HMSPEC-B,E Describe the difference in types of construction materials used in cargo tanks and their significance in assessing tank damage. CARGO - 1.2.3 Origin: NFPA 13.2.2(3) Supports OSHA HMSPEC-B,E Describe the significance of the jacket on cargo tanks in assessing tank damage. CARGO - 1.2.4 Origin: NFPA 13.2.2(4) Supports OSHA HMSPEC-B,E Describe the significance of each of the following types of damage on different types of cargo tanks in assessing tank damage: 1) Corrosion (internal/external) 2) Crack 3) Dent 4) Flame impingement 5) Puncture 6) Scrape, score, gouge, or loss of metal CARGO - 1.2.5 Origin: NFPA 13.2.2(5) Supports OSHA HMSPEC-B,E Given examples of damage to the heat-affected zone on a MC-331 cargo tank, describe the significance of the damage in assessing tank damage. CARGO 2 – Planning the Response CARGO - 2.1 Origin: NFPA 13.3.1 Supports OSHA HMSPEC-D,F Determining the Response Options Given the analysis of an emergency involving cargo tanks, technicians with a cargo tank specialty shall determine the response options for each cargo tank involved and shall complete the following tasks: CARGO - 2.1.1 Origin: NFPA 13.3.1(1) Supports OSHA HMSPEC-D,F Given an incident involving a cargo tank, describe the methods, procedures, risks, safety precautions, and equipment that are required to implement spill and leak control procedures. CARGO - 2.1.2 Origin: NFPA 13.3.1(2) Supports OSHA HMSPEC-D,F 2016 Response Training Guidelines – Page 125#
Attachment 3, passage 123Response Training Considerations Given an overturned cargo tank, describe the factors to be evaluated for up-righting, including the following: 1) Condition and weight of the cargo tank 2) Lifting capabilities of the wreckers and cranes 3) Preferred lifting points 4) Selection of lifting straps and/or air bags 5) Site safety precautions 6) Type and nature of stress applied to the cargo tank 7) Type of cargo tank and material of construction CARGO 3 – Implementing the Planned Response CARGO - 3.1 Origin: NFPA 13.4.1 Supports OSHA HMSPEC-F Given an analysis of an emergency involving a cargo tank and the planned response, technicians with a cargo tank specialty shall implement or oversee the implementation of the selected response options safely and effectively and shall complete the following tasks: CARGO - 3.1.1 Origin: NFPA 13.4.1(1) Supports OSHA HMSPEC-F Demonstrate the methods for containing the following leaks on liquid cargo tanks (e.g., MC-306/DOT-406, MC-307/DOT-407, and MC-312/DOT-412): 1) Dome cover leak 2) Irregular-shaped hole 3) Pressure relief devices (e.g., vents, burst disc) 4) Puncture 5) Split or tear 6) Valves and piping CARGO - 3.1.2 Origin: NFPA 13.4.1(2) Supports OSHA HMSPEC-F Describe the methods for containing the following leaks in MC-331 and MC-338 cargo tanks: 1) Crack 2) Failure of pressure relief device (e.g., relief valve, burst disc) 3) Valves and piping 4) Puncture 5) Split or tear CARGO - 3.1.3 Origin: NFPA 13.4.1(3) Supports OSHA HMSPEC-F 2016 Response Training Guidelines – Page 126#
Attachment 3, passage 124Response Training Considerations Demonstrate bonding and grounding procedures for the transfer of flammable and combustible products from cargo tanks, or other products that can give off flammable gases or vapors when heated or contaminated, including the following: 1. Selection of proper equipment 2. Establishment of ground field 3. Sequence of bonding and grounding connections 4. Proper testing of bonding and grounding connections CARGO - 3.1.4 Origin: NFPA 13.4.1(4) Supports OSHA HMSPEC-F Given the following product transfer and recovery equipment, demonstrate the safe application and use of each of the following: 1. Portable pumps (air, electrical, gasoline/diesel) 2. Compressors or compressed gas 3. Vacuum trucks 4. Vehicles with power-take-off (PTO) driven pumps CARGO - 3.1.5 Origin: NFPA 13.4.1(5) Supports OSHA HMSPEC-F Given a scenario involving an overturned MC-306/DOT-406 cargo tank, demonstrate the safe procedures for the following methods of product removal and transfer: 1. Drilling 2. Internal safety valve 3. Unloading lines 4. Vapor recovery lines CARGO - 3.1.6 Origin: NFPA 13.4.1(6) Supports OSHA HMSPEC-F Given a scenario involving an overturned MC-307/DOT-407 cargo tank, demonstrate the safe procedures for product removal and transfer. 1. Cleanout cap 2. Product loading and unloading lines 3. Product lines CARGO - 3.1.7 Origin: NFPA 13.4.1(7) Supports OSHA HMSPEC-F Given a scenario involving an overturned MC-331 cargo tank, demonstrate the safe procedures for product removal and transfer. 1. Vapor line 2. Liquid line 3. Hot tap CARGO - 3.1.8 Origin: NFPA 13.4.1(8) Supports OSHA HMSPEC-F Given the necessary resources, demonstrate the flaring of a MC-331 flammable gas cargo tank. 2016 Response Training Guidelines – Page 127#
Attachment 3, passage 125Response Training Considerations Hazardous Materials Technician with an Intermodal Tank Specialty Technicians with an intermodal tank specialty are those persons who provide technical support pertaining to intermodal tanks, provide oversight for product removal and movement of damaged intermodal tanks, and act as a liaison between technicians and other outside resources. Note that NFPA 472, Chapter 14, “Competencies for Hazardous Technicians with an Intermodal Tank Specialty”, is not intended as a mandate that hazardous materials response teams must include technicians with an intermodal tank specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training as listed in NFPA 472, Chapter 7, are able to intervene at railroad incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of intermodal tanks. The hazardous materials technician with an intermodal tank specialty shall be trained to meet all competencies for the awareness, operations, and technician levels and the competencies of this chapter. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472 (2013), Chapter 14, “Competencies for Hazardous Materials Technicians with a Intermodal Tank Specialty”) INTML 1 – Analyzing the Incident INTML - 1.1 Origin: NFPA 14.2.1 Supports OSHA HMSPEC-B,E Determining the Type and Extent of Damage to Intermodal Tanks Given examples of damaged intermodal tanks, the hazardous materials technician with an intermodal tank specialty shall describe the type and extent of damage to each intermodal tank and its fittings and shall complete the following tasks: INTML - 1.1.1 Origin: NFPA 14.2.1(1) Supports OSHA HMSPEC-B,E Given the specification mark for an intermodal tank and the reference materials, describe the tank’s basic construction and features. INTML - 1.1.2 Origin: NFPA 14.2.1(2) Supports OSHA HMSPEC-B,E Given examples of intermodal tanks (some jacketed and not jacketed), identify the jacketed intermodal tanks. INTML - 1.1.3 Origin: NFPA 14.2.1(3) Supports OSHA HMSPEC-B,E Given examples of various intermodal tanks, point out and explain the design and purpose of each of the following intermodal tank components, where present: 2016 Response Training Guidelines – Page 128#
Attachment 3, passage 126Response Training Considerations 1) Corner casting 2) Data plate 3) Heater coils (steam/electric) 4) Insulation 5) Jacket 6) Refrigeration unit 7) Supporting frame INTML - 1.1.4 Origin: NFPA 14.2.1(4) Supports OSHA HMSPEC-B,E Given examples of various fittings arrangements for pressure, nonpressure, and cryogenic intermodal tanks, point out and explain the design, construction, and operation of each of the following fittings, when present: 1) Air line connection 2) Bottom outlet valve 3) Gauging device 4) Liquid or vapor valve 5) Thermometer 6) Manhole cover 7) Pressure gauge 8) Sample valve 9) Spill box 10) Thermometer well 11) Top outlet INTML - 1.1.5 Origin: NFPA 14.2.1(5) Supports OSHA HMSPEC-B,E Given examples of various safety devices for pressure, nonpressure, and cryogenic intermodal tanks, point out and explain the design, construction, and operation of each of the following safety devices, where present: 1) Emergency remote shutoff device 2) Excess flow valve 3) Fusible link/nut assemblies 4) Regulator valve 5) Rupture disc 6) Pressure relief valve INTML - 1.1.6 Origin: NFPA 14.2.1(6) Supports OSHA HMSPEC-B,E Given the following types of intermodal tank damage, identify the type of damage in each example and explain its significance: 1) Corrosion (internal/external) 2) Crack 3) Dent 4) Flame impingement 2016 Response Training Guidelines – Page 129#
Attachment 3, passage 127Response Training Considerations 5) Metal loss (gouge/score) 6) Puncture INTML - 1.1.7 Origin: NFPA 14.2.1(7) Supports OSHA HMSPEC-B,E Given three examples of damage to the framework of intermodal tanks, describe the damage in each example and explain its significance in the analysis process. INTML - 1.1.8 Origin: NFPA 14.2.1(8) Supports OSHA HMSPEC-B,E Given an intermodal tank involved in an emergency, identify the factors to be evaluated as part of the intermodal tank damage assessment process, including the following: 1) Amount of product both released and remaining in the intermodal tank 2) Container stress applied to the intermodal tank 3) Nature of the emergency 4) Number of compartments 5) Pressurized or nonpressurized 6) Type and nature of tank damage 7) Type of intermodal tank 8) Type of tank metal INTML - 1.1.9 Origin: NFPA 14.2.1(9) Supports OSHA HMSPEC-B,E Given a pressurized intermodal tank containing a liquefied gas, determine the amount of liquid in the tank. INTML - 1.1.10 Origin: NFPA 14.2.1(10) Supports OSHA HMSPEC-B,E Given examples of damage to a pressurized intermodal tank, determine the extent of damage to the heat-affected zone. INTML - 1.2 Origin: NFPA 14.2.2 Supports OSHA HMSPEC-B,E Predicting the Likely Behavior of the Intermodal Tank and its Contents Technicians with an intermodal tank specialty shall predict the likely behavior of the intermodal tank and its contents and shall complete the following tasks: INTML - 1.2.1 Origin: NFPA 14.2.1(1) Supports OSHA HMSPEC-B,E Given the following types of intermodal tanks, describe the likely breach/release mechanisms: 1) IMO Type 1/IM-101 2) IMO Type 2/IM-102 3) IMO Type 5/DOT-51 4) DOT-56 5) DOT-57 6) DOT-60 2016 Response Training Guidelines – Page 130#
Attachment 3, passage 128Response Training Considerations 7) Cryogenic (IMO Type 7) INTML - 1.2.2 Origin: NFPA 14.2.1(2) Supports OSHA HMSPEC-B,E Describe the difference in types of construction materials used in intermodal tanks relative to assessing tank damage. INTML 2 – Planning the Response INTML - 2.1 Origin: NFPA 14.3.1 Supports OSHA HMSPEC-F Determining Response Options Given the analysis of an emergency involving intermodal tanks, technicians with an intermodal tank specialty shall determine the response options for each intermodal tank involved and shall complete the following tasks: INTML - 2.1.1 Origin: NFPA 14.3.1(1) Supports OSHA HMSPEC-F Describe the purpose of, potential risks associated with, procedures for, equipment required to implement, and safety precautions for the following product removal techniques for intermodal tanks: 1) Flaring liquids and vapors 2) Hot tapping 3) Transferring liquids and vapors (pressure and pump) INTML - 2.1.2 Origin: NFPA 14.3.1(2) Supports OSHA HMSPEC-F Describe the purpose of, procedures for, and risks associated with controlling leaks from various fittings on intermodal tanks, including equipment needed and safety precautions. INTML 3 – Implementing the Planned Response INTML - 3.1 Origin: NFPA 14.4 Supports OSHA HMSPEC-F Given an analysis of an emergency involving intermodal tanks and the planned response, technicians with an intermodal tank specialty shall implement or oversee the implementation of the selected response options safely and effectively and shall complete the following tasks: INTML - 3.1.1 Origin: NFPA 14.4(1) Supports OSHA HMSPEC-F Given leaks from the following fittings on intermodal tanks, control the leaks using approved methods and procedures: 1) Bottom outlet 2) Liquid/vapor valve 3) Manway cover 4) Pressure relief device 5) Tank 2016 Response Training Guidelines – Page 131#
Attachment 3, passage 129Response Training Considerations INTML - 3.1.2 Origin: NFPA 14.4(2) Supports OSHA HMSPEC-F Given applicable equipment and resources, demonstrate the following types of emergency product removal: 1) Flaring of liquids and vapors 2) Transferring of liquids and vapors 3) Venting INTML - 3.1.3 Origin: NFPA 14.4(3) Supports OSHA HMSPEC-F Demonstrate approved procedures for the following types of emergency product removal: 1) Gas/liquid transfer (pressure/pump) 2) Flaring 3) Venting INTML - 3.1.4 Origin: NFPA 14.4(4) Supports OSHA HMSPEC-F Demonstrate grounding and bonding procedures for the transfer of flammable and combustible products from an intermodal tank, or other products that can give off flammable gases or vapors when heated or contaminated, including the following: 1) Selection of proper equipment 2) Establishment of ground field 3) Sequence of bonding and grounding connections 4) Testing of ground field and grounding and bonding connections INTML - 3.1.5 Origin: NFPA 14.4(5) Supports OSHA HMSPEC-F Demonstrate the methods for containing the following leaks on liquid intermodal tanks (e.g., IM-101 and IM-102): 1) Dome cover leak 2) Irregular-shaped hole 3) Pressure relief devices (e.g., vents, burst disc) 4) Puncture 5) Split or tear 6) Valves and piping INTML - 3.1.6 Origin: NFPA 14.4(6) Supports OSHA HMSPEC-F Describe the methods for containing the following leaks in pressure intermodal tanks: 1) Crack 2) Failure of pressure relief device (e.g., relief valve, burst disc) 3) Valves and Piping INTML - 3.1.7 Origin: NFPA 14.4(7) Supports OSHA HMSPEC-F 2016 Response Training Guidelines – Page 132#
Attachment 3, passage 130Response Training Considerations Given the following product transfer and recovery equipment, demonstrate the safe and correct application and use of the following: 1) Portable pumps (air, electrical, gasoline/diesel) 2) Pressure transfers 3) Vacuum trucks 4) Vehicles with power-take-off driven pumps INTML - 3.1.8 Origin: NFPA 14.4(8) Supports OSHA HMSPEC-F Given a scenario involving an overturned liquid intermodal tank, demonstrate the safe procedures for product removal and transfer. INTML - 3.1.9 Origin: NFPA 14.4(9) Supports OSHA HMSPEC-F Given a scenario involving an overturned pressure intermodal tank, demonstrate the safe procedures for product removal and transfer. INTML - 3.1.10 Origin: NFPA 14.4(10) Supports OSHA HMSPEC-F Given the necessary resources, demonstrate the flaring of a pressure flammable gas intermodal tank. 2016 Response Training Guidelines – Page 133#
Attachment 3, passage 131Response Training Considerations Hazardous Materials Technician with a Marine Tank and Non-Tank Vessel Specialty Technicians with a marine tank and non-tank vessel specialty are those persons who provide technical support pertaining to marine tank vessels, provide oversight for product removal and movement of damaged marine tank vessels, and act as liaisons between technicians and other outside resources. Note that NFPA 472, Chapter 15, “Competencies for Hazardous Materials Technicians with a Marine Tank and Non-Tank Vessel Specialty”, is not intended as a mandate that hazardous materials response teams must include technicians with a marine tank vessel specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training as listed in NFPA 472, Chapter 7, are able to intervene at marine tank vessel incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of marine vessel tanks. The hazardous materials technician with a marine tank and non-tank vessel specialty shall be trained to meet all competencies for the awareness, operations, and technician levels and the competencies of this chapter. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472 (2013 edition), Chapter 15, “Competencies for Hazardous Materials Technicians with a Marine Tank Vessel Specialty”). MARINE 1 – Analyzing the Incident MARINE - 1.1 Origin: NFPA 15.2.1 Determining the Type and Extent of Damage to Marine Tank Vessels Given examples of damaged marine tank vessels, hazardous materials technicians with a marine tank and non-tank vessel specialty shall describe the type and extent of damage to each marine tank vessel and its cargo systems and shall complete the following tasks: MARINE - 1.1.1 Origin: NFPA 15.2.1(1) Given examples of marine tank vessels, describe a marine tank vessel’s basic construction and arrangement features, for marine tank and non-tank vessels. MARINE - 1.1.2 Origin: NFPA 15.2.1(2) 2016 Response Training Guidelines – Page 134#
Attachment 3, passage 132Response Training Considerations Given examples of various marine tank vessels, point out and explain the design and purpose of each of the various types of marine tank vessel cargo / ballast compartment design, structure and components, where present. MARINE - 1.1.3 Origin: NFPA 15.2.1(3) Given examples of various fittings arrangements for marine tank vessels, point out and explain the design, construction, and operation of each. MARINE - 1.1.4 Origin: NFPA 15.2.1(4) Given a marine tank and non-tank vessel, identify and describe the normal methods of cargo transfer. MARINE - 1.1.5 Origin: NFPA 15.2.1(5) Given a marine non-tank vessel, describe the following systems/processes used in conjunction with cargo transfer: 1) Cargo transfer system (including liquid and vent piping arrangements). 2) Mechanical systems (cranes, booms, belts, etc.) 3) Pressure systems 4) Vacuum systems 5) Cargo securing system components (tie-downs, lashings, twist locks, etc.). MARINE - 1.1.6 Origin: NFPA 15.2.1(6) Given a marine tank vessel, describe the following systems/processes used in conjunction with cargo transfer: 1) Cargo transfer system (including liquid and vent piping arrangements). 2) Vapor recovery system 3) Vapor balancing 4) Pressuring cargo 5) Vacuum systems 6) Purging with an inert medium prior to transfer 7) Padding tanks 8) Inert gas system (tank vessel only) 9) Cargo monitoring systems (tank levels / alarms, tank pressures, pump controls, cargo line pressures, and cargo temperatures MARINE - 1.1.7 Origin: NFPA 15.2.1(7) Given the following types of cargo compartment damage on marine tank vessels, identify the type of damage in each example and explain its significance: 1) Crack, puncture, slit, or tear 2) Dent 3) Flame impingement 4) Over- or under-pressurization 2016 Response Training Guidelines – Page 135#
Attachment 3, passage 133Response Training Considerations 5) Brittle fracture 6) Pinhole or corrosion 7) Damage to heat-affected zone (i.e., welded areas) MARINE - 1.1.8 Origin: NFPA 15.2.1(8) Given examples of the types of emergency situations a marine tank vessel can experience that might result in damage to the vessel or its cargo transfer system, describe the following types of marine tank vessel emergencies and explain their significance related to the vessel’s seaworthiness and cargo containment: 1) Grounding 2) Stranding 3) Allision/collision 4) Foundering 5) Heavy weather damage 6) Fire 7) Explosion/BLEVE 8) Polymerization and/or chemical reaction 9) Cargo shifting or fluidization/liquefaction MARINE - 1.1.9 Origin: NFPA 15.2.1(9) Given a marine vessel involved in an emergency, identify the factors to be evaluated as part of the marine tank vessel damage assessment process, including the following: 1) Type of marine tank vessel 2) Type and location of damage 3) Fire control, stability and ventilation plans/documentation 4) Dangerous cargo manifest 5) Stowage plan 6) Ingress and egress and potential restrictions due to security arrangements 7) Bilge and ballast arrangements 8) Pressurized or nonpressurized systems 9) Cargo pumping arrangements (tank vessels only) 10) Number and location of cargo compartments 11) Cargo transfer and monitoring control system /location 12) Location and arrangement of void spaces in cargo area 13) Types/characteristics of void spaces in cargo area 14) Types/characteristics of cargoes in the damaged cargo system 15) Types/characteristics of other cargoes on the marine non-tank vessel (outside the damaged area) 16) Cargo compatibility 17) Stability and stresses applied to the marine non-tank vessel 2016 Response Training Guidelines – Page 136#
Attachment 3, passage 134Response Training Considerations 18) Type and nature of cargo system damage 19) Amount of product both released and remaining in the cargo compartment MARINE - 1.1.10 Origin: NFPA 15.2.1(10) Given a cargo system containing a bulk liquid, determine the amount of liquid in the cargo tank. MARINE - 1.2 Origin: NFPA 15.2.2 Predicting the Likely Behavior of the Marine Tank Vessel and Its Contents Hazardous materials technicians with a marine tank and non-tank vessel specialty shall understand the likely behavior of both marine tank vessels and marine non-tank vessels, as well as the vessel’s contents and meet the following related requirements: MARINE - 1.2.1 Origin: NFPA 15.2.2(1) Given the following types of marine tank vessels, provide examples of probable causes of releases: (a) Certain bulk dangerous cargo ships (46 CFR Subchapter O, Parts 150-153) 1) Chemical tank ships 2) Sophisticated parcel chemical ships 3) Specialized chemical tank ships 4) Chemical tank barges (b) Liquefied gas tank ships (46 CFR Subchapter O, Parts 151 or 154) 1) Fully pressurized tank ships 2) Semi-pressurized tank ships 3) Ethylene (LPG and chemical gas) ships 4) Fully refrigerated tank ships 5) Liquefied natural gas (LNG) ships 6) Liquefied gas barges (c) Tank ships (46 CFR Subchapter D, Parts 30-39) 1) Oil tank barges 2) Oil tank ships (d) Cargo and miscellaneous vessels (46 CFR Subchapter I, Parts 90-105) 1) Container vessels 2) Break bulk 3) Roll on/roll off (RoRo) vessels 4) Dry bulk ships or barges 5) Oil tank ships (e) Offshore supply vessels (46 CFR Subchapter H, Parts 70-79) (f) Passenger vessels (46 CFR Subchapter I, Parts 125-134) 2016 Response Training Guidelines – Page 137#
Attachment 3, passage 135Response Training Considerations 1) Cruise ship 2) Ferries (g) Other vessels 1) Tug boats (46 CFR Subchapter C, Parts 24-27) 2) Fishing vessels (46 CFR Subchapter C, Parts 24-28) 3) Crew boat (46 CFR Subchapter T, Parts 175-185) 4) Mobile offshore drilling unit (46 CFR Subchapter I-A, Parts 107-109) MARINE - 1.2.2 Origin: NFPA 15.2.2(2) Describe the significance of internal and external forces on a marine tank vessel’s stress and stability in assessing marine tank vessel damage. MARINE - 1.2.3 Origin: NFPA 15.2.2(3) Given the following examples of damage to the cargo compartments and cargo transfer systems on marine tank vessels, describe their significance in the risk analysis process: 1) Cargo spills or releases 2) Tank leakage within the vessel 3) Overpressure/vacuum damage 4) Shifting cargo 5) Cargo /container securing systems MARINE - 1.2.4 Origin: NFPA 15.2.2(4) Describe the significance of the following when assessing marine tank vessel damage: 1) Lining and cladding on cargo compartments 2) Coated and uncoated cargo compartments 3) Insulation or thermal protection 4) Heating or refrigerated coils in cargo compartments MARINE 2 – Planning the Response MARINE - 2.1 Origin: NFPA 15.3.1 Determining the Response Options Given the analysis of an emergency involving marine tank vessels, hazardous materials technicians with a marine tank and non-tank vessel specialty shall determine the response options for each marine tank vessel involved and shall complete the following tasks: MARINE - 2.1.1 Origin: NFPA 15.3.1(1) 2016 Response Training Guidelines – Page 138#
Attachment 3, passage 136Response Training Considerations Given an incident involving a marine tank vessel, describe the methods, procedures, risks, safety precautions, and equipment that are required to implement hazardous cargo procedures for various types of incidents and marine vessels. MARINE - 2.1.2 Origin: NFPA 15.3.1(2) Describe the purpose of, potential risks associated with, procedures for, equipment required to implement, and safety precautions for the following product removal techniques for hazardous materials in all forms, including bulk, non-bulk, solids, liquids, and gases: 1) Vessel-to/from-shore transfer 2) Vessel-to-vessel transfer 3) Vessel-to/from-tank truck transfer 4) Vessel-to/from-rail car transfer 5) Internal transfer within the vessel 6) Other types of transfers [e.g., frac/portable tanks) MARINE - 2.1.3 Origin: NFPA 15.3.1(3) Describe the purpose of, procedures for, and risks associated with controlling leaks from various fittings on marine tank vessel cargo systems, including equipment needed and safety precautions. MARINE - 2.1.4 Origin: NFPA 15.3.1(4) Describe the hazards associated with working with vessels and marine property during emergencies. MARINE 3 – Implementing the Planned Response MARINE - 3.1 Origin: NFPA 15.4 Given an analysis of an emergency involving marine tank vessels and the planned response, hazardous materials technicians with a marine tank and non-tank vessel specialty shall implement or oversee the implementation of the selected response options safely and effectively and shall complete the following tasks: MARINE - 3.1.1 Origin: NFPA 15.4(1) Given leaks from the following fittings on marine tank vessels, describe approved methods and procedures for controlling the leaks: 1) Tank hatch/expansion trunk 2) Valve or fitting 3) Cargo compartment vent / access hatch / door 4) Pressure relief device (pressure and vacuum) 5) Manifold or pipeline 6) Transfer hoses and connections 7) Other deck penetrations 2016 Response Training Guidelines – Page 139#
Attachment 3, passage 137Response Training Considerations 8) Bulk and non-bulk packaging MARINE - 3.1.2 Origin: NFPA 15.4(2) Describe approved procedures for the following types of emergency cargo removal on board marine tank vessels: 1) Gas/liquid transfer (pressure/pump) 2) Flaring 3) Venting 4) Jettisoning of cargo MARINE - 3.1.3 Origin: NFPA 15.4(3) Describe approved procedures for the following types of emergency cargo removal on board marine non-tank vessels: 1) Cranes and other lifting equipment 2) Unloading systems 3) Ramps and other vehicular methods 4) Gas/liquid transfer (pressure/pump) 5) Venting 6) Jettisoning of cargo MARINE - 3.1.4 Origin: NFPA 15.4(4) Describe the importance of bonding and grounding procedures for the transfer of flammable and combustible cargoes from a marine tank vessel or other products that can give off flammable gases or vapors when heated or contaminated. MARINE - 3.1.5 Origin: NFPA 15.4(5) Demonstrate the methods for containing the following leaks on marine vessels: 1) Puncture 2) Irregular-shaped hole 3) Split or tear 4) Dome / hatch cover leak 5) Valves and piping failure 6) Pressure relief devices (e.g., vents, burst / rupture disc) MARINE - 3.1.6 Origin: NFPA 15.4(6) Given the following product transfer and recovery equipment, describe the safe and correct application and use of the following: 1) Portable pumps (air, electrical, hydraulic, gasoline/diesel) 2) Vehicles with power-take-off-driven pumps 3) Vehicles, such as fork lifts 4) Pressure liquid transfer equipment 2016 Response Training Guidelines – Page 140#
Attachment 3, passage 138Response Training Considerations 5) Vacuum trucks 6) Cranes 7) Ramps 8) Conveyors MARINE - 3.1.7 Origin: NFPA 15.4(7) Given the necessary resources, describe the flaring of a pressure flammable gas from a liquefied gas tank vessel (ship or barge as applicable). MARINE - 3.1.8 Origin: NFPA 15.4(8) Given a scenario involving flammable liquid spill from a marine tank vessel, describe the procedures for site safety and fire control during cleanup and removal operations. 2016 Response Training Guidelines – Page 141#
Attachment 3, passage 139Response Training Considerations Hazardous Materials Technician with a Flammable Liquids Bulk Storage Specialty Technicians with a flammable liquids bulk storage specialty is a person who, in incidents involving bulk flammable liquid storage tanks and related facilities, provides support to the hazardous materials technician and other personnel, provides strategic and tactical recommendations to the on-scene incident commander, provides oversight for fire control and product removal operations, and acts as a liaison between technicians, response personnel and outside resources. For the purposes of this chapter, flammable liquid bulk storage tanks also include the related pipelines, piping, transfer pumps, additive tanks, and loading racks commonly found in a flammable liquid bulk storage tank facility. Note that NFPA 472, Chapter 16, “Competencies for Hazardous Materials Technicians with a Flammable Liquids Bulk Storage Specialty”, is not intended as a mandate that hazardous materials response teams must include technicians with a flammable liquids bulk storage specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training as listed in NFPA 472, Chapter 7, are able to intervene at flammable liquids bulk storage incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of flammable liquids bulk storage incidents. The hazardous materials technician with a flammable liquids bulk storage specialty shall be trained to meet all competencies for the awareness, operations, and technician levels and the competencies of this chapter. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472 (2013 edition), Chapter 16, “Competencies for Hazardous Materials Technicians with a Flammable Liquids Bulk Storage Specialty”) FLAM LIQ 1 – Analyzing the Incident FLAM LIQ - 1.1 Origin: NFPA 16.2.1 Determining the Type and Extent of Damage to the Bulk Storage Tank Given examples of incidents involving bulk flammable liquid storage tanks, describe the type of storage tank and the type and extent of damage to the tank and its associated valves, piping, fittings, and related equipment by completing the following tasks: FLAM LIQ - 1.1.1 Origin: NFPA 16.2.1.1 Given examples of various hydrocarbon and polar solvent fuels, describe their physical and chemical properties and their impact upon the selection, application, and use of Class B fire-fighting foams for spill and fire scenarios. FLAM LIQ - 1.1.2 Origin: NFPA 16.2.1.2 2016 Response Training Guidelines – Page 142#
Attachment 3, passage 140Response Training Considerations Given examples of various flammable liquid bulk storage operations, identify and describe the procedures for the normal movement and transfer of product(s) into and out of the facility and storage tanks. Examples shall be based on local or regional facilities and could include marketing terminals, pipeline operations and terminals, refineries, and bulk storage facilities. FLAM LIQ - 1.1.3 Origin: NFPA 16.2.1.3 Given examples of the following atmospheric pressure bulk liquid storage tanks, describe each tank’s design and construction features and types of products commonly found: 1) Cone roof tank 2) Open (external) floating roof tank 3) Open floating roof tank with a geodesic dome external roof 4) Covered (internal) floating roof tank FLAM LIQ - 1.1.4 Origin: NFPA 16.2.1.4 Given examples of the following types of low pressure horizontal and vertical bulk liquid storage tanks, describe the tank’s uses and design and construction features: 1) Horizontal tank 2) Dome roof tank FLAM LIQ - 1.1.5 Origin: NFPA 16.2.1.5 Given examples of various atmospheric and low pressure bulk liquid storage tanks and related facilities, describe the design and purpose of each of the following storage tank components, where present: 1) Tank shell material of construction 2) Type of roof and material of construction 3) Primary and secondary roof seals (as applicable) 4) Incident venting and pressure relief devices 5) Tank valves 6) Tank gauging devices 7) Tank overfill device 8) Secondary containment methods (as applicable) 9) Transfer pumps (horizontal or vertical) 10) Tank piping and piping supports 11) Vapor recovery (VRU) and vapor combustion (VCU) units 12) Loading rack additive tanks 13) Fixed or semifixed fire protection system FLAM LIQ - 1.1.6 Origin: NFPA 16.2.1.6 2016 Response Training Guidelines – Page 143#
Attachment 3, passage 141Response Training Considerations Given three examples of primary and secondary spill confinement measures, describe the design, construction, and incident response considerations associated with each method provided. FLAM LIQ 2 – Predicting the Likely Behavior of the Bulk Storage Tank and Contents FLAM LIQ - 2.1 Origin: NFPA 16.2.2 Technicians with a flammable liquids bulk storage specialty shall predict the likely behavior of the tank and its contents by completing the following tasks: FLAM LIQ - 2.1.1 Origin: NFPA 16.2.2.1 Given examples of different types of flammable liquids bulk storage tank facilities, identify the impact of the following fire and safety features on the behavior of the products during an incident: 1) Tank spacing 2) Product spillage and control (impoundment and diking) 3) Tank venting and flaring systems 4) Transfer and product movement capabilities 5) Monitoring and detection systems 6) Fire protection systems FLAM LIQ - 2.1.2 Origin: NFPA 16.2.2.2 Given a flammable liquid bulk storage tank involved in a fire, identify the factors to be evaluated as part of the analysis process, including the following: 1) Type of storage tank 2) Product involved 3) Amount of product within the storage tank 4) Nature of the incident (e.g., seal fire, tank overfill, full-surface fire) 5) Tank spacing and exposures 6) Fixed or semifixed fire protection system present FLAM LIQ - 2.1.3 Origin: NFPA 16.2.2.3 Given three types of incidents involving flammable liquid storage tanks, describe the likely fire and spill behavior for each incident. FLAM LIQ - 2.1.4 Origin: NFPA 16.2.2.4 Describe the causes, hazards, and methods of handling the following conditions as they relate to fires involving flammable liquid bulk storage tanks: 1) Frothover 2) Slopover 2016 Response Training Guidelines – Page 144#
Attachment 3, passage 142Response Training Considerations 3) Boilover FLAM LIQ 3 – Planning the Response FLAM LIQ - 3.1 Origin: NFPA 16.3 Given the analysis of an incident involving flammable liquid bulk storage tanks, determine response options for the storage tank involved by completing the following tasks: FLAM LIQ - 3.1.1 Origin: NFPA 16.3.1 Describe the factors to be considered in evaluating and selecting Class B fire— fighting foam concentrates for use on flammable liquids. FLAM LIQ - 3.1.2 Origin: NFPA 16.3.2 Describe the factors to be considered for the portable application of Class B fire- fighting foam concentrates for the following types of incidents: 1) Flammable liquid spill (no fire) 2) Flammable liquid spill (with fire) 3) Flammable liquid storage tank fire FLAM LIQ - 3.1.3 Origin: NFPA 16.3.3 Given examples of different types of flammable liquid bulk storage tanks, identify and describe the application, use and limitations of the types of fixed and semifixed fire protection systems that can be used, including the following: 1) Foam chambers 2) Catenary systems 3) Subsurface injection systems 4) Fixed foam monitors 5) Foam and water sprinkler systems FLAM LIQ - 3.1.4 Origin: NFPA 16.3.4 Describe the hazards, safety procedures, and tactical guidelines for handling an accumulated (in-depth) flammable liquid-spill fire. FLAM LIQ - 3.1.5 Origin: NFPA 16.3.5 Describe the hazards, safety procedures, and tactical guidelines for handling the product and water drainage and runoff problems that can be created at a flammable liquid bulk storage tank fire. FLAM LIQ - 3.1.6 Origin: NFPA 16.3.6 Describe the hazards, safety procedures, and tactical guidelines for handling a flammable liquid bulk storage tank with a sunken floating roof. FLAM LIQ - 3.1.7 Origin: NFPA 16.3.7 2016 Response Training Guidelines – Page 145#
Attachment 3, passage 143Response Training Considerations Given a flammable liquid bulk storage tank fire, describe the methods and associated safety considerations for extinguishing the following types of fires by using portable application devices: 1) Pressure vent fire 2) Seal fire on an open floating roof tank 3) Seal fire on an internal floating roof tank 4) Full-surface fire on an internal floating roof tank 5) Full-surface fire on an external floating roof tank 6) Dike fire 7) Pipeline manifold fire FLAM LIQ - 3.1.8 Origin: NFPA 16.3.8 Given the size, dimensions, and products involved for a flammable liquid spill fire, determine the following: 1) Applicable extinguishing agent 2) Approved application method (bot portable and fixed system applications) 3) Approved application rate and duration 4) Required amount of Class B foam concentrate and required amount of water 5) Volume and rate of application of water for cooling exposed tanks FLAM LIQ - 3.1.9 Origin: NFPA 16.3.9 Given the size, dimensions, and product involved for a flammable liquid bulk storage tank fire, determine the following: 1) Applicable extinguishing agent 2) Approved application method (bot portable and fixed system applications) 3) Approved application rate and duration 4) Required amount of Class B foam concentrate and required amount of water 5) Volume and rate of application of water for cooling involved and exposed tanks FLAM LIQ - 3.1.10 Origin: NFPA 16.3.10 Given the size, dimensions, and product involved for a fire involving a single flammable liquid bulk storage tank and its dike area, determine the following: 1) Applicable extinguishing agent 2) Approved application method (bot portable and fixed system applications) 3) Approved application rate and duration 4) Required amount of Class B foam concentrate and required amount of water 5) Volume and rate of application of water for cooling involved and exposed tanks. 2016 Response Training Guidelines – Page 146#
Attachment 3, passage 144Response Training Considerations FLAM LIQ - 3.1.11 Origin: NFPA 16.3.11 Given the size, dimensions, and product involved for multiple flammable liquid bulk storage tanks burning within a common dike area, determine the following: 1) Applicable extinguishing agent 2) Approved application method (bot portable and fixed system applications) 3) Approved application rate and duration 4) Required amount of Class B foam concentrate and required amount of water 5) Volume and rate of application of water for cooling involved and exposed tanks. FLAM LIQ 4 – Implementing the Planned Response FLAM LIQ - 4.1 Origin: NFPA 16.4 Given an analysis of an incident involving flammable liquid bulk storage tanks, implement or oversee the implementation of the selected response options safely and effectively by completing the following tasks: FLAM LIQ - 4.1.1 Origin: NFPA 16.4.1 Given a scenario involving a flammable liquid fire, demonstrate the safe and effective methods for extinguishing the following types of fires by using portable application devices: 1) Valve and flange fires 2) Pump fire (horizontal or vertical0 3) Pressure vent fire 4) Large spill fire 5) Loading rack fire 6) Storage tank fire FLAM LIQ - 4.1.2 Origin: NFPA 16.4.2 Given a scenario involving a three-dimensional flammable liquid fire, demonstrate the safe and effective method for controlling the fire by using portable application devices. FLAM LIQ - 4.1.3 Origin: NFPA 16.4.3 Demonstrate grounding and bonding procedures for the transfer of flammable liquids, including the following: 1) Selection of equipment 2) Sequence of grounding and bonding connections 3) Testing of grounding and bonding connections 2016 Response Training Guidelines – Page 147#
Attachment 3, passage 145Response Training Considerations Hazardous Materials Technician with a Flammable Gases Bulk Storage Specialty Hazardous materials technicians with a flammable gases bulk storage specialty is a person who, in incidents involving bulk flammable gases storage tanks and related facilities, provides support to the hazardous materials technician and other personnel, provides strategic and tactical recommendations to the on-scene incident commander, provides oversight for fire control and product removal operations, and acts as a liaison between technicians, response personnel and outside resources. For the purposes of this chapter, flammable gases bulk storage tanks also include the related pipelines, piping, transfer pumps and loading racks commonly found in a flammable gases bulk storage tank facility. Note that NFPA 472, Chapter 17, “Competencies for Hazardous Materials Technicians with a Flammable Gases Bulk Storage Specialty”, is not intended as a mandate that hazardous materials response teams must include technicians with a flammable gases bulk storage specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training as listed in NFPA 472, Chapter 7, are able to intervene at flammable gases bulk storage incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of flammable gases bulk storage incidents. The hazardous materials technician with a flammable gases bulk storage specialty shall be trained to meet all competencies for the awareness, core operations, and technician levels and the competencies of this chapter. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472 (2013 edition), Chapter 17, “Competencies for Hazardous Materials Technicians with a Flammable Gases Bulk Storage Specialty”) FLAM GAS 1 – Analyzing the Incident FLAM GAS - 1.1 Origin: NFPA 17.2.1 Determining the Type and Extent of Damage to the Bulk Storage Tank Given examples of incidents involving bulk flammable liquid storage tanks, describe the type of storage tank and the type and extent of damage to the tank and its associated valves, piping, fittings, and related equipment by completing the following tasks: FLAM GAS - 1.1.1 Origin: NFPA 17.2.1.1 2016 Response Training Guidelines – Page 148#
Attachment 3, passage 146Response Training Considerations Given examples of various flammable gas bulk storage operations, identify and describe the procedures for the normal movement and transfer of product(s) into and out of the facility storage tanks. FLAM GAS - 1.1.2 Origin: NFPA 17.2.1.2 Given examples of the following types of high pressure bulk gas storage tanks, describe the tank’s uses and design and construction features: 1) Horizontal (bullet) tank 2) Spherical tank. FLAM GAS - 1.1.3 Origin: NFPA 17.2.1.3 Given examples of various high pressure bulk gas storage tanks, point out and explain the design and purpose of each of the following storage tank components and fittings: 1) Liquid valve and vapor valve 2) Pressure relief valve 3) Gauging device 4) Tank piping and piping supports 5) Transfer pumps 6) Monitoring and detection systems 7) Fixed or semifixed fire protection system FLAM GAS 2 – Predicting the Likely Behavior of the Bulk Storage Tank and Contents FLAM GAS -2.1 Origin: NFPA 17.2.2 Technicians with a flammable liquids bulk storage specialty shall predict the likely behavior of the tank and its contents by completing the following tasks: FLAM GAS - 2.1.1 Origin: NFPA 17.2.2.1 Given examples of different types of bulk flammable gas storage tank facilities, identify the impact of the following fire and safety features on the behavior of the products during an incident: 1) Tank spacing 2) Product spillage and control (impoundment and diking) 3) Tank venting and flaring systems 4) Transfer and product movement capabilities 5) Monitoring and detection systems 6) Fire protection systems 2016 Response Training Guidelines – Page 149#
Attachment 3, passage 147Response Training Considerations FLAM GAS - 2.1.2 Origin: NFPA 17.2.2.2 Given examples of different types of flammable gas bulk storage systems, identify and describe the application, use and limitations of the types of fixed and semifixed fire protection systems that can be used, including the following: 1) Water spray systems 2) Fixed water monitors 3) Fixed hydrocarbon monitoring system FLAM GAS - 2.1.3 Origin: NFPA 17.2.2.3 Given a flammable gas bulk storage tank and its associated piping, describe the likely breach or release mechanisms and fire scenarios. FLAM GAS 3 – Planning the Response FLAM GAS - 3.1 Origin: NFPA 17.3 Given an analysis of an emergency involving flammable gas bulk storage tanks, determine response options for the storage tank involved by completing the following tasks: FLAM GAS - 3.1.1 Origin: NFPA 17.3.1 Describe the hazards, safety, and tactical considerations required for the following types of flammable gas incidents: 1) Flammable vapor release (no fire) 2) Flammable vapor release (fire) 3) Liquefied flammable gas release (no fire) 4) Liquefied flammable gas release (fire) FLAM GAS - 3.1.2 Origin: NFPA 17.3.2 Given a flammable gas storage tank with a liquid leak from the pressure relief valve, describe the hazards, safety, and tactical considerations for controlling this type of leak. FLAM GAS - 3.1.3 Origin: NFPA 17.3.3 Given a flammable gas fire from an elevated structure (e.g., tower or column) describe the hazards, safety, and tactical considerations for controlling this type of release. FLAM GAS - 3.1.4 Origin: NFPA 17.3.4 Describe the purpose of, potential risks associated with, procedures for, equipment required to implement, and safety precautions for the following product removal techniques: 2016 Response Training Guidelines – Page 150#
Attachment 3, passage 148Response Training Considerations 1) Transfer of liquids and vapors 2) Flaring of liquids and vapors 3) Venting 4) Hot and cold tapping FLAM GAS - 3.1.5 Origin: NFPA 17.3.5 Describe the effect that flaring or venting of gas or liquid has on the pressure in the tank (flammable gas or flammable liquid product). FLAM GAS - 3.1.6 Origin: NFPA 17.3.6 Describe the hazards, safety procedures, and tactical guidelines for handling product and water drainage and runoff problems that can be created at a flammable gas bulk storage facility incident. FLAM GAS 4 – Implementing the Planned Response FLAM GAS - 4.1 Origin: NFPA 17.4 Given an analysis of an emergency involving flammable gas bulk storage tanks, implement or oversee the implementation of the selected response options safely and effectively by completing the following tasks: FLAM GAS - 4.1.1 Origin: NFPA 17.4.1 Given a scenario involving a flammable gas incident, demonstrate the safe and effective methods for controlling the following types of emergencies by using portable application devices: 1) Unignited vapor release 2) Valve and/or flange vapor release (no fire) 3) Valve and/or flange fire 4) Pump fire (horizontal or vertical) FLAM GAS - 4.1.2 Origin: NFPA 17.4.2 Given a scenario involving the simultaneous release of both flammable liquids and flammable gases, demonstrate the safe and effective method for controlling the following types of emergencies by using portable application devices: 1) Unignited vapor release 2) Flange fire 3) Pump seal fire FLAM GAS - 4.1.3 Origin: NFPA 17.4.3 Demonstrate grounding and bonding procedures for the transfer of flammable gases, including the following: 1) Selection of proper equipment 2) Sequence of grounding and bonding connections 2016 Response Training Guidelines – Page 151#
Attachment 3, passage 149Response Training Considerations 3) Proper testing of grounding and bonding connections FLAM GAS - 4.1.4 Origin: NFPA 17.4.4 Given a scenario involving a flammable gas incident from a bulk storage tank or pipeline, describe the procedures for site safety and fire control during cleanup and removal operations. 2016 Response Training Guidelines – Page 152#
Attachment 3, passage 150Response Training Considerations Hazardous Materials Technician with a Radioactive Material Specialty The hazardous materials technician with a radioactive materials specialty is a person who, in incidents involving radioactive materials, provides support to the hazardous materials technician on the use of radiation detection instruments, manages the control of radiation exposure, conducts hazards assessment, and acts as a liaison between hazardous materials technicians at incidents involving radioactive materials.. Note that NFPA 472, Chapter 18, “Competencies for Hazardous Materials Technicians with a Radioactive Material Specialty”, is not intended as a mandate that hazardous materials response teams must include technicians with a radioactive materials specialty in order to perform operations at such incidents. Technicians operating within the bounds of their training as listed in NFPA 472, Chapter 7, are able to intervene at radioactive materials incidents. However, the following additional competencies are provided for those jurisdictions or hazardous materials response teams who desire that some or all of their technicians have more complete and in-depth knowledge of radioactive materials incidents. The hazardous materials technician with a radioactive material specialty shall be trained to meet all competencies for the awareness, core operations, and technician levels and the competencies of this chapter. They shall also receive training to meet governmental occupational health and safety regulations. (Reference: NFPA 472m (2013 edition), Chapter 18, “Competencies for Hazardous Materials Technicians with a Radioactive Material Specialty”) RAD MAT 1 – Analyzing the Incident RAD MAT - 1.1 Origin: NFPA 18.2.1 Understanding Nuclear Science and Radioactivity Technicians with a radioactive material specialty shall have an understanding of nuclear science and radioactivity, including the units and terms used to describe radiation and radioactive materials by completing the following tasks: RAD MAT – 1.1.1 Origin: NFPA 18.2.1 (1) Define the following terms: a. Ionization k. Becquerel b. Nucleon l. Specific activity c. Nuclide m. Half-life d. Isotope n. Exposure e. Excitation o. Absorbed dose 2016 Response Training Guidelines – Page 153#
Attachment 3, passage 151Response Training Considerations f. Bremsstrahlung p. Dose equivalent g. Fission q. Quality factor h. Fusion r. Roentgen i. Criticality s. Rad/grav j. Curie t. Rem/Sievert . RAD MAT – 1.1.2 Origin: NFPA 18.2.1 (1) Identify the basic principles of the mass-energy equivalence concept. RAD MAT – 1.1.3 Origin: NFPA 18.2.1 (3) Identify how the neutron-to-proton ration is related to nuclear stability. RAD MAT – 1.1.4 Origin: NFPA 18.2.1 (4) Define the following terms related to nuclear stability: 1) Radioactivity 2) Radioactive decay RAD MAT – 1.1.5 Origin: NFPA 18.2.1 (5) Explain the characteristics of alpha, beta, gamma, and neutron radiations and the methods by which they interact with matter. RAD MAT – 1.1.6 Origin: NFPA 18.2.1 (6) Explain the function of a radiation dispersal device (RDD). RAD MAT – 1.1.7 Origin: NFPA 18.2.1 (7) Explain the function of a radiation exposure device (RED). RAD MAT – 1.1.8 Origin: NFPA 18.2.1 (8) Explain the function of an improvised nuclear device (IND). RAD MAT – 1.1.9 Origin: NFPA 18.2.1 (9) Using reference documents or computer programs, identify the following for a given nuclide: 1) Atomic number 2) Atomic mass 3) Stability 4) Half-life 5) Types and energies of radioactive emissions RAD MAT – 1.1.10 Origin: NFPA 18.2.1 (10) Given the Chart of Nuclides, trace the decay of a radioactive nuclide and identify the stable end product. 2016 Response Training Guidelines – Page 154#
Attachment 3, passage 152Response Training Considerations RAD MAT – 1.1.11 Origin: NFPA 18.2.1 (11) Name examples of materials best suited to shield from the following types of radiation: 1) Alpha 2) Beta 3) Gamma 4) Neutron RAD MAT – 1.1.12 Origin: NFPA 18.2.1 (12) Explain the concept of linear energy transfer (LET). RAD MAT - 1.2 Origin: NFPA 18.2.2 Understanding the Biological Effects of Ionizing Radiation Technicians with a radioactive material specialty shall have an understanding of how ionizing radiation affects the human body by completing the following tasks: RAD MAT – 1.2.1 Origin: NFPA 18.2.2 (1) Define the law of Bergonie and Tribondeau. RAD MAT – 1.2.2 Origin: NFPA 18.2.2 (2) Describe factors that affect the radiosensitivity of cells. RAD MAT – 1.2.3 Origin: NFPA 18.2.2 (3) Given a list of types of cells, identify which are the most and which are the least radiosensitive. RAD MAT – 1.2.4 Origin: NFPA 18.2.2 (4) Define the following terms and give examples of each: 1) Stochastic effect 2) Nonstochastic effect RAD MAT – 1.2.5 Origin: NFPA 18.2.2 (5) Describe the LD 50/30 value for humans. RAD MAT – 1.2.6 Origin: NFPA 18.2.2 (6) Identify the possible somatic and genetic effects of an acute and chronic exposure to radiation. RAD MAT – 1.2.7 Origin: NFPA 18.2.2 (7) Explain the three classic syndromes and four stages of types of the acute radiation syndrome and identify the exposure levels and symptoms associated with each. 2016 Response Training Guidelines – Page 155#
Attachment 3, passage 153Response Training Considerations RAD MAT – 1.2.8 Origin: NFPA 18.2.2 (8) Describe the risks of radiation exposure to the developing embryo and fetus. RAD MAT – 1.2.9 Origin: NFPA 18.2.2 (9) Distinguish between the terms somatic and heritable as they apply to biological effects. RAD MAT - 1.3 Origin: NFPA 18.2.3 Radiation Detector Theory Technicians with a radioactive material specialty shall have an understanding of radiation detector theory in order to select the correct type of radiological survey instrument at a hazardous materials/WMD incident involving radioactive materials by completing the following tasks: RAD MAT – 1.3.1 Origin: NFPA 18.2.3 (1) Given a graph of the gas amplification curve, identify the regions of the curve. RAD MAT – 1.3.2 Origin: NFPA 18.2.3 (2) Identify the characteristics of a detector operated in each of the useful regions of the gas amplification curve. RAD MAT – 1.3.3 Origin: NFPA 18.2.3 (3) Describe the methods employed with gas-filled detectors to discriminate among various types of radiation and various radiation energies. RAD MAT – 1.3.4 Origin: NFPA 18.2.3 (4) Explain how a scintillation detector and associated components operate to detect and measure radiation. RAD MAT – 1.3.5 Origin: NFPA 18.2.3 (5) Explain how neutron detectors detect neurons and provide an electrical signal. RAD MAT – 1.3.6 Origin: NFPA 18.2.3 (6) Explain the fundamental mechanism by which isotope identification detectors operate and the advantages and disadvantages of the different types of systems available. RAD MAT - 1.4 Origin: NFPA 18.2.4 Radiation Material Transportation Technicians with a radioactive material specialty shall have an understanding of how radioactive material is transported and how to identify this material at a hazardous materials/WMD incident by completing the following tasks: 2016 Response Training Guidelines – Page 156#
Attachment 3, passage 154Response Training Considerations RAD MAT – 1.4.1 Origin: NFPA 18.2.4 (1) List the applicable agencies that have regulations governing the transport of radioactive material. RAD MAT – 1.4.2 Origin: NFPA 18.2.4 (2) Identify the types of packages used in the transport of radioactive material and list examples of material shipped in each type of shipping package. RAD MAT – 1.4.3 Origin: NFPA 18.2.4 (3) Identify terminology and acronyms associated with shipments of radioactive material. RAD MAT – 1.4.4 Origin: NFPA 18.2.4 (4) Describe methods that can be used to determine the radionuclide contents of a package. RAD MAT – 1.4.5 Origin: NFPA 18.2.4 (5) Identify the information contained on shipping papers used for transporting radioactive material. RAD MAT – 1.4.6 Origin: NFPA 18.2.4 (6) Describe the radiation and contamination surveys that are performed on radioactive material packages and state the applicable limits. RAD MAT – 1.4.7 Origin: NFPA 18.2.4 (7) Describe the radiation and contamination surveys that are performed on exclusive- use vehicles and state the applicable limits. RAD MAT – 1.4.8 Origin: NFPA 18.2.4 (8) Identify the approved placement of placards on a transport vehicle. RAD MAT 2 – Planning the Response RAD MAT - 2.1 Origin: NFPA 18.3.1 External Exposure Control Given the analysis of an incident involving radioactive materials, determine the response options needed to minimize external exposure to radioactive material by completing the following tasks: RAD MAT – 2.1.1 Origin: NFPA 18.3.1 (1) Calculate the gamma exposure rate for specific radionuclides using equations or by using a computer program. RAD MAT – 2.1.2 Origin: NFPA 18.3.1 (2) 2016 Response Training Guidelines – Page 157#
Attachment 3, passage 155Response Training Considerations Using the stay time equation, calculate an individual’s remaining allowable dose equivalent, or stay time. RAD MAT – 2.1.3 Origin: NFPA 18.3.1 (3) Identify “distance to radiation sources” techniques for minimizing personnel external exposures. RAD MAT – 2.1.4 Origin: NFPA 18.3.1 (4) Using the point source equation (inverse square law), calculate the exposure rate or distance for a point source of radiation. RAD MAT – 2.1.5 Origin: NFPA 18.3.1 (5) Define the unit of density thickness. RAD MAT – 2.1.6 Origin: NFPA 18.3.1 (6) Calculate shielding thickness or exposure rates for gamma and x-ray radiation using the equations or by using a computer program. RAD MAT - 2.2 Origin: NFPA 18.3.2 Internal Exposure Control Given the analysis of an incident involving radioactive material, determine the response options needed to minimize internal exposure to radioactive material by completing the following tasks: RAD MAT – 2.2.1 Origin: NFPA 18.3.2 (1) Define the terms annual limit on intake (ALI) and derived air concentration (DAC). RAD MAT – 2.2.2 Origin: NFPA 18.3.2 (2) Define the term reference man. RAD MAT – 2.2.3 Origin: NFPA 18.3.2 (3) Describe three factors that govern the behavior of radioactive materials in the body. RAD MAT – 2.2.4 Origin: NFPA 18.3.2 (4) Explain the two natural mechanisms that reduce the quantity of a radionuclide in the body. RAD MAT – 2.2.5 Origin: NFPA 18.3.2 (5) Explain the relationship of physical, biological, and effective half-lives. RAD MAT – 2.2.6 Origin: NFPA 18.3.2 (6) Given the physical and biological half-lives, calculate the effective half-life. 2016 Response Training Guidelines – Page 158#
Attachment 3, passage 156Response Training Considerations RAD MAT – 2.2.7 Origin: NFPA 18.3.2 (7) Describe methods used to increase the elimination rate of radioactive materials from the body. RAD MAT - 2.3 Origin: NFPA 18.3.3 Radiation Survey Instrumentation Given the analysis of an incident involving radioactive material, determine the correct instrument to use for radiation and contamination monitoring by completing the following tasks: RAD MAT – 2.3.1 Origin: NFPA 18.3.3 (1) Describe the following features of and specifications for commonly used instruments: 1) Types of detectors or probes available 2) Operator-adjustable controls 3) Specific limitations and characteristics RAD MAT – 2.3.2 Origin: NFPA 18.3.3 (2) Describe the factors that affect the selection of a portable radiation survey instrument and identify appropriate instruments for external radiation surveys. RAD MAT – 2.3.3 Origin: NFPA 18.3.3 (3) Identify the follow features of and specifications for exposure rate instruments: 1) Types of detectors available for use 2) Detector shielding and window 3) Types of radiation detected and measured 4) Gamma energy response characteristics 5) Markings for detector effective center 6) Specific limitations and characteristics RAD MAT – 2.3.4 Origin: NFPA 18.3.3 (4) List the factors that affect the selection of a portable contamination monitoring instrument. RAD MAT – 2.3.5 Origin: NFPA 18.3.3 (5) Describe the following features of and specifications for commonly used count rate meter probes: 1) Types of detectors available for use 2) Detector shielding and window 3) Types of radiation detected and measured 4) Gamma energy response characteristics 5) Specific limitations and characteristics 2016 Response Training Guidelines – Page 159#
Attachment 3, passage 157Response Training Considerations RAD MAT 3 – Implementing the Planned Response RAD MAT - 3.1 Origin: NFPA 18.4.1 Radiological Incidents Given an analysis of an incident involving radioactive materials and the planned response, implement or oversee the response to a given radiological emergency by completing the following tasks: RAD MAT – 3.1.1 Origin: NFPA 18.4.1 (1) Describe the general response and responsibilities of a specialist during any radiological incident. RAD MAT – 3.1.2 Origin: NFPA 18.4.1 (2) Describe the specialist’s response to personnel contamination. RAD MAT – 3.1.3 Origin: NFPA 18.4.1 (3) Describe the specialist’s response to off-scale or lost dosimetry. RAD MAT – 3.1.4 Origin: NFPA 18.4.1 (4) Describe the specialist’s response to rabidly increasing or unanticipated radiation levels. RAD MAT – 3.1.5 Origin: NFPA 18.4.1 (5) Describe the specialist’s response to a radioactive material spill. RAD MAT – 3.1.6 Origin: NFPA 18.4.1 (6) Describe the specialist’s response to a fire in a radiological area or involving radioactive materials. RAD MAT – 3.1.7 Origin: NFPA 18.4.1 (7) Identify the available federal responder resources and explain the assistance that each group can provide. RAD MAT - 3.2 Origin: NFPA 18.4.2 Contamination Control Given an analysis of an incident involving radioactive material and the planned response, implement or oversee contamination control techniques to minimize the spread of radiological contamination by completing the following tasks: RAD MAT – 3.2.1 Origin: NFPA 18.4.2 (1) Define the terms removable and fixed surface contamination. 2016 Response Training Guidelines – Page 160#
Attachment 3, passage 158Response Training Considerations RAD MAT – 3.2.2 Origin: NFPA 18.4.2 (2) State the basic principles of contamination control and list examples of implementation methods. RAD MAT – 3.2.3 Origin: NFPA 18.4.2 (3) State the purpose of using protective clothing in radiologically contaminated areas. RAD MAT – 3.2.4 Origin: NFPA 18.4.2 (4) Describe the basic factors that determine protective clothing requirements for personal protection. RAD MAT - 3.3 Origin: NFPA 18.4.3 Personal Decontamination Given an analysis of an incident involving radioactive material and the planned response, implement or oversee decontamination techniques for equipment and personnel by completing the following tasks: RAD MAT – 3.3.1 Origin: NFPA 18.4.3 (1) Describe how personnel, personal protective equipment, apparatus, and tools become contaminated with radioactive material. RAD MAT – 3.3.2 Origin: NFPA 18.4.3 (2) State the purpose of radioactive material decontamination. RAD MAT – 3.3.3 Origin: NFPA 18.4.3 (3) Describe field decontamination techniques. RAD MAT – 3.3.4 Origin: NFPA 18.4.3 (4) Describe the three factors that determine the actions taken in decontamination of personnel. RAD MAT – 3.3.5 Origin: NFPA 18.4.3 (5) Describe methods and techniques for performing personnel decontamination. 2016 Response Training Guidelines – Page 161#
Attachment 3, passage 159Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 162 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Incident Commander 2016 Response Training Guidelines – Page 163#
Attachment 3, passage 160Response Training Considerations Introduction In title 29 of the Code of Federal Regulations, 1910. 120 (q)(6)(v), OSHA sets the minimum level of training and competencies required for incident commanders. Incident commanders who will assume control of the incident scene beyond the awareness level shall receive at least 24 hours of training equal to the emergency responder at the operations level as well as training to the competencies defined in this section. The U.S. Environmental Protection Agency, individual states, and local agencies may require that incident commanders have additional training or competencies, such as those competencies defined in 29 CFR 1910.120(q)(3). Definition The incident commander is the person responsible for all incident activities, including the development of strategies and tactics and the ordering and release of resources as designated by the authority having jurisdiction. This is the equivalent to the on-scene incident commander as defined by OSHA 1910.120. Training Audience Incident commanders may be employed by public emergency response or private agencies that may respond to hazardous materials incidents. They are typically employees of law enforcement agencies, fire departments, emergency medical responders, emergency management agencies, public works departments, or any other agencies that may be expected to take the lead responsibility at a hazardous material incident. Methodology Recommendations Hazardous materials incident commander training should include a combination of traditional classroom lecture with small-group activities and large-group field exercises. Training can range from 16 to 40 hours in length. Small-group classroom activities focusing on using the incident command system should be progressive in terms of incident complexity and resource management complexity. Table-top, field exercises, or large-group incident scene simulations are optimal for overall command structure practice to develop effective incident management skills. For proper skill development during scenario practice, it is essential that there be proper critiques and corrective instructions of incident resource organization, style, and choice of delegation of command responsibilities, management of communication systems, and transfer of command. Testing and evaluation consist of a written examination and post-incident critique of simulations, including solutions to small-group activities and field exercises. Refresher training should include review of command structure SOPs, technical updates on state and federal response plans, and field exercise practice performing command roles in simulated emergencies. 2016 Response Training Guidelines – Page 164#
Attachment 3, passage 161Response Training Considerations Summary of Training Requirements 2016 Response Training Guidelines – Page 165#
Attachment 3, passage 162Response Training Considerations Federal Training Requirements OSHA establishes the following training requirements for incident commanders: a minimum of 24 hours of training at the first responder operations level plus training to the competencies described below or certification of sufficient experience as an alternative. Employers are required to ensure that employees demonstrate competency in the skills defined. OSHA 29 CFR 1910.120(q)(6)(v) HAZARDOUS MATERIALS INCIDENT COMMANDER Incident commanders, who will assume control of the incident scene beyond the first responder awareness level, shall receive at least 24 hours training equal to the first responder operations level and in addition have competency in the following areas and the employer shall so certify. (S) Know and be able to implement the employer’s incident command system (T) Know how to implement the employer’s emergency response plan (U) Know and understand the hazards and risks associated with employees working in chemical protective clothing (V) Know how to implement the local emergency response plan (W) Know of the state emergency response plan and of the Federal Regional Response Team (X) Know and understand the importance of decontamination procedures The following are additional OSHA requirements that must be reflected in the development of training objectives. (i) The senior emergency response official responding to an emergency shall become the individual in charge of a site-specific Incident Command System (ICS). All emergency responders and their communications shall be coordinated and controlled through the individual in charge of the ICS assisted by the senior official present for each employer. Note to (q)(3)(i)- The “senior official” at an emergency response is the most senior official on the site who has the responsibility for controlling the operations at the site. Initially it is the senior officer on the first-due piece of responding emergency apparatus to arrive on the incident scene. As more senior officials arrive (i.e., battalion chief, fire chief, State law enforcement official, state coordinator, etc.) the position is passed up the line of authority which has been previously established. (ii) The individual in charge of the ICS shall identify, to the extent possible, all hazardous substances or conditions present and shall address as appropriate site analysis, use of engineering controls, maximum exposure limits, hazardous substance handling procedures, and use of any new technologies. (iii) Based on the hazardous substances and/or conditions present, the individual in charge of the ICS shall implement appropriate emergency operations, and assure that the personal protective equipment worn is appropriate for the hazards to be encountered. However, personal protective equipment shall meet, at a minimum, the criteria contained 2016 Response Training Guidelines – Page 166#
Attachment 3, passage 163Response Training Considerations in 29 CFR 1910.156(e) when worn while performing fire-fighting operations beyond the incipient stage for any incident. (iv) Employees engaged in emergency response and exposed to hazardous substances presenting an inhalation hazard or potential inhalation hazard shall wear positive pressure self-contained breathing apparatus while engaged in the emergency response, until such time that the individual in charge of the ICS determines through the use of air monitoring that a decreased level of respiratory protection will not result in hazardous exposures to employees. (v) The individual in charge of the ICS shall limit the number of emergency response personnel at the emergency site, in those areas of potential or actual exposure to the incident or site hazards, to those who are actively performing emergency operations. However, operations in hazardous areas shall be performed using the buddy system in groups of two or more. (vi) Back-up personnel shall stand by with equipment ready to provide assistance or rescue. Qualified basic life support personnel, as a minimum, shall also be standing by with medical equipment and transportation capability. (vii) The individual in charge of the ICS shall designate a safety officer, who is knowledgeable in the operations being implemented at the emergency response site, with specific responsibility to identify and evaluate hazards and to provide direction with respect to the safety of operations for the emergency at hand. (viii) When activities are judged by the safety officer to be an IDLH and/or involve an imminent danger condition, the safety officer shall have the authority to alter, suspend, or terminate those activities. The safety official shall immediately inform the individual in charge of the ICS of any action needed to be taken to correct these hazards at the emergency scene. (ix) After emergency operations have terminated, the individual in charge of the ICS shall implement appropriate decontamination procedures. See also OSHA 29 CFR 1910.120 Appendix C, Compliance Guidelines (6) in ICS and (7) Site Safety and Control Plans. The safety and security of response personnel and others in the area of an emergency response incident site should be of primary concern of the incident commander. The use of a site safety and control plan could greatly assist those in charge of assuring the safety and health of employees on the site. A comprehensive site safety and control plan should include the following: summary analysis of hazards on the site and risk analysis of those hazards; site map or sketch; site work zones (clean zone transition or decontamination zone, work or hot zone); use of the buddy system; site communications; command post or command center; standard operating procedures and safe work practices; medical assistance and triage area; hazard monitoring plan (air contamination monitoring, etc.); decontamination procedures and area; and other relevant areas. This plan should be part of the employer’s emergency response plan or an extension of it to the specific site. OSHA 29 CFR 1910.120(q)(3)(i-ix) 2016 Response Training Guidelines – Page 167#
Attachment 3, passage 164Response Training Considerations Required Training Objectives OSHA I.C. - A Given a simulated incident involving hazardous materials, demonstrate implementation of the employer’s incident command system. OSHA I.C. – A.1 Demonstrate establishing command, organizing resources and assigning subordinate units and personnel, and establishing lines of communication.- OSHA 29 CFR 1910.120(q)(3)(i). OSHA I.C. – A.2 Demonstrate transfer of command.- Note to OSHA 29 CFR 1910.120(q)(3)(i). OSHA I.C. – A.3 Define the roles and responsibilities of the safety officer.- OSHA 29 CFR 1910.120 (q)(3)(vii and viii). OSHA I.C. - B Given a simulated incident involving hazardous materials, demonstrate implementation of the employer’s emergency response plan. OSHA I.C. – B.1 Identify all hazardous substances or conditions present and describe as appropriate site analysis, use of engineering controls, maximum exposure limits, hazardous substance handling procedures, and use of any new technologies. OSHA 29 CFR 1910.120(q)(3)(ii). OSHA I.C. – B.2 Determine and describe appropriate emergency operations, including correct use of personal protective equipment, based on the hazardous substance and/or conditions present. OSHA 29 CFR 1910.120(q)(3)(iii). OSHA I.C - C Given a simulated incident involving hazardous materials, identify the hazards and risks associated with employees working in chemical protective clothing. 2016 Response Training Guidelines – Page 168#
Attachment 3, passage 165Response Training Considerations OSHA I.C. – C.1 Identify the process to determine, through the use of air monitoring, when it is safe for subordinate personnel to discontinue use of positive pressure self-contained breathing apparatus. OSHA 29 CFR 1910.120(q)(3)(iv). OSHA I.C. – C.2 \Identify strategies and tactics to minimize the number of emergency response personnel working in areas of potential or actual exposure to incident or site hazards, while using the buddy system in groups of two or more. OSHA 29 CFR 1910.120(q)(3)(v). OSHA I.C. – C.3 Identify requirements for backup assistance and rescue personnel and qualified basic life support personnel, equipment, and transportation capability. OSHA 29 CFR 1910.120(q)(3)(vi). OSHA I.C - D Given a simulated incident involving hazardous materials, demonstrate implementation of the local emergency response plan. OSHA I.C. - E Identify and describe the State emergency response plan and the federal regional response team. OSHA I.C. - F Given a simulated incident involving hazardous materials, identify and demonstrate management of decontamination procedures. 2016 Response Training Guidelines – Page 169#
Attachment 3, passage 166Response Training Considerations Recommended Training Objectives The following training objectives are recommended for hazardous materials incident commander training. The incident commander is responsible for directing and coordinating all aspects of a hazards materials incident. The primary source for the material is NFPA 472, Chapter 8 (2013 edition): Competencies for Incident Commanders. Training objectives from other sources are so noted, with discussion of the rationale for their inclusion to be found in the Special Topics section at the end of the Response Guidelines. In general, these objectives are comparable in scope to those minimally required by OSHA. They do not constitute an increased scope of training but rather provide greater depth of definition of trainee objectives and may suggest a greater length of training. To assist in assessing course compliance with OSHA 1910.120(q), the relationship between these objectives and the OSHA requirements are noted. References to OSHA are abbreviated as noted. The incident commander should be trained to meet all requirements indicated for the first responder at the awareness and operational levels as well as the requirements defined below. In addition, the incident commander should receive any additional training necessary to meet OSHA, local occupational health and safety regulations, or EPA requirements, whichever is appropriate for his or her jurisdiction. Objective Identification Legend HMIC - 1.1 Origin: NFPA 8.1.2.2(1) Supports OSHA I.C. - B.1,C This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. HMIC 1 - Analyzing the Incident HMIC - 1.1 Origin: NFPA 8.2.1 and 8.2.1.1 Supports OSHA I.C.-B.1 Collecting and Interpreting Hazard and Response Information Given access to printed and technical resources, computer databases, and monitoring equipment, the incident commander shall collect and interpret hazard and response information not available from the current edition of the Emergency Response Guidebook or a Safety Data Sheet. 2016 Response Training Guidelines – Page 170#
Attachment 3, passage 167Response Training Considerations HMIC - 1.1.1 Origin: NFPA 8.2.1.2 Supports OSHA TECH – B.1 The incident commander shall be able to identify and interpret the types of hazard and response information available from each of the following resources and explain the advantages and disadvantages of each resource: 1. Hazardous materials databases 2. Monitoring equipment 3. Reference manuals 4. Technical information centers 5. Technical information specialists HMIC - 1.2 Origin: NFPA 8.2.2 Supports OSHA I.C.-B.1 Estimating Potential Outcomes Given scenarios involving hazardous materials/WMD incidents, the surrounding conditions, and the predicted behavior of the container and its contents, the incident commander shall estimate the potential outcomes within the endangered area and shall complete the following tasks: HMIC - 1.2.1 Origin: NFPA 8.2.2(1) Supports OSHA I.C. – B.1 Identify the steps for estimating the outcomes within an endangered area of a hazardous materials/WMD incident. HMIC - 1.2.2 Origin: NFPA 8.2.2(2) Supports OSHA I.C. – B.1 Describe the following toxicological terms and exposure values and explain their significance in the analysis process: 1. Counts per minute (cpm) and kilocounts per minute (kcpm) 2. Immediately dangerous to life and health (IDLH) value 3. Infectious dose 4. Lethal concentrations (LC50) 5. Lethal dose (LD50) 6. Parts per billion (ppb) 7. Parts per million (ppm) 8. Permissible exposure limit (PEL) 9. Radiation absorbed dose (rad) 10. Roentgen equivalent man (rem); millirem (mrem); microrem (μrem) 11. Threshold limit value time-weighted average (TLV-TWA) 12. Threshold limit value short-term exposure limit (TLV-STEL) 13. Threshold limit value ceiling (TLV-C) HMIC - 1.2.3 Origin: NFPA 8.2.2(3) Supports OSHA I.C. – B.1 Identify two methods for predicting the areas of potential harm within the endangered area of a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 171#
Attachment 3, passage 168Response Training Considerations HMIC - 1.2.4 Origin: NFPA 8.2.2(4) Supports OSHA I.C. – B.1 Identify the methods available to the organization for obtaining local weather conditions and predictions for short-term future weather changes. HMIC - 1.2.5 Origin: NFPA 8.2.2(5) Supports OSHA I.C. – B.1, B.2 Explain the basic toxicological principles relative to assessment and treatment of personnel exposed to hazardous materials, including the following: 1. Acute and delayed toxicity (chronic) 2. Dose-response 3. Local and systemic effects 4. Routes of exposure 5. Synergistic effects HMIC - 1.2.6 Origin: NFPA 8.2.2(6) Supports OSHA I.C. – B.1, B.2 Describe the health risks associated with the following: 1. Biological agents and biological toxins 2. Blood agents 3. Choking agents 4. Irritants (riot control agents) 5. Nerve agents 6. Radiological materials 7. Vesicants (blister agents) HMIC 2 – Planning the Response HMIC - 2.1 Origin: NFPA 8.3.1 Supports OSHA I.C.-B.2 Identifying Response Options Given an analysis of a hazardous materials/WMD incident, the incident commander shall be able to describe the steps for determining response objectives (defensive, offensive, and nonintervention). HMIC - 2.2 Origin: NFPA 8.3.2 Supports OSHA I.C.-B.2 Identifying the Potential Response Options Given scenarios involving hazardous materials/WMD, the incident commander shall identify the possible response options (defensive, offensive, and non-intervention) by response objective for each problem and shall complete the following tasks: HMIC - 2.2.1 Origin: NFPA 8.3.2 (1) Supports OSHA I.C. – B.2 Identify the possible response options to accomplish a given response objective. 2016 Response Training Guidelines – Page 172#
Attachment 3, passage 169Response Training Considerations HMIC - 2.2.2 Origin: NFPA 8.3.2 (2) Supports OSHA I.C. – B.2 Identify the purpose of each of the following techniques for hazardous materials control: 1. Absorption 2. Adsorption 3. Blanketing 4. Contamination isolation 5. Covering 6. Damming 7. Diking 8. Dilution 9. Diversion 10. Dispersion 11. Fire suppression 12. Neutralization 13. Overpacking 14. Patching 15. Plugging 16. Pressure isolation and reduction (flaring; venting; vent and burn; and isolation of valves, pumps, or energy sources) 17. Retention 18. Solidification 19. Transfer 20. Vapor control: dispersion, suppression HMIC - 2.3 Origin: NFPA 8.3.3 Supports OSHA I.C.-B.2 Approving the Level of Personal Protective Equipment Given scenarios involving hazardous materials/WMD with known and unknown hazardous materials/WMD, the incident commander shall approve the personal protective equipment for the response options specified in the incident action plan in each situation and shall complete the following tasks: HMIC - 2.3.1 Origin: NFPA 8.3.3 (1) Supports OSHA I.C. – B.2 Identify the four levels of chemical protection (EPA/OSHA) and describe the equipment required for each level with the conditions under which each level is used. HMIC - 2.3.2 Origin: NFPA 8.3.3 (2) Supports OSHA I.C. – B.2 Given Describe the following terms and explain their impact and significance on the selection of chemical-protective clothing: 1. Degradation 2. Penetration 2016 Response Training Guidelines – Page 173#
Attachment 3, passage 170Response Training Considerations HMIC - 2.3.3 Origin: NFPA 8.3.3 (3) Supports OSHA I.C. – B.2 Describe three safety considerations for personnel working in vapor protective, liquid splash–protective, and high temperature–protective clothing. HMIC - 2.3.4 Origin: NFPA 8.3.3 (4) Supports OSHA I.C. – B.2 Identify the physiological and psychological stresses that can affect users of personal protective equipment. HMIC - 2.4 Origin: NFPA 8.3.4 Supports OSHA I.C.- A, A.1, B,C,D Developing an Incident Action Plan Given scenarios involving hazardous materials/WMD incidents, the incident commander shall develop an incident action plan, including site safety and control plan, consistent with the emergency response plan and/or standard operating procedures and within the capability of the available personnel, personal protective equipment, and control equipment. HMIC - 2.4.1 Origin: NFPA 8.3.4.1 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the steps for developing an incident action plan. HMIC - 2.4.2 Origin: NFPA 8.3.4.2 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the factors to be evaluated in selecting public protective actions including evacuation and sheltering in-place. HMIC - 2.4.3 Origin: NFPA 8.3.4.3 Supports OSHA I.C. – A, A.1, B,C,D Given the emergency response plan and/or standard operating procedures, the incident commander shall identify which agency will perform the following: 1. Receive the initial notification 2. Provide secondary notification and activation of response agencies 3. Make ongoing assessments of the situation 4. Command on-scene personnel (incident management system) 5. Coordinate support and mutual aid 6. Provide law enforcement and on-scene security (crowd control) 7. Provide traffic control and rerouting 8. Provide resources for public safety protective action (evacuation or shelter in-place) 9. Provide fire suppression services 10. Provide on-scene medical assistance (ambulance) and medical treatment (hospital) 11. Provide public notification (warning) 12. Provide public information (news media statements) 2016 Response Training Guidelines – Page 174#
Attachment 3, passage 171Response Training Considerations 13. Provide on-scene communications support 14. Provide emergency on-scene decontamination 15. Provide operational-level hazard control services 16. Provide technician-level hazard mitigation services 17. Provide environmental remedial action (“cleanup”) services 18. Provide environmental monitoring 19. Implement on-site accountability 20. Provide on-site responder identification 21. Provide command post security 22. Provide incident or crime scene investigation 23. Provide evidence collection and sampling HMIC - 2.4.4 Origin: NFPA 8.3.4.4 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the process for determining the effectiveness of an action option on the potential outcomes. HMIC - 2.4.5 Origin: NFPA 8.3.4.5 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the safe operating practices/procedures that are required to be followed at a hazardous materials/WMD incident. HMIC - 2.4.5.1 Origin: NFPA 8.3.4.5.1 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the importance of pre incident planning relating to safety during responses to specific sites. HMIC - 2.4.5.2 Origin: NFPA 8.3.4.5.2 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the procedures for presenting a safety briefing prior to allowing personnel to work on a hazardous materials/WMD incident. HMIC - 2.4.5.3 Origin: NFPA 8.3.4.5.3 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify at least three safety precautions associated with search and rescue missions at hazardous materials/WMD incidents. HMIC - 2.4.5.4 Origin: NFPA 8.3.4.5.4 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the advantages and limitations and describe an example where each of the following decontamination methods would be used: 1. Absorption 2. Adsorption 3. Chemical degradation 4. Dilution 5. Disinfection 2016 Response Training Guidelines – Page 175#
Attachment 3, passage 172Response Training Considerations 6. Evaporation 7. Isolation and disposal 8. Neutralization 9. Solidification 10. Sterilization 11. Vacuuming 12. Washing HMIC - 2.4.5.5 Origin: NFPA 8.3.4.5.5 Supports OSHA I.C. – A, A.1, B,C,D The incident commander shall identify the atmospheric and physical safety hazards associated with hazardous materials/WMD incidents involving confined spaces. HMIC 3 – Implementing the Planned Response HMIC - 3.1 Origin: NFPA 8.4.1 Supports OSHA I.C.- A, A.1, B,B.1, D Identifying Response Options Given a copy of the emergency response plan and annexes related to hazardous materials/WMD, the incident commander shall identify the requirements of the plan, including the procedures for notification and utilization of non-local resources (private, state, and federal government personnel), and shall meet the following requirements: HMIC - 3.1.1 Origin: NFPA 8.4.1 (1) Supports OSHA I.C. – A, A.1, B,B.1, D Identify the role of the incident commander during a hazardous materials/WMD incident. HMIC - 3.1.2 Origin: NFPA 8.4.1 (2) Supports OSHA I.C. – A, A.1, B,B.1, D Describe the concept of unified command, and its application and use at a hazardous materials/WMD incident. HMIC - 3.1.3 Origin: NFPA 8.4.1 (3) Supports OSHA I.C. – A, A.1, B,B.1, D Identify the duties and responsibilities of the following hazardous materials branch/group functions within the incident management system: 1. Decontamination 2. Entry (back-up) 3. Hazardous materials branch director/group supervisor 4. Hazardous materials safety 5. Information/research HMIC - 3.1.4 Origin: NFPA 8.4.1 (4) Supports OSHA I.C. – A, A.1, B,B.1, D 2016 Response Training Guidelines – Page 176#
Attachment 3, passage 173Response Training Considerations Identify the steps for implementing the local and related emergency response plans as required under SARA Title III (EPCRA) Section 303 of the federal regulations or other state and local emergency response planning legislation. HMIC - 3.1.5 Origin: NFPA 8.4.1 (5) Supports OSHA I.C. – A, A.1, B,B.1, D Given the emergency response planning documents, identify the elements of each of the documents. HMIC - 3.1.6 Origin: NFPA 8.4.1 (6) Supports OSHA I.C. – A, A.1, B,B.1, D Identify the elements of the incident management system necessary to coordinate response activities at hazardous materials/WMD incidents. HMIC - 3.1.7 Origin: NFPA 8.4.1 (7) Supports OSHA I.C. – A, A.1, B,B.1, D Identify the primary government agencies and identify the scope of their regulatory authority (including the regulations) pertaining to the production, transportation, storage, and use of hazardous materials and the disposal of hazardous wastes. HMIC - 3.1.8 Origin: NFPA 8.4.1 (8) Supports OSHA I.C. – A, A.1, B,B.1, D Identify the governmental agencies and resources that may offer assistance during a hazardous materials/WMD incident and identify their role and the type of assistance or resources available. HMIC - 3.2 Origin: NFPA 8.4.2 Supports OSHA I.C.- A, A.1, B,B.1, D Directing Resources (Private and Governmental) Given a scenario involving a hazardous materials/WMD incident and the necessary resources to implement the planned response, demonstrate the ability to direct the resources in a safe and efficient manner consistent with the capabilities of those resources. HMIC - 3.3 Origin: NFPA 8.4.3 Supports OSHA I.C.- A Identifying Response Options Given a scenario involving a hazardous materials/WMD incident, the incident commander shall identify information to be provided to the media and local, state, and federal officials, and complete the following tasks: HMIC - 3.3.1 Origin: NFPA 8.4.3 (1) Supports OSHA I.C. – A Identify the local policy for providing information to the media. HMIC - 3.3.2 Origin: NFPA 8.4.3 (2) Supports OSHA I.C. – A Identify the responsibilities of the public information officer at a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 177#
Attachment 3, passage 174Response Training Considerations HMIC - 3.3.3 Origin: NFPA 8.4.3 (3) Supports OSHA I.C. – A Describe the concept of a Joint Information Center (JIC), and its application and use at a hazardous materials/WMD incident. HMIC 4 – Evaluating Progress HMIC - 4.1 Origin: NFPA 8.5.1 Supports OSHA I.C.- A, B, D, F Identifying Response Options Given scenarios involving hazardous materials/WMD incidents, the incident commander shall evaluate the progress of the incident action plan to determine whether the efforts are accomplishing the response objectives and shall complete the following tasks: HMIC - 4.1.1 Origin: NFPA 8.5.1 (1) Supports OSHA I.C. – A, B, D, F Identify the procedures for evaluating whether the action options are effective in accomplishing the objectives. HMIC - 4.1.2 Origin: NFPA 8.5.1 (2) Supports OSHA I.C. – A, B, D, F Identify the steps for comparing actual behavior of the material and the container to that predicted in the analysis process. HMIC - 4.1.3 Origin: NFPA 8.5.1 (3) Supports OSHA I.C. – A, B, D, F Determine the effectiveness of the following: 1. Control, containment, or confinement operations 2. Decontamination process 3. Established control zones 4. Personnel being used 5. Personal protective equipment HMIC - 4.1.4 Origin: NFPA 8.5.1 (4) Supports OSHA I.C. – A, B, D, F Make modifications to the incident action plan as necessary. HMIC - 4.2 Origin: NFPA 8.5.2 Supports OSHA I.C.- A, B, D, F Transferring Command Given a scenario involving a hazardous materials/WMD incident, the emergency response plan, and the standard operating procedures, the incident commander shall be able to identify the steps to be taken to transfer command/control of the incident and shall be able to demonstrate the transfer of command/control. 2016 Response Training Guidelines – Page 178#
Attachment 3, passage 175Response Training Considerations HMIC 5 – Terminating the Incident HMIC - 5.1 Origin: NFPA 8.6.1 Supports OSHA I.C.- A Terminating Response Operations Given a scenario involving a hazardous materials/WMD incident in which the incident action plan objectives have been achieved, the incident commander shall be able to identify the steps to be taken to terminate the incident consistent with the emergency response plan and standard operating procedures. HMIC - 5.2 Origin: NFPA 8.6.2 Supports OSHA I.C.- A, B, D Conducting a Debriefing Given scenarios involving a hazardous materials/WMD incident, the incident commander shall conduct a debriefing of the incident and shall complete the following tasks: HMIC - 5.2.1 Origin: NFPA 8.6.2 (1) Supports OSHA I.C. – A, B, D Describe three components of an effective debriefing. HMIC - 5.2.2 Origin: NFPA 8.6.2 (2) Supports OSHA I.C. – A, B, D Describe the key topics in an effective debriefing. HMIC - 5.2.3 Origin: NFPA 8.6.2 (3) Supports OSHA I.C. – A, B, D Describe when a debriefing should take place. HMIC - 5.2.4 Origin: NFPA 8.6.2 (4) Supports OSHA I.C. – A, B, D Describe who should be involved in a debriefing. HMIC - 5.2.5 Origin: NFPA 8.6.2 (5) Supports OSHA I.C. – A, B, D Identify the procedures for conducting incident debriefings at a hazardous materials/WMD incident. HMIC - 5.3 Origin: NFPA 8.6.3 Supports OSHA I.C.- A, B, D Conducting a Critique Given details of a scenario involving multi-agency hazardous materials/WMD incident, the incident commander shall conduct a critique of the incident, and shall complete the following tasks HMIC - 5.3.1 Origin: NFPA 8.6.3 (1) Supports OSHA I.C. – A, B, D Describe three components of an effective critique. HMIC - 5.3.2 Origin: NFPA 8.6.3 (2) Supports OSHA I.C. – A, B, D Describe who should be involved in a critique. 2016 Response Training Guidelines – Page 179#
Attachment 3, passage 176Response Training Considerations HMIC - 5.3.3 Origin: NFPA 8.6.3 (3) Supports OSHA I.C. – A, B, D Describe why an effective critique is necessary after a hazardous materials/WMD incident. HMIC - 5.3.4 Origin: NFPA 8.6.3 (4) Supports OSHA I.C. – A, B, D Describe what written documents should be prepared as a result of the critique. HMIC - 5.3.5 Origin: NFPA 8.6.3 (5) Supports OSHA I.C. – A, B, D Implement the procedure for conducting a critique of the incident. HMIC - 5.4 Origin: NFPA 8.6.4 Supports OSHA I.C.- A, B, D Reporting and Documenting the Hazardous Materials/WMD Incident Given a scenario involving a hazardous materials/WMD incident, the incident commander shall demonstrate the ability to report and document the incident consistent with the local, state, and federal requirements, and shall complete the following tasks: HMIC - 5.4.1 Origin: NFPA 8.6.4 (1) Supports OSHA I.C. – A, B, D Identify the reporting requirements of the federal, state, and local agencies. HMIC - 5.4.2 Origin: NFPA 8.6.4 (2) Supports OSHA I.C. – A, B, D Identify the importance of documentation for a hazardous materials/WMD incident, including training records, exposure records, incident reports, and critique reports. HMIC - 5.4.3 Origin: NFPA 8.6.4 (3) Supports OSHA I.C. – A, B, D Identify the steps in keeping an activity log and exposure records for hazardous materials/WMD incidents. HMIC - 5.4.4 Origin: NFPA 8.6.4 (4) Supports OSHA I.C. – A, B, D Identify the requirements for compiling hazardous materials/WMD incident reports found in the emergency response plan and/or standard operating procedures. HMIC - 5.4.5 Origin: NFPA 8.6.4 (5) Supports OSHA I.C. – A, B, D Identify the requirements for filing documents and maintaining records found in the emergency response plan and/or standard operating procedures. HMIC - 5.4.6 Origin: NFPA 8.6.4 (6) Supports OSHA I.C. – A, B, D Identify the procedures required for legal documentation and chain of custody/continuity described in the standard operating procedure or the emergency response plan. 2016 Response Training Guidelines – Page 180#
Attachment 3, passage 177Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Specialist Employee C,B,A 2016 Response Training Guidelines – Page 181#
Attachment 3, passage 178Response Training Considerations Introduction Specialist employees shall be trained to the awareness level relative to their area of specialization and shall be trained to those additional competency levels identified in this section. Furthermore, specialist employees shall receive training to meet any applicable Federal (DOT, OSHA, EPA) or local occupational health and safety regulatory agency requirements. The term “Specialist” may also be used in accordance with the NIMS ICS. Definition Specialist employees are defined by OSHA 1910.120(q)(5) as persons who, in the course of their regular job duties, work with and are trained in the handling of specific hazardous substances or chemical-carrying containers and are also prepared to provide advice or assistance within their area of expertise to an incident commander of the hazardous materials team at a hazardous materials incident. Advice and assistance may include gathering, recording, and analyzing information as well as guidance regarding hazards and response options. Assistance also may include working as a technical specialist in the warm and hot zones, if the specialist employee is qualified to do so safely. These specialist functions are addressed somewhat differently in the National Fire Protection Association Standard 472 (2013 edition), as Specialist Employee C, Specialist Employee B, and Specialist Employee A. Specialist Employees C are persons having training or educationally acquired expertise in a product, a container, a chemical process, or some procedure of importance to the mitigation of a hazardous materials incident. Specialist Employees C may be asked to gather, record, and analyze information. They may serve as consultants and technical specialists to the incident commander or the hazardous materials response team (HMRT), or they may arrange for the provision of such assistance as necessary and related to their area of expertise. They are not expected to work in either the hot or warm zones of an incident area. Specialist Employees B meet the competencies of Specialist Employees C and in addition are qualified to provide technical assistance including working in the warm and hot zones of an incident area and are qualified to provide technical advice on personal protective equipment, decontamination methods, and response evaluation. Specialist Employee A meet the competencies of Specialist Employee C and all competencies at the hazardous materials technician level relative to the hazardous materials and containers used in the organization’s area of specialization. The individual is able to analyze an incident involving their organization’s area of specialization, plan a response to that incident, implement the planned response within the capabilities and resources available, and evaluate the progress of the planned response. 2016 Response Training Guidelines – Page 182#
Attachment 3, passage 179Response Training Considerations Training Audience Persons training under this provision shall include those titled specialist employees under Title 29 of the Code of Federal Regulations and those titled Specialist Employee C (i.e., awareness level), Specialist Employee B (i.e., operations level), and Specialist Employee A (i.e., hazardous materials technician level) using NFPA 472 (2013 edition) nomenclature. They may be individual consultants or representatives of organizations that provide technical assistance related to their area of specialization at hazardous materials operations. The knowledge these specialists possess may have been acquired through site-specific hazardous substance training programs; military; public service, or commercial facilities; or educational institutions. Methodology Recommendations Typically, specialist employees are responsible for maintaining current technical knowledge in their areas of expertise as part of their normal job responsibilities. Therefore, additional training should focus on applying their technical knowledge to emergency response situations and scenarios. Because specialist employees will have diverse job responsibilities and work schedules, much instruction should be in short, classroom modules or perhaps independent study, with an emphasis on analyzing simulated incidents using existing professional technical expertise and knowledge. For specialist employees A and B who may work in the warm or hot zone, hands-on training to competency in using personal protective clothing is essential. To learn and practice advisory and assistance roles in the incident command system, it also is recommended that local response personnel and area hazardous materials teams work with specialist employees in periodic field exercises. Specialist employees annually shall receive refresher training of sufficient content and duration or shall demonstrate continued competency in their area of specialization to the level of their expected involvement. Refresher training should focus on hazardous materials incident scenario analysis and practice working as a subordinate and adviser to the response command structure and hazardous materials teams in field exercises simulating emergencies. For specialist employees who will work in warm and hot zones, there should be annual retesting of response skills. Federal Training Requirements OSHA establishes the following training requirements for specialist employees. Length of training and method of testing are not specified, but employers are required to ensure that employees demonstrate competency in the skills defined. OSHA 29 CFR 1910.120(Q)(5) SPECIALIST EMPLOYEES Employees who, in the course of their regular job duties, work with and are trained in the hazards of specific hazardous substances, and who will be called upon to 2016 Response Training Guidelines – Page 183#
Attachment 3, passage 180Response Training Considerations provide technical advice or assistance at a hazardous substance release incident to the individual in charge, shall receive training or demonstrate competency in the area of their specialization annually. Required Training Objectives OSHA SPEMP - 1 Given a simulated incident involving hazardous materials within the specialist employee’s area of technical expertise, provide technical advice or assistance within the incident command structure regarding assessing the hazards of the substance present and potential magnitude of the incident. OSHA SPEMP - 2 Given a simulated incident involving hazardous materials within the specialist employee’s area of technical expertise, provide technical advice within the incident command structure regarding potential response options. OSHA SPEMP - 3 Given a simulated incident involving hazardous materials within the specialist employee’s area of technical expertise, provide technical assistance under the incident command structure for control, confinement and containment operations and for incident termination and post-incident analysis. Recommended Training Objectives Recommended objectives for each of the specialist employee areas begin at the following pages: Page 100 Specialist Employee C Page 110 Specialist Employee B Page 116 Specialist Employee A To assist in assessing course compliance with OSHA 1910.120(q)(5), the relationships between these objectives and the OSHA requirements are noted. References to OSHA are abbreviated as noted. Objective Identification Legend SPEC (C) - 1.1 Origin: NFPA 9.2.1.2.2(1) Supports OSHA SpEMP-1 This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 2016 Response Training Guidelines – Page 184#
Attachment 3, passage 181Response Training Considerations Specialist Employee C Specialist employee C is that person who responds to emergencies involving hazardous materials/WMD and/or containers within the organization’s area of specialization. Consistent with the emergency response plan and/or standard operating procedures, the specialist employee C can be called upon to gather and record information, provide technical advice, and/or arrange for technical assistance. Specialist employee C does not enter the hot or warm zone at an emergency. SPEC(C) 1 – Analyzing the Incident SPEC(C) - 1.1 Origin: NFPA 9.2.2.1 Supports OSHA SpEMP-1 Providing Information on the Hazards and Harmful Effects of Specific Hazardous Materials/WMD Given a specific chemical(s) used in the organization’s area of specialization and the corresponding SDS or other applicable resource, the specialist employee C shall advise the incident commander of the chemical’s hazards and harmful effects and shall complete the following tasks: SPEC(C) - 1.1.1 Origin: NFPA 9.2.2.1(1) Supports OSHA SpEMP-1 Identify the following hazard information from the MSDS or other resource: 1. Physical and chemical properties 2. Physical hazards of the chemical (including fire and explosion hazards) 3. Health hazards of the chemical 4. Signs and symptoms of exposure 5. Routes of entry 6. Permissible exposure limits 7. Reactivity hazards 8. Environmental concerns SPEC(C) - 1.1.2 Origin: NFPA 9.2.2.1(2) Supports OSHA SpEMP-1 Identify how to contact CHEMTREC/CANUTEC/SETIQ, and local, state, and federal authorities. SPEC(C) - 1.1.3 Origin: NFPA 9.2.2.1(3) Supports OSHA SpEMP-1 Identify the resources available from CHEMTREC/CANUTEC/SETIQ, and local, state, and federal authorities. SPEC(C) - 1.1.4 Origin: NFPA 9.2.2.1(4) Supports OSHA SpEMP-1 Given the emergency response plan and/or standard operating procedures, identify additional resources of hazard information, including a method of contact. 2016 Response Training Guidelines – Page 185#
Attachment 3, passage 182Response Training Considerations SPEC(C) - 1.2 Origin: NFPA 9.2.2.2 Supports OSHA SpEMP-1 Providing Information on Characteristics of Specific Containers Given examples containers for hazardous materials/WMD in the organization’s area of specialization, the specialist employee C shall advise the incident commander of the characteristics of the containers and shall complete the following tasks: SPEC(C) - 1.2.1 Origin: NFPA 9.2.2.2(1) Supports OSHA SpEMP-1 Identify each container by name. SPEC(C) - 1.2.2 Origin: NFPA 9.2.2.2(2) Supports OSHA SpEMP-1 Identify the markings that differentiate one container from another. SPEC(C) - 1.2.3 Origin: NFPA 9.2.2.2(3) Supports OSHA SpEMP-1 Given the emergency response plan and/or standard operating procedures, identify the resources available that can provide information about the characteristics of the container. SPEC(C) - 1.2.4 Origin: NFPA 9.2.2.2(4) Supports OSHA SpEMP-1 Identify indicators of possible criminal or terrorist activity, including the following: 1. Intentional release of hazardous materials 2. Unexplained bomb/munitions-like material SPEC(C) 2 – Planning the Response SPEC(C) - 2.1 Origin: NFPA 9.2.3.1 Supports OSHA SpEMP-1 Providing Information on Potential Response Options for Specific Hazardous Materials/WMD Given a specific chemical used in their organization’s area of specialization and corresponding SDS or other resource, the specialist employee C shall advise the incident commander of the response information for that chemical and by being able to complete the following tasks: SPEC(C) - 2.1.1 Origin: NFPA 9.2.3.1(1) Supports OSHA SpEMP-1 Obtain the following response information: 1. Precautions for safe handling, including hygiene practices, protective measures, and procedures for cleanup of spills/leaks 2. Applicable emergency response control measures, including personal protective equipment 3. Emergency and first aid procedures 2016 Response Training Guidelines – Page 186#
Attachment 3, passage 183Response Training Considerations SPEC(C) - 2.1.2 Origin: NFPA 9.2.3.1(2) Supports OSHA SpEMP-1 Relay any suspicions of criminal or terrorist activity to the incident commander. SPEC(C) - 2.1.3 Origin: NFPA 9.2.3.1(3) Supports OSHA SpEMP-1 Identify additional resources for obtaining response information. SPEC(C) - 2.2 Origin: NFPA 9.2.3.2 Supports OSHA SpEMP-1 Providing Information on Potential Response Options for Specific Containers Given a specific facility or transportation container used in the organization’s area of specialization, the specialist employee C shall advise the incident commander of the response information for that chemical by being able to complete the following tasks: SPEC(C) - 2.2.1 Origin: NFPA 9.2.3.2(1) Supports OSHA SpEMP-1 Identify safe operating procedures for that container, including acceptable pressures, temperatures, and materials of construction; and potential adverse outcomes resulting from these conditions. SPEC(C) - 2.2.2 Origin: NFPA 9.2.3.2(2) Supports OSHA SpEMP-1 Describe safety devices on the container, including emergency shutoff valves, pressure relief devices, and vacuum breakers. SPEC(C) - 2.2.3 Origin: NFPA 9.2.3.2(3) Supports OSHA SpEMP-1 Identify early signs of container and/or safety device failure. SPEC(C) - 2.2.4 Origin: NFPA 9.2.3.2(4) Supports OSHA SpEMP-1 Suggest emergency response procedures. 2016 Response Training Guidelines – Page 187#
Attachment 3, passage 184Response Training Considerations Specialist Employee B Specialist employee B is that person who, in the course of regular job duties, works with or is trained in the hazards of specific chemicals or containers within the individual’s area of specialization. Because of the employee’s education, training, or work experience, the specialist employee B can be called upon to respond to incidents involving these chemicals or containers. The specialist employee B can be used to gather and record information, provide technical advice, and provide technical assistance (including work within the warm and hot zone) at the incident consistent with the emergency response plan and/or standard operating procedures. SPEC(B) 1 – Analyzing the Incident SPEC(B) - 1.1 Origin: NFPA 9.3.2.1 Supports OSHA SpEMP-1 Providing and Interpreting Information on the Hazards of Specific Hazardous Materials/WMD Given a specific chemical within the individual’s area of specialization and a corresponding MSDS or other resource, the specialist employee B shall advise the incident commander of the chemical’s hazards and harmful effects of specific hazardous materials/WMD and the potential consequences based on the incident and shall meet the following requirements: SPEC(B) - 1.1.1 Origin: NFPA 9.3.2.1(1) Supports OSHA SpEMP-1 Given a specific chemical, identify and interpret the following hazard information: 1. Physical and chemical properties 2. Physical hazards of the chemical (including fire and explosion hazards) 3. Health hazards of the chemical 4. Signs and symptoms of exposure 5. Routes of entry 6. Permissible exposure limits 7. Reactivity hazards 8. Environmental concerns SPEC(B) - 1.1.2 Origin: NFPA 9.3.2.1(2) Supports OSHA SpEMP-1 Given examples of specific hazardous materials/WMD and the necessary resources, predict the potential behavior of the hazardous materials/WMD based on the damage found, including the consequences of that behavior. 2016 Response Training Guidelines – Page 188#
Attachment 3, passage 185Response Training Considerations SPEC(B) - 1.1.3 Origin: NFPA 9.3.2.1(3) Supports OSHA SpEMP-1 Identify the general types of hazard information available from the other resources identified in their organization’s emergency response plan and/or standard operating procedures. SPEC(B) - 1.2 Origin: NFPA 9.3.2.2 Supports OSHA SpEMP-1 Providing Information on the Characteristics of Specific Containers Given a container for specific hazardous materials/WMD, the specialist employee B shall advise the incident commander of the characteristics and potential behavior of that container and shall meet the following requirements: SPEC(B) - 1.2.1 Origin: NFPA 9.3.2.2(1) Supports OSHA SpEMP-1 Given examples of containers for specific hazardous materials/WMD, identify the purpose and operation of the closures found on those containers. SPEC(B) - 1.2.2 Origin: NFPA 9.3.2.2(2) Supports OSHA SpEMP-1 Given a chemical container, list the types of damage that could occur. SPEC(B) - 1.2.3 Origin: NFPA 9.3.2.2(3) Supports OSHA SpEMP-1 Given examples of containers for specific hazardous materials/WMD and the necessary resources, predict the potential behavior of the containers and the consequences, based on the damage found. SPEC(B) - 1.2.4 Origin: NFPA 9.3.2.2(4) Supports OSHA SpEMP-1 Given the emergency response plan and/or standard operating procedures, identify resources (including a method of contact) for knowledge in the design, construction, and damage assessment of containers for hazardous materials/WMD. SPEC(B) - 1.3 Origin: NFPA 9.3.2.3 and 9.3.2.3.1 Supports OSHA SpEMP-1 Providing Information on Concentrations of Hazardous Materials/WMD Given a chemical and the applicable monitoring equipment provided by the organization for that chemical or the available predictive capabilities (e.g., dispersion modeling, exposure modeling), the specialist employee B shall advise the incident commander of the concentrations of the released chemical and the implications of that information to the incident. SPEC(B) - 1.3.1 Origin: NFPA 9.3.2.3.2(1) Supports OSHA SpEMP-1 Identify the applicable monitoring equipment. 2016 Response Training Guidelines – Page 189#
Attachment 3, passage 186Response Training Considerations SPEC(B) - 1.3.2. Origin: NFPA 9.3.2.3.2(2) Supports OSHA SpEMP-1 Use the monitoring equipment provided by the organization to determine the actual concentrations of a specific chemical. SPEC(B) - 1.3.3. Origin: NFPA 9.3.2.3.2(3) Supports OSHA SpEMP-1 Given information on the concentrations of a chemical, interpret the significance of that concentration information to the incident relative to the hazards and harmful effects of the chemical. SPEC(B) - 1.3.4 Origin: NFPA 9.3.2.3.2(4) Supports OSHA SpEMP-1 Demonstrate field calibration and testing procedures, as necessary, for the monitoring equipment provided by the organization. SPEC(B) - 1.3.5 Origin: NFPA 9.3.2.3.2(5) Supports OSHA SpEMP-1 Given the emergency response plan and/or standard operating procedures, identify the resources (including a method of contact) capable of providing monitoring equipment, dispersion modeling, or monitoring services. SPEC(B) 2 – Planning the Response SPEC(B) - 2.1 Origin: NFPA 9.3.3.1 Supports OSHA SpEMP-2 Providing and Interpreting Information on the Hazards of Specific Hazardous Materials/WMD Given a specific chemical within the individual’s area of specialization and a corresponding MSDS or other resource, the specialist employee B shall advise the incident commander of the chemical’s hazards and harmful effects of specific hazardous materials/WMD and the potential consequences based on the incident and shall meet the following requirements: SPEC(B) - 2.1.1 Origin: NFPA 9.3.3.1 (1)(a) Supports OSHA SpEMP-2 Given a specific chemical and an corresponding MSDS, identify and interpret the precautions for safe handling, including hygiene practices, protective measures, and procedures for cleanup of spills or leaks. SPEC(B) - 2.1.2 Origin: NFPA 9.3.3.1 (1)(b) Supports OSHA SpEMP-2 Applicable control measures, including personal protective equipment. SPEC(B) - 2.1.3 Origin: NFPA 9.3.3.1 (1)(c) Supports OSHA SpEMP-2 Emergency and first-aid procedures information. 2016 Response Training Guidelines – Page 190#
Attachment 3, passage 187Response Training Considerations SPEC(B) - 2.1.4 Origin: NFPA 9.3.3.1 (2) Supports OSHA SpEMP-2 Given the emergency response plan and/or standard operating procedures, identify additional resources for interpreting the hazards and applicable response information for a hazardous material/WMD. SPEC(B) - 2.1.5 Origin: NFPA 9.3.3.1 (3) Supports OSHA SpEMP-2 Describe the advantages and limitations of the potential response options for a specific chemical. SPEC(B) - 2.1.6 Origin: NFPA 9.3.3.1 (4) Supports OSHA SpEMP-2 Given the emergency response plan and/or standard operating procedures, identify resources (including a method of contact) capable of the following: 1. Repairing containers for hazardous materials 2. Removing the contents of containers for hazardous materials 3. Cleanup and disposal of hazardous materials/WMD or containers for hazardous materials/WMD SPEC(B) - 2.2 Origin: NFPA 9.3.3.2 Supports OSHA SpEMP-3 Providing Information on Personal Protective Equipment Requirements Given a specific chemical within the individual’s area of specialization and a corresponding MSDS or other resource, the specialist employee B shall advise the incident commander of the chemical’s hazards and harmful effects of specific hazardous materials/WMD and the potential consequences based on the incident and shall meet the following requirements: SPEC(B) - 2.2.1 Origin: NFPA 9.3.3.2 (1) Supports OSHA SpEMP-3 Given a specific chemical and a corresponding MSDS, identify personal protective equipment, including the materials of construction that will be compatible with that chemical. SPEC(B) - 2.2.2 Origin: NFPA 9.3.3.2 (2) Supports OSHA SpEMP-3 Given the emergency response plan and/or standard operating procedures, identify other resources (including a method of contact) capable of identifying the personal protective equipment that is compatible with a specific chemical. SPEC(B) - 2.2.3 Origin: NFPA 9.3.3.2 (3) Supports OSHA SpEMP-3 Given an incident involving a specific chemical and the response options for that problem, determine whether the personal protective equipment provided by the organization is appropriate for the options presented. 2016 Response Training Guidelines – Page 191#
Attachment 3, passage 188Response Training Considerations SPEC(B) - 2.3 Origin: NFPA 9.3.3.3 Supports OSHA SpEMP-3 Providing Information on Decontamination Methods Given a specific chemical within the employee’s individual area of specialization and the available resources, the specialist employee B shall identify the technical decontamination process for various response options and shall complete the following tasks: SPEC(B) - 2.3.1 Origin: NFPA 9.3.3.3 (1) Supports OSHA SpEMP-3 Given a specific chemical and a corresponding MSDS and/or other chemical- specific resource, identify the potential methods for removing or neutralizing that chemical. SPEC(B) - 2.3.2 Origin: NFPA 9.3.3.3 (2) Supports OSHA SpEMP-3 Given a specific chemical and a corresponding MSDS or other chemical-specific resource, identify the circumstances under which disposal of contaminated equipment would be necessary. SPEC(B) - 2.3.3 Origin: NFPA 9.3.3.3 (3) Supports OSHA SpEMP-3 Given the emergency response plan and/or standard operating procedures, identify resources (including a method of contact) capable of identifying potential decontamination methods. SPEC(B) - 2.4 Origin: NFPA 9.3.3.4 Supports OSHA SpEMP-2 Providing Information on Handling and Disposal Regulations Given a specific chemical within the employee’s individual area of specialization and the available resources, the specialist employee B shall advise the incident commander of the federal or provincial regulations that relate to the handling, transportation, and disposal of that chemical and shall complete the following tasks: SPEC(B) - 2.4.1 Origin: NFPA 9.3.3.4 (1) Supports OSHA SpEMP-2 Given a specific chemical and a corresponding MSDS or other resource, identify federal or provincial regulations that apply to the handling, transportation, and disposal of that chemical. SPEC(B) - 2.4.2 Origin: NFPA 9.3.3.4 (2) Supports OSHA SpEMP-2 Given a specific chemical and a corresponding MSDS or other resource, identify the agencies (including a method of contact) responsible for compliance with the federal or provincial regulations that apply to the handling, transportation, and disposal of a specific chemical. 2016 Response Training Guidelines – Page 192#
Attachment 3, passage 189Response Training Considerations SPEC(B) - 2.4.3 Origin: NFPA 9.3.3.4 (3) Supports OSHA SpEMP-2 Given the emergency response plan and/or standard operating procedures, identify resources for information pertaining to federal or provincial regulations relative to the handling and disposal of a specific chemical. SPEC(B) - 2.5 Origin: NFPA 9.3.3.5 Supports OSHA SpEMP-2 Developing an Incident Action Plan Given a scenario involving hazardous materials/WMD or containers used in the employee’s individual area of specialization, the specialist employee B shall (in conjunction with the incident commander) develop an incident action plan, consistent with the emergency response plan and/or standard operating procedures, and within the capabilities of the available resources, for handling hazardous materials/WMD containers in that incident and shall complete the following tasks: SPEC(B) - 2.5.1 Origin: NFPA 9.3.3.5 (1) Supports OSHA SpEMP-2 Given the emergency response plan and/or standard operating procedures, identify the process for development of an incident action plan, including roles and responsibilities under the Incident Command System site safety and control plan. SPEC(B) - 2.5.2 Origin: NFPA 9.3.3.5 (2) Supports OSHA SpEMP-2 Include a site safety and control plan in the incident action plan. SPEC(B) 3 – Implementing the Planned Response SPEC(B) - 3.1 Origin: NFPA 9.3.4.1 Supports OSHA SpEMP-3 Performing Response Options Specified in the Incident Action Plan Given an assignment by the incident commander in the employee’s individual area of specialization, the specialist employee B shall perform the assigned actions consistent with the emergency response plan and/or standard operating procedures and shall complete the following tasks: SPEC(B) - 3.1.1 Origin: NFPA 9.3.4.1 (1) Supports OSHA SpEMP-3 Perform assigned tasks consistent with the emergency response plan and/or standard operating procedures and the available personnel, tools, and equipment (including personal protective equipment), including the following: 1. Confinement activities 2. Containment activities 3. Product removal activities SPEC(B) - 3.1.2 Origin: NFPA 9.3.4.1 (2) Supports OSHA SpEMP-3 Identify factors that can affect an individual’s ability to perform the assigned tasks. 2016 Response Training Guidelines – Page 193#
Attachment 3, passage 190Response Training Considerations SPEC(B) - 3.2 Origin: NFPA 9.3.4.2 Supports OSHA SpEMP-3 Using Personal Protective Equipment Given an assignment within the employee’s individual area of specialization that is consistent with the emergency response plan and/or standard operating procedures, the specialist employee B shall be able to complete the following tasks: SPEC(B) - 3.2.1 Origin: NFPA 9.3.4.2 (1) Supports OSHA SpEMP-3 Don, work in, and doff the correct respiratory protection and protective clothing for the assigned tasks. SPEC(B) - 3.2.2 Origin: NFPA 9.3.4.2 (2) Supports OSHA SpEMP-3 Identify the safety considerations for personnel wearing personal protective equipment, including the following: 1. Buddy system 2. Backup personnel 3. Symptoms of heat and cold stress 4. Limitations of personnel working in personal protective equipment 5. Indications of material degradation of chemical-protective clothing 6. Physical and psychological stresses on the wearer 7. Emergency procedures and hand signals SPEC(B) - 3.2.3 Origin: NFPA 9.3.4.2 (3) Supports OSHA SpEMP-3 Identify the procedures for cleaning, sanitizing, and inspecting personal protective equipment provided by the organization. SPEC(B) 4 – Evaluating Progress SPEC(B) - 4.1 Origin: NFPA 9.3.5.1 Supports OSHA SpEMP-3 Providing an Evaluation on the Effectiveness of Selected Response Options Given an incident involving specific hazardous materials/WMD or containers for hazardous materials/WMD within the employee’s individual area of specialization, the specialist employee B shall advise the incident commander of the effectiveness of the selected response options and shall complete the following tasks: SPEC(B) - 4.1.1 Origin: NFPA 9.3.5.1 (1) Supports OSHA SpEMP-3 Identify the criteria for evaluating whether or not the selected response options are effective in accomplishing the objectives. SPEC(B) - 4.1.2 Origin: NFPA 9.3.5.1 (2) Supports OSHA SpEMP-3 Identify the circumstances when it would be prudent to withdraw from a chemical incident. 2016 Response Training Guidelines – Page 194#
Attachment 3, passage 191Response Training Considerations SPEC(B) - 4.2 Origin: NFPA 9.3.5.2 Supports OSHA SpEMP-1,2 Reporting and Documenting the Incident Given a scenario involving hazardous materials/WMD or containers for hazardous materials/WMD used in the employee’s individual area of specialization, the specialist employee B shall complete the reporting and subsequent documentation requirements consistent with the emergency response plan and/or standard operating procedures and shall complete the following tasks: SPEC(B) - 4.2.1 Origin: NFPA 9.3.5.2 (1) Supports OSHA SpEMP-1,2 Identify the importance of documentation (including training records, exposure records, incident reports, and critique reports) for an incident involving hazardous materials/WMD. SPEC(B) - 4.2.2 Origin: NFPA 9.3.5.2 (2) Supports OSHA SpEMP-1,2 Identify the importance of documentation (including training records, exposure records, incident reports, and critique reports) for an incident involving hazardous materials/WMD. SPEC(B) - 4.2.3 Origin: NFPA 9.3.5.2 (3) Supports OSHA SpEMP-1,2 Identify the steps used in keeping an activity log and exposure records. SPEC(B) - 4.2.4 Origin: NFPA 9.3.5.2 (4) Supports OSHA SpEMP-1,2 Identify the requirements for compiling incident reports. SPEC(B) - 4.2.5 Origin: NFPA 9.3.5.2 (5) Supports OSHA SpEMP-1,2 Identify the requirements for compiling hot zone entry and exit logs. SPEC(B) - 4.2.6 Origin: NFPA 9.3.5.2 (6) Supports OSHA SpEMP-1,2 Identify the requirements for compiling personal protective equipment logs. SPEC(B) - 4.2.7 Origin: NFPA 9.3.5.2 (7) Supports OSHA SpEMP-1,2 Identify the requirements for filing documents and maintaining records. SPEC(B) - 4.2.8 Origin: NFPA 9.3.5.2 (8) Supports OSHA SpEMP-1,2 Identify resources (including a method of contact) knowledgeable on the federal/provincial reporting requirements for hazardous materials/WMD incidents. 2016 Response Training Guidelines – Page 195#
Attachment 3, passage 192Response Training Considerations Specialist Employee A Specialist employee A is a person who is specifically trained to handle incidents involving chemicals or containers for chemicals used in the organization’s area of specialization. Consistent with the emergency response plan and/or standard operating procedures, the specialist employee A is able to analyze an incident involving chemicals within his or her organization’s area of specialization. The specialist employee A can then plan a response to that incident, implement the planned response within the capabilities of the resources available, and evaluate the progress of the planned response. The Specialist Employee A meet the competencies of Specialist Employee C and all competencies at the hazardous materials technician level relative to the hazardous materials and containers used in the organization’s area of specialization. SPEC(A) 1 – Analyzing the Incident SPEC(A) - 1.1 Origin: NFPA 9.4.1.2.2 (1) Supports OSHA HMSPEC-B,E,I Analyze an incident involving hazardous materials/WMD and containers for hazardous materials/WMD used in the organization’s area of specialization to determine the magnitude of the incident by completing the following tasks: SPEC(A) - 1.1.1 Origin: NFPA 9.4.1.2.2(1) a Supports OSHA HMSPEC-B,E,I Survey an incident involving hazardous materials/WMD and containers for hazardous materials/WMD including the following: 1. Identify the containers involved. 2. Identify or classify unknown materials. 3. Verify the identity of the hazardous materials/WMD. SPEC(A) - 1.1.2 Origin: NFPA 9.4.1.2.2(1) b Supports OSHA HMSPEC-B,E,I Collect and interpret hazard and response information from printed resources, technical resources, computer databases, and monitoring equipment for hazardous materials/WMD. SPEC(A) - 1.1.3 Origin: NFPA 9.4.1.2.2(1) c Supports OSHA HMSPEC-B,E,I Determine the extent of damage to containers of hazardous materials/WMD. SPEC(A) - 1.1.4 Origin: NFPA 9.4.1.2.2(1) d Supports OSHA HMSPEC-B,E,I Predict the likely behavior of the hazardous materials/WMD and containers for hazardous materials/WMD. 2016 Response Training Guidelines – Page 196#
Attachment 3, passage 193Response Training Considerations SPEC(A) - 1.1.5 Origin: NFPA 9.4.1.2.2(1) e Supports OSHA HMSPEC-B,E,I Estimate the potential outcomes of an incident involving hazardous materials/WMD and containers for hazardous materials/WMD. Planning the Response SPEC(A) - 1.2 Origin: NFPA 9.4.1.2.2 (2) Supports OSHA HMSPEC-A,F,H Plan a response (within the capabilities of available resources) to an incident involving hazardous materials/WMD and containers for hazardous materials/WMD used in the organization’s area of specialization by completing the following tasks: SPEC(A) - 1.2.1 Origin: NFPA 9.4.1.2.2(2) a Supports OSHA HMSPEC-A,F,H Identify the response objectives for an incident involving hazardous materials/WMD and containers for hazardous materials/WMD. SPEC(A) - 1.2.2 Origin: NFPA 9.4.1.2.2(2) b Supports OSHA HMSPEC-D Identify the potential response options for each response objective for an incident involving hazardous materials/WMD and containers for hazardous materials/WMD. SPEC(A) - 1.2.3 Origin: NFPA 9.4.1.2.2(2) c Supports OSHA HMSPEC-D Select the personal protective equipment required for a given response option for an incident involving hazardous materials/WMD and containers for hazardous materials/WMD. SPEC(A) - 1.2.4 Origin: NFPA 9.4.1.2.2(2) d Supports OSHA HMSPEC-G Select the technical decontamination process for an incident involving hazardous materials/WMD and containers for hazardous materials/WMD. SPEC(A) - 1.2.5 Origin: NFPA 9.4.1.2.2(2) e Supports OSHA HMSPEC-A,F,G Develop an incident action plan (within the capabilities of the available resources), including site safety and control plan, for handling an incident involving hazardous materials/WMD and containers for hazardous materials/WMD consistent with the emergency response plan and/or standard operating procedures. Implementing the Planned Response SPEC(A) - 1.3 Origin: NFPA 9.4.1.2.2 (3) Supports OSHA HMSPEC- F Operating under the Incident Command System, implement the planned response (as developed with the incident commander) to an incident involving hazardous materials/WMD and containers for hazardous materials/WMD used in the organization’s area of specialization consistent with the emergency response plan and/or standard operating procedures by completing the following tasks: 2016 Response Training Guidelines – Page 197#
Attachment 3, passage 194Response Training Considerations SPEC(A) - 1.3.1 Origin: NFPA 9.4.1.2.2(3) a Supports OSHA HMSPEC- F Don, work in, and doff correct personal protective equipment for use with hazardous materials/WMD. SPEC(A) - 1.3.2 Origin: NFPA 9.4.1.2.2(3) b Supports OSHA HMSPEC- F Perform containment, control, and product transfer functions, as agreed upon with the incident commander, for hazardous materials/WMD and containers for hazardous materials/WMD. Evaluating the Planned Response SPEC(A) - 1.4 Origin: NFPA 9.4.1.2.2 (4) Supports OSHA HMSPEC- H Evaluate the results of implementing the planned response to an incident involving HM/WMD and containers for HM/WMD in the organization’s area of specialization. 2016 Response Training Guidelines – Page 198#
Attachment 3, passage 195Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Officer 2016 Response Training Guidelines – Page 199#
Attachment 3, passage 196Response Training Considerations Introduction The hazardous materials officer shall be trained to meet all competencies for the first responder at the awareness, operational, and technician levels and the competencies in this section. They also shall receive any additional training to meet applicable DOT, EPA, OSHA, and other appropriate state, local, or provincial occupational health and safety regulatory requirements. Definition The hazardous materials officer (NIMS: Hazardous Materials Branch Director/Group Supervisor) is that person who is responsible for directing and coordinating all operations involving hazardous materials/ weapons of mass destruction (WMD) as assigned by the incident commander (NFPA 472-10.1.1.1). This function is akin to that of hazardous materials response team (HMRT) leader and encompasses both the general command functions at the branch director / group supervisor level in an incident command system and in addition includes the responsibility for technical and tactical leadership of the team of hazardous materials technicians at the incident. While the function of hazardous materials officer is not directly specified in OSHA 1910.120 or EPA 311, the officer function is a natural derivative of the incident command system requirements and incident commander delegation options that are themselves specified as required under the OSHA and EPA regulations for hazardous materials incident response. Training Audience The training audience for hazardous materials officer is relatively small in number and is technically advanced. The training audience should include existing members of hazardous materials response teams who have experience and training at the technician level and who have also demonstrated sufficient command and leadership potential to warrant training and subsequent assignment at the hazardous materials officer level. Methodology Recommendations Hazardous materials officer training is best conducted with a combination of classroom instruction using traditional lecture and small-group activities; field exercises involving group practice in simulated emergencies; and hands-on skill training in doing and supervising actual control, confinement, and containment exercises. There should be a strong emphasis on field training to include the application and use of risk-based response processes, incident decision-making and real-time practice coordinating and directing the incident scene operations of the hazardous materials team. Content instruction should be synthesized in student activities requiring risk-based analysis of 2016 Response Training Guidelines – Page 200#
Attachment 3, passage 197Response Training Considerations incident information to determine plans of action and requiring supervisory assessment of the performance of hazardous materials team members during operations to determine needed interventions and directions from the branch director / group supervisor. Skill training and practice supervising subordinate skill evolutions should be performed on actual containers with simulated releases, using full protective equipment and proper response tools. Skill training and branch director / group supervisor field supervision instruction should include instructor modeling, student walk-throughs, and student practice under stress until competency is achieved. Proper critiques and corrective instruction are essential. Refresher training should include (1) competency retesting of all response skills, (2) technical information updates, and (3) critique of incident scene decision making and hazardous materials team leadership behaviors using simulated emergencies. Summary of Training Requirements Federal Training Requirements These objectives define competencies for a response function that is not directly specified by OSHA. However, the officer function is a natural derivative of the use of the incident command system and of the performance of the incident commander, including branch or group level delegation, both of which are required by OSHA. Because the function of hazardous materials officer is not directly specified in OSHA 29 CFR 1910.120, the following recommended training objectives are not individually cross- referenced to specific OSHA competency requirements. The general OSHA 2016 Response Training Guidelines – Page 201#
Attachment 3, passage 198Response Training Considerations requirements that support this function are OSHA 29 CFR 1910.120 (q) (6) (v) for On Scene Incident Commander responsibilities including branch delegation and OSHA 29 CFR 1910.120 (q) (3) (i-ix) for the use of the Incident Command System during hazardous materials response. Recommended Training Objectives The following training objectives are recommended for hazardous materials technician training. The primary source for this material is NFPA 472 (2013 edition), Chapter 7: Hazardous Materials Technician. Training objectives from other sources are noted, with discussion of the rationale for their inclusion to be found in the Special Topics section at the end of the Response Guidelines. To assist in assessing course compliance with OSHA 1910.120(q), the relationships between these objectives and the OSHA requirements are noted. References to OSHA 29 CFR 1910.120(q)(6)(iii)(A to I) are abbreviated as OSHA TECH-A to I. Objective Identification Legend HMO - 1.1 Origin: NFPA 10.2 This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). No OSHA requirements are specifically supported by this objective HMO 1 - Analyzing the Incident HMO - 1.1 Origin: NFPA 10.2 Given scenarios involving hazardous materials/WMD incidents including the surrounding conditions and the predicted behavior of the container and its contents, the hazardous materials officer shall estimate the potential outcomes within the endangered area. HMO 2 – Planning the Response HMO - 2.1 Origin: NFPA 10.3.1 Identifying the Response Objective Given a scenario involving a hazardous materials/WMD incident, the hazardous materials officer shall identify the response objective (defensive, offensive, and nonintervention) for each incident. 2016 Response Training Guidelines – Page 202#
Attachment 3, passage 199Response Training Considerations HMO - 2.2 Origin: NFPA 10.3.2 Identifying the Response Options Given a scenario involving a hazardous materials/WMD incident, the hazardous materials officer shall identify the potential response options (defensive, offensive, and nonintervention) for each incident. HMO - 2.3 Origin: NFPA 10.3.3 Selecting the Level of Personal Protective Equipment Given scenarios involving hazardous materials/WMD incidents with known and unknown hazardous materials/WMD, the hazardous materials officer shall select the personal protective equipment for the response options specified in the incident action plan in each situation. HMO - 2.4 Origin: NFPA 10.3.4 Developing a Plan of Action Given scenarios involving hazardous materials/WMD incidents, the hazardous materials officer shall develop a plan of action consistent with the emergency response plan and/or standard operating procedures that is within the capability of the available personnel, personal protective equipment, and control equipment, and shall complete the following tasks: HMO - 2.4.1 Origin: NFPA 10.3.4(1) Identify the order of the steps for developing the plan of action. HMO - 2.4.2 Origin: NFPA 10.3.4(2) Identify the factors to be evaluated in selecting public protective actions, including evacuation and shelter in-place. HMO - 2.4.3 Origin: NFPA 10.3.4(3) Given the local emergency response plan and/or the standard operating procedures, identify procedures to accomplish the following tasks: 1. Make ongoing assessments of the situation. 2. Command on-scene personnel assigned to the hazardous materials branch/group. 3. Coordinate hazardous materials/WMD support and mutual aid. 4. Coordinate public protective actions (evacuation or shelter-in place). 5. Coordinate with fire suppression services as they relate to hazardous materials/WMD incidents. 6. Coordinate control, containment, or confinement operations. 7. Coordinate with the medical branch to ensure emergency medical assistance (ambulance) and medical treatment (hospital). 2016 Response Training Guidelines – Page 203#
Attachment 3, passage 200Response Training Considerations 8. Coordinate on-scene decontamination. 9. Coordinate activities with those of the environmental remediation (cleanup) services. 10. Coordinate evidence preservation and sampling in a contaminated environment. HMO - 2.4.4 Origin: NFPA 10.3.4(4) Identify the process for determining the effectiveness of an action option on the potential outcomes. HMO - 2.4.5 Origin: NFPA 10.3.4(5) Identify the procedures for presenting a safety briefing prior to allowing personnel to work on a hazardous materials/WMD incident. HMO 3 – Implementing the Planned Response HMO - 3.1 Origin: NFPA 10.4.1 Implementing the Functions within the Incident Management System Given a copy of the emergency response plan, the hazardous materials officer shall identify the requirements of the plan, including the required procedures for notification and utilization of non-local resources (private, state, and federal government personnel), and shall complete the following tasks: HMO - 3.1.1 Origin: NFPA 10.4.1(1) Identify the process and procedures for obtaining cleanup and remediation services in the emergency response plan and/or standard operating procedures. HMO - 3.1.2 Origin: NFPA 10.4.1(2) Identify the steps for implementing the emergency response plans as required under SARA Title III Section 303 of the federal regulations or other emergency response planning legislation. HMO - 3.1.3 Origin: NFPA 10.4.1(3) Given the local emergency planning documents, identify the elements of each of the documents. HMO - 3.1.4 Origin: NFPA 10.4.1(4) Identify the elements of the incident management system necessary to coordinate response activities at hazardous materials/WMD incidents. 2016 Response Training Guidelines – Page 204#
Attachment 3, passage 201Response Training Considerations HMO - 3.1.5 Origin: NFPA 10.4.1(5) Identify the primary local, state, regional, and federal government agencies and identify the scope of their regulatory authority (including the regulations) pertaining to the production, transportation, storage, and use of hazardous materials/WMD and the disposal of hazardous wastes. HMO - 3.1.6 Origin: NFPA 10.4.1(6) Identify the governmental agencies and resources offering assistance to the hazardous materials branch/group during a hazardous materials/ WMD incident and identify their role and type of assistance or resources available. HMO - 3.1.7 Origin: NFPA 10.4.1(7) Identify the governmental agencies and resources offering assistance during a hazardous materials incident involving criminal or terrorist activities, and identify their role and the type of assistance or resources available. HMO - 3.2 Origin: NFPA 10.4.2 Directing Resources (Private and Governmental) Given a scenario involving a hazardous materials/WMD incident and the necessary resources to implement the planned response, the hazardous materials officer shall demonstrate the ability to direct the hazardous materials branch/group resources in a safe and efficient manner consistent with the capabilities of those resources. HMO - 3.3 Origin: NFPA 10.4.3 Providing a Focal Point for Information Transfer to Media and Elected Officials Given a scenario involving a hazardous materials/WMD incident, the hazardous materials officer shall demonstrate the ability to act as a resource to provide information to the incident commander or the public information officer for distribution to the media and local, state, and federal officials and shall complete the following tasks: HMO - 3.3.1 Origin: NFPA 10.4.3(1) Identify the local policy for providing information to the media. HMO - 3.3.2 Origin: NFPA 10.4.3(2) Identify the responsibilities of the public information officer at a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 205#
Attachment 3, passage 202Response Training Considerations HMO 4 – Evaluating Progress HMO - 4.1 Origin: NFPA 10.5 Given scenarios involving hazardous materials/WMD incidents, the hazardous materials officer shall evaluate the progress of the incident action plan to determine whether the efforts are accomplishing the response objectives and shall complete the following tasks: HMO - 4.1.1 Origin: NFPA 10.5.1(1) Identify the procedures for evaluating whether the response options are effective in accomplishing the objectives. HMO - 4.1.2 Origin: NFPA 10.5.1(2) Identify the steps for comparing actual behavior of the material and the container to that predicted in the analysis process. HMO - 4.1.3 Origin: NFPA 10.5.1(3) Determine the effectiveness of the following: 1. Personnel being used 2. Control zones 3. Personal protective equipment 4. Control, containment, or confinement operations 5. Decontamination HMO - 4.1.4 Origin: NFPA 10.5.1(4) Make appropriate modifications to the incident action plan. HMO 5 – Terminating the Incident HMO - 5.1 Origin: NFPA 10.6.1 Terminating the Emergency Phase of the Incident Given a scenario involving a hazardous materials/WMD incident, the hazardous materials officer shall demonstrate the ability to terminate the emergency phase of the incident consistent with the emergency response plan and/or standard operating procedures and shall complete the following tasks: HMO - 5.1.1 Origin: NFPA 10.6.1(1) Identify the steps required in terminating the emergency phase of a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 206#
Attachment 3, passage 203Response Training Considerations HMO - 5.1.2 Origin: NFPA 10.6.1(2) Identify the procedures for conducting incident debriefings at a hazardous materials/WMD incident. HMO - 5.2 Origin: NFPA 10.6.2 Conducting a Debriefing Given a scenario involving a hazardous materials/WMD incident, the hazardous materials officer shall demonstrate the ability to conduct a debriefing of the incident for all units assigned to the hazardous materials branch/group and shall complete the following tasks: HMO - 5.2.1 Origin: NFPA 10.6.2(1) Describe three components of an effective debriefing. HMO - 5.2.2 Origin: NFPA 10.6.2(2) Describe the key topics in an effective debriefing. HMO - 5.2.3 Origin: NFPA 10.6.2(3) Describe when a debriefing should take place. HMO - 5.2.4 Origin: NFPA 10.6.2(4) Describe who should be involved in a debriefing. HMO - 5.2.5 Origin: NFPA 10.6.2(5) Identify the procedures for conducting incident debriefings at a hazardous materials/WMD incident. HMO - 5.3 Origin: NFPA 10.6.3 Conducting a Critique Given the details of a scenario involving a hazardous materials/WMD incident, the hazardous materials officer shall demonstrate the ability to conduct a critique of the incident for all units assigned to the hazardous materials branch/group and shall complete the following tasks: HMO - 5.3.1 Origin: NFPA 10.6.3(1) Describe three components of an effective critique. HMO - 5.3.2 Origin: NFPA 10.6.3(2) Describe who should be involved in a critique. 2016 Response Training Guidelines – Page 207#
Attachment 3, passage 204Response Training Considerations HMO - 5.3.3 Origin: NFPA 10.6.3(3) Describe why an effective critique is necessary after a hazardous materials/WMD incident. HMO - 5.3.4 Origin: NFPA 10.6.3(4) Describe what written documents should be prepared as a result of the critique. HMO - 5.3.5 Origin: NFPA 10.6.3(5) Identify the procedure for conducting a critique of the incident. HMO - 5.3.6 Origin: NFPA 10.6.3(6) Identify the requirements for conducting a post-incident analysis as defined in the emergency response plan; the standard operating procedures; or local, state, and federal regulations. HMO - 5.4 Origin: NFPA 10.6.4 Reporting and Documenting the Incident Given an example of a hazardous materials/WMD incident, the hazardous materials officer shall demonstrate the ability to report and document the incident consistent with the local, state, and federal requirements and shall complete the following tasks: HMO - 5.4.1 Origin: NFPA 10.6.4(1) Identify the reporting requirements of federal, state, and local agencies. HMO - 5.4.2 Origin: NFPA 10.6.4(2) Identify the importance of documentation for a hazardous materials incident/WMD, including training records, exposure records, incident reports, and critique reports. HMO - 5.4.3 Origin: NFPA 10.6.4(3) Identify the steps in keeping an activity log and exposure records for hazardous materials/WMD incidents. HMO - 5.4.4 Origin: NFPA 10.6.4(4) Identify the requirements found in the emergency response plan and/or standard operating procedures for compiling hazardous materials/WMD incident reports. HMO - 5.4.5 Origin: NFPA 10.6.4(5) Identify the requirements for filing documents and maintaining records as defined in the emergency response plan and/or standard operating procedures. 2016 Response Training Guidelines – Page 208#
Attachment 3, passage 205Response Training Considerations HMO - 5.4.6 Origin: NFPA 10.6.4(6) Identify the procedures required for legal documentation and chain of custody/continuity described in the standard operating procedures or the emergency response plan. 2016 Response Training Guidelines – Page 209 Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 210 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Hazardous Materials Safety Officer 2016 Response Training Guidelines – Page 211#
Attachment 3, passage 206Response Training Considerations Introduction There are two training categories combined in this section. The first is the safety officer at hazardous materials incidents (i.e., Incident Safety Officer), as defined by OSHA, and the second is the hazardous materials safety officer (i.e., Assist Safety Officer – Hazardous Materials), as defined by NFPA 472. The safety officer at hazardous materials incidents, as defined by OSHA, shall be trained to meet appropriate OSHA regulatory requirements to identify and evaluate hazards and provide direction to the safety of operations for emergency response sites. The hazardous materials safety officer, as defined by NFPA 472, shall be trained to meet all competencies for the first responder at the awareness, operational, and technician levels and the competencies in this section. They also shall receive any additional training to meet applicable Department of Transportation (DOT), Environmental Protection Agency (EPA), Occupational Safety and Health Administration (OSHA), and other appropriate state, local, or provincial occupational health and safety regulatory requirements. Definition The incident safety officer at hazardous materials incidents (OSHA) and the hazardous materials safety officer (NFPA) are those persons who work within an incident command system (also called an incident management system) to ensure that recognized safe practices are followed. While the Incident Safety Officer is responsible for the incident at- large and has the authority to alter, suspend, or terminate activities that involve dangerous conditions. The assistant Safety Officer – Hazardous Materials is responsible for operations within the hazardous materials branch / group, and will normally advise the incident commander of actions that need to take place in order to correct the hazards. The hazardous materials safety officer (NFPA 472) will be called upon to provide technical advice or assistance regarding safety issues to the hazardous materials officer and incident safety officer at a hazardous materials incident. Training Audience The training audience for both the safety officer at hazardous materials incidents (OSHA) and the hazardous materials safety officer (NFPA) is relatively small in number and is technically advanced. The safety officer at hazardous materials incidents (OSHA) are persons with the potential to be qualified at the incident commander level with sufficient hazardous materials knowledge to identify hazards, assess risks and needed interventions. The training audience should include existing members of hazardous materials response teams who have experience and training at the technician level and who have also demonstrated sufficient potential to warrant training and subsequent assignment at the hazardous materials safety officer level. 2016 Response Training Guidelines – Page 212#
Attachment 3, passage 207Response Training Considerations Methodology Recommendations The safety officer at hazardous materials incidents (OSHA) and the hazardous materials safety officer (NFPA 472) training is best conducted with a combination of classroom instruction using traditional lecture and small-group activities and field exercises involving group practice in simulated emergencies. There should be a strong emphasis on field training to include incident operations, safety evaluation and problem solving, to include real-time practice identifying and implementing safety interventions during the incident scene operations of the hazardous materials team. Content instruction should be synthesized in student activities requiring risk-based analysis of incident information to determine safe plans of action and requiring assessment of the performance of hazardous materials team members during operations to determine needed safety interventions. Training should include instructor modeling, student walk-throughs, and student practice under stress until competency is achieved. Proper critiques and corrective instruction are essential. Refresher training should include (1) technical information updates, (2) critique of the ability to analyze an incident and assist in planning a safe response, and (3) critique of incident scene safety evaluation and intervention skills using simulated emergencies. 2016 Response Training Guidelines – Page 213#
Attachment 3, passage 208Response Training Considerations Summary of Training Requirements Federal Training Requirements There are no federally specified training requirements for hazardous materials safety officers, but OSHA 29 CFR 1910.120 (q) (3)(vii-viii) specifies certain performance and competency requirements for safety officer at hazardous materials incidents, and employers are required to ensure that employees demonstrate competency in the skills defined. Although the safety officer was initially defined in OSHA as advising the incident commander only, subsequent OSHA interpretations acknowledge that there may be multiple safety officers (i.e., Assistant Safety officers) at the incident scene, advising to several levels of command. vii) The individual in charge of the ICS shall designate a safety officer, who is knowledgeable in the operations being implemented at the emergency response site, with specific responsibilities to identify and evaluate hazards and to provide direction with respect to the safety of operations for the emergency at hand. (viii) When activities are judged by the safety officer to be an IDLH and/or to involve an imminent danger condition, the safety officer shall have the authority to alter, suspend, or terminate those activities. The safety official 2016 Response Training Guidelines – Page 214#
Attachment 3, passage 209Response Training Considerations shall immediately inform the individual in charge of the ICS of any actions needed to be taken to correct these hazards at the emergency scene. OSHA 29 CFR 1910.120 (q) (3)(vii-viii) OSHA S.O - 1 Given a simulated incident involving hazardous materials, demonstrate the ability to identify and evaluate hazards at the incident and provide direction to development of a safe response plan. OSHA S.O - 2 Given a simulated response to an incident involving hazardous materials, demonstrate the ability to identify and evaluate unsafe operations, activities and/or conditions involving imminent danger. OSHA S.O. - 3 Given identified unsafe conditions in a simulated response to an incident involving hazardous materials, demonstrate the ability to determine appropriate interventions, including altering, suspending or terminating selected response activities, and coordinating those interventions with the individual in charge of the ICS at the incident. Recommended Training Objectives The following training objectives are recommended for hazardous materials safety officer training. The primary source for this material is NFPA 472 (2013 edition), Chapter 11: Competencies for the Hazardous Materials Safety Officers. Training objectives from other sources are noted, with discussion of the rationale for their inclusion to be found in the Special Topics section at the end of the Response Guidelines. The hazardous materials safety officer shall be trained to meet all competencies for the first responder at the awareness, operational, and technician levels and the competencies in this section. They also shall receive any additional training to meet applicable DOT, EPA, OSHA, and other appropriate state, local, or provincial occupational health and safety regulatory requirements. Objective Identification Legend S.Off. - 1.1 Origin: NFPA 11.2.1 Supports OSHA S.O. - A This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). This indicates which OSHA requirement this objective supports. 2016 Response Training Guidelines – Page 215#
Attachment 3, passage 210Response Training Considerations S.Off. 1 - Analyzing the Incident S.Off. - 1.1 Origin: NFPA 11.2.1 Supports OSHA S.O. - A Determining the Magnitude of the Problem in Terms of Safety Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall observe a scene, review and evaluate hazard and response information as it pertains to the safety of all persons within the hazardous materials branch/group. S.Off. - 1.1.1 Origin: NFPA 11.2.1.1 Supports OSHA S.O. - A The hazardous materials safety officer shall explain the basic toxicological principles relative to assessment and treatment of personnel exposed to hazardous materials/WMD, including the following: 1. Acute and chronic toxicity 2. Dose-response 3. Routes of exposure to toxic materials 4. Synergistic effects S.Off. - 1.1.2 Origin: NFPA 11.2.1.2 Supports OSHA S.O. - A The hazardous materials safety officer shall identify at least three conditions where the hazards from flammability would require chemical protective clothing with thermal protection. S.Off. - 1.1.3 Origin: NFPA 11.2.1.3 Supports OSHA S.O. - A The hazardous materials safety officer shall identify at least three conditions where personnel would not be allowed to enter the hot zone. S.Off. - 1.1.4 Origin: NFPA 11.2.1.4 Supports OSHA S.O. - A Given the names of five hazardous materials/WMD and at least three reference sources, the hazardous materials safety officer identify the physical and chemical properties and their potential impact on the safety of personnel at an incident involving each of the materials/agents. S.Off. - 1.1.5 Origin: NFPA 11.2.1.5 Supports OSHA S.O. - A Given the names of five hazardous materials and at least three reference sources, identify the health concerns and their potential impact on the safety and health of personnel at an incident involving each of the materials. 2016 Response Training Guidelines – Page 216#
Attachment 3, passage 211Response Training Considerations S.Off. - 1.1.6 Origin: NFPA 11.2.1.6 Supports OSHA S.O. - A Given the names of five hazardous materials and a description of their containers, hazardous materials safety officer shall identify five hazards or physical conditions that would impact the safety of personnel at an incident involving each of the materials. S.Off. 2 – Planning the Response S.Off. - 2.1 Origin: NFPA 11.3.1 Supports OSHA S.O. - A Identifying the Safety Precautions for Potential Action Options Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall assist the hazardous materials officer in developing a site safety and control plan to respond within the capabilities of available response personnel, personal protective equipment, and control equipment. S.Off. - 2.1.1 Origin: NFPA 11.3.1(1) Supports OSHA S.O. - A Identify specific safety precautions to observe while mitigating each of the hazards or conditions identified. S.Off. - 2.1.2 Origin: NFPA 11.3.1 (2) Supports OSHA S.O. - A Identify safety precautions associated with search and rescue missions at hazardous materials/WMD incidents. S.Off. - 2.2 Origin: NFPA 11.3.2.1 Supports OSHA S.O. – A,C Identifying the Safety Precautions for Potential Action Options Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall provide the incident safety officer, hazardous materials officer, and incident commander with observation-based recommendations regarding considerations for the safety of on-site personnel. S.Off. - 2.2.1 Origin: NFPA 11.3.2.2 Supports OSHA S.O. – A,C The hazardous materials safety officer shall develop recommendations for the incident commander regarding safety considerations of the hazards and risks for each of the hazardous materials/WMD and containers identified. S.Off. - 2.3 Origin: NFPA 11.3.3 Supports OSHA S.O. – A Assisting in the Development of Site Safety and Control Plan for Inclusion in the Incident Action Plan Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall assist the incident safety officer and hazardous materials officer in the development of the site safety and control plan for inclusion in the incident action plan. 2016 Response Training Guidelines – Page 217#
Attachment 3, passage 212Response Training Considerations S.Off. - 2.3.1 Origin: NFPA 11.3.3(a) Supports OSHA S.O. – A Identify the importance and list five benefits of pre-emergency planning relating to specific sites. S.Off. - 2.3.2 Origin: NFPA 11.3.3(b) Supports OSHA S.O. – A Identify and name five hazards and precautions to be observed when approaching a hazardous materials/WMD incident. S.Off. - 2.3.3 Origin: NFPA 11.3.3(c) Supports OSHA S.O. – A List the elements of safety considerations. S.Off. - 2.3.4 Origin: NFPA 11.3.3(d) Supports OSHA S.O. – A Given a pre-incident plan involving one of the hazardous materials/WMD and containers, develop safety considerations for the incident. S.Off. - 2.4 Origin: NFPA 11.3.4 Supports OSHA S.O. – A Providing Recommendations Regarding Safety and Reviewing the Plan of Action Given a proposed plan of action for an incident involving one of the hazardous materials/WMD and containers, identify to the incident safety officer, hazardous materials officer, and incident commander the safety precautions for the incident action plan. S.Off. - 2.4.1 Origin: NFPA 11.3.4(a) Supports OSHA S.O. – A Ensure that the safety considerations in the proposed incident action plan are consistent with the emergency response plan and/or the organization’s standard operating procedures. S.Off. - 2.4.2 Origin: NFPA 11.3.4(b) Supports OSHA S.O. – A Make recommendations to the incident commander on the safety considerations in the proposed incident action plan. S.Off. - 2.5 Origin: NFPA 11.3.5 Supports OSHA S.O. – A Reviewing Selection of Personal Protective Equipment Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall demonstrate the ability to review the selection of personal protective equipment required for a given action option. S.Off. - 2.5.1 Origin: NFPA 11.3.5(a) Supports OSHA S.O. – A Identify five safety considerations for personnel working in personal protective equipment. 2016 Response Training Guidelines – Page 218#
Attachment 3, passage 213Response Training Considerations S.Off. - 2.5.2 Origin: NFPA 11.3.5(b) Supports OSHA S.O. – A Given the names of five different hazardous materials/WMD and a chemical compatibility chart for chemical-protective clothing, identify the chemical-protective clothing that would provide protection from the identified hazards to the wearer for each of the five substances. S.Off. - 2.5.3 Origin: NFPA 11.3.5(c) Supports OSHA S.O. – A Given the names of five different hazardous materials, identify personal protective equipment options for specified response options. S.Off. - 2.5.4 Origin: NFPA 11.3.5(d) Supports OSHA S.O. – A Identify the recommended for donning, doffing, and using all personal protective equipment provided by the authority having jurisdiction for use in hazardous materials/WMD response activities. S.Off. - 2.6 Origin: NFPA 11.3.6 Supports OSHA S.O. – A Reviewing the Proposed Decontamination Plan Given site-specific decontamination procedures by the hazardous materials officer or incident commander for a scenario involving a simulated hazardous materials/WMD incident, review the plan to identify safety considerations prior to implementation of the incident action plan. S.Off. - 2.7 Origin: NFPA 11.3.7 Supports OSHA S.O. – A Ensuring Provision of Proper Emergency Medical Services Given a scenario involving a hazardous materials/WMD incident, the hazardous materials safety officer shall review the Emergency Medical Services procedures to ensure that response personnel are provided medical care. S.Off. - 2.7.1 Origin: NFPA 11.3.7(a) Supports OSHA S.O. – A Identify the elements required in an Emergency Medical Services Plan. S.Off. - 2.7.2 Origin: NFPA 11.3.7(b) Supports OSHA S.O. – A Identify the importance of an on-site medical monitoring program. S.Off. - 2.7.3 Origin: NFPA 11.3.7(c) Supports OSHA S.O. – A Identify the resources for the transportation and care of the injured personnel exposed to hazardous materials/WMD. 2016 Response Training Guidelines – Page 219#
Attachment 3, passage 214Response Training Considerations S.Off. 3 – Implementing the Planned Response S.Off. - 3.1 Origin: NFPA 11.4.1 Supports OSHA S.O. – A,B,C Identifying the Safety Precautions for Potential Action Options Given a scenario involving hazardous materials/WMD incidents, the hazardous materials safety officer shall perform the duties of the position in a manner consistent with the emergency response plan and/or standard operating procedures. S.Off. - 3.1.1 Origin: NFPA 11.4.1(a) Supports OSHA S.O. – A,B,C Identify the duties of the hazardous materials safety officer as defined in the emergency response plan and/or standard operating procedures. S.Off. - 3.1.2 Origin: NFPA 11.4.1(b) Supports OSHA S.O. – A,B,C Demonstrate proper performance of the duties of the hazardous materials safety officer as defined in the emergency response plan and/or standard operating procedures. S.Off. - 3.2 Origin: NFPA 11.4.2 Supports OSHA S.O. – A,B Identifying the Safety Precautions for Potential Action Options Given scenarios involving a hazardous materials/WMD incident, the hazardous materials safety officer shall ensure that personnel perform their tasks in a safe manner by identifying the safety considerations for the control functions identified in the site safety and control plan. S.Off. - 3.2.1 Origin: NFPA 11.4.1(1) Supports OSHA S.O. – A,B Identify the safe operating practices that are required to be followed at a hazardous materials/WMD incident as stated in the emergency response plan and/or standard operating procedures. S.Off. - 3.2.2 Origin: NFPA 11.4.1(2) Supports OSHA S.O. – A,B Identify how the following factors influence heat and cold stress for hazardous materials response personnel: 1. Activity levels 2. Duration of entry 3. Environmental factors 4. Hydration 5. Level of personal protective equipment 6. Physical fitness 2016 Response Training Guidelines – Page 220#
Attachment 3, passage 215Response Training Considerations S.Off. - 3.2.3 Origin: NFPA 11.4.1(3) Supports OSHA S.O. – A,B Identify the methods that will minimize the potential harm from heat and cold stress. S.Off. - 3.2.4 Origin: NFPA 11.4.1(4) Supports OSHA S.O. – A,B Identify the safety considerations that will minimize the psychological and physical stresses on personnel working in personal protective equipment. S.Off. - 3.2.5 Origin: NFPA 11.4.1(5) Supports OSHA S.O. – A,B Describe five conditions where it would be prudent to withdraw from a hazardous materials/WMD incident. S.Off. - 3.3 Origin: NFPA 11.4.3(1) Supports OSHA S.O. –B,C Conducting Safety Briefings Given a scenario involving a hazardous materials/WMD incident and site safety and control plan, the hazardous materials safety officer shall conduct safety briefings for personnel performing the functions identified in the incident action plan. S.Off. - 3.3.1 Origin: NFPA 11.4.3(2) Supports OSHA S.O. –B,C The hazardous materials safety officer shall be able to demonstrate the procedure for conducting a safety briefing to personnel for an incident involving one of the hazardous materials/WMD and its container identified, as specified by the emergency response plan and/or standard operating procedures. S.Off. - 3.4 Origin: NFPA 11.4.4 Supports OSHA S.O. –B,C Implementing and Enforcing Safety Considerations Given a scenario involving a hazardous materials/WMD incident and site safety and control plan, the hazardous materials safety officer shall assist the incident commander, the incident safety officer, and the hazardous materials officer in implementing and enforcing the safety considerations. S.Off. - 3.4.1 Origin: NFPA 11.4.4(1) Supports OSHA S.O. –B,C Identify whether the boundaries of the established control zones are clearly marked, consistent with the safety considerations, and are being maintained. S.Off. - 3.4.2 Origin: NFPA 11.4.4(2) Supports OSHA S.O. –B,C Identify whether the on-site medical monitoring that are required by the authority having jurisdiction is being performed. 2016 Response Training Guidelines – Page 221#
Attachment 3, passage 216Response Training Considerations S.Off. - 3.4.3 Origin: NFPA 11.4.4(3) Supports OSHA S.O. –B,C Given an entry team, a backup team, and a decontamination team wearing personal protective clothing and equipment, identify that each team is properly protected and prepared to safely perform its assigned tasks. S.Off. - 3.4.3.1 Origin: NFPA 11.4.4(3)(a) Supports OSHA S.O. –B,C Verify whether the selection of clothing and equipment is consistent with the site safety and control plan. S.Off. - 3.4.3.2 Origin: NFPA 11.4.4(3)(b) Supports OSHA S.O. –B,C Verify whether each team has examined the clothing for barrier integrity and the equipment to ensure correct working order. S.Off. - 3.4.3.3 Origin: NFPA 11.4.4(3)(c) Supports OSHA S.O. –B,C Verify whether protective clothing and equipment have been donned in accordance with the organization’s standard operating procedures and the manufacturer’s recommendations. S.Off. - 3.4.4 Origin: NFPA 11.4.4(4) Supports OSHA S.O. –B,C Verify whether each person entering the hot zone has a specific task assignment, understands the assignment, is properly trained to perform the assigned task(s), and is working with a designated partner at all times during the assignment. S.Off. - 3.4.5 Origin: NFPA 11.4.4(5) Supports OSHA S.O. –B,C Verify whether a backup team is prepared at all times for immediate entry into the hot zone during entry team operations. S.Off. - 3.4.6 Origin: NFPA 11.4.4(6) Supports OSHA S.O. –B,C Verify whether the decontamination process specified in the safety considerations is in place before any entry into the hot zone. S.Off. - 3.4.7 Origin: NFPA 11.4.4(7) Supports OSHA S.O. –B,C Verify that each person exiting the hot zone and each tool or piece of equipment is decontaminated in accordance with the safety considerations and the degree of hazardous materials/WMD exposure. S.Off. - 3.4.8 Origin: NFPA 11.4.4(8) Supports OSHA S.O. –B,C Demonstrate the proper procedure for recording the names of the individuals exiting the hot zone, as specified in the local emergency response plan and the organization’s standard operating procedures. 2016 Response Training Guidelines – Page 222#
Attachment 3, passage 217Response Training Considerations S.Off. - 3.4.9 Origin: NFPA 11.4.4(9) Supports OSHA S.O. –B,C Identify three safety considerations that can minimize secondary contamination. S.Off. - 3.5 Origin: NFPA 11.4.5 Supports OSHA S.O. –B,C Maintaining Communications Given a scenario involving a hazardous materials/WMD incident and the site safety and control plan, the hazardous materials safety officer shall maintain routine and emergency communications within the incident command structure at all times during the incident. S.Off. - 3.5.1 Origin: NFPA 11.4.5(1) Supports OSHA S.O. –B,C Identify three types of communications systems used at hazardous materials/WMD incident sites. S.Off. - 3.5.2 Origin: NFPA 11.4.5(2) Supports OSHA S.O. –B,C Verify whether each person assigned to work in the hot zone understands the emergency alerting and response procedures specified in the safety considerations prior to entry into the hot zone. S.Off. - 3.6 Origin: NFPA 11.4.6.1 Supports OSHA S.O. –B,C Monitoring Status Reports Given a simulated hazardous materials/WMD incident and site safety and control plan, the hazardous materials safety officer monitor routine and emergency communications within the incident command structure at all times during the incident. S.Off. - 3.6.1 Origin: NFPA 11.4.6.2 Supports OSHA S.O. –B,C The hazardous materials safety officer shall insure that entry team members regularly communicate the status of their work assignment to the hazardous materials officer. S.Off. - 3.7 Origin: NFPA 11.4.7 Supports OSHA S.O. –B,C Implementing Exposure Monitoring Given a scenario involving a hazardous materials/WMD incident and the site safety and control plan, the hazardous materials safety officer shall assist the incident commander, the incident safety officer, and the hazardous materials officer in implementing exposure monitoring. 2016 Response Training Guidelines – Page 223#
Attachment 3, passage 218Response Training Considerations S.Off. - 3.8 Origin: NFPA 11.4.8 Supports OSHA S.O. –B,C Verifying Exposure Monitoring The hazardous materials safety officer shall identify that exposure monitoring (personnel and environment), as specified in the emergency response plan and/or standard operating procedures and site safety and control plan considerations, is performed. S.Off. 4 – Evaluating Progress S.Off. - 4.1 Origin: NFPA 11.5.1 Supports OSHA S.O. –B Identifying Deviations from Safety Considerations or Other Dangerous Situations Given scenarios involving hazardous materials/WMD incidents, and given deviations from the site safety and control plan for activities in both the hot and warm zones and dangerous conditions, the hazardous materials safety officer shall take such corrective actions as are necessary to ensure the safety and health of persons in the hot and warm zones. S.Off. - 4.1.1 Origin: NFPA 11.5.1(1) Supports OSHA S.O. –B Identify those actions that deviate from the site safety and control plan or otherwise violate accepted safe operating practices, organizational policies, or applicable occupational safety and health laws, regulations, codes, standards, or guidelines. S.Off. - 4.1.2 Origin: NFPA 11.5.1(2) Supports OSHA S.O. –B Identify dangerous conditions that develop or are identified during work in the hot or warm zones that threaten the safety or health of persons in those zones. S.Off. - 4.1.3 Origin: NFPA 11.5.1(3) Supports OSHA S.O. –B Identify the signs and symptoms of psychological and physical stresses on personnel wearing personal protective equipment. S.Off. - 4.2 Origin: NFPA 11.5.2 Supports OSHA S.O. –B Taking Corrective Actions Given scenarios involving hazardous materials/WMD incidents, and given deviations from the site safety and control plan for activities in both the hot and warm zones and dangerous conditions, the hazardous materials safety officer shall take such corrective actions as are necessary to ensure the safety and health of persons in the hot and warm zones. 2016 Response Training Guidelines – Page 224#
Attachment 3, passage 219Response Training Considerations S.Off. - 4.2.1 Origin: NFPA 11.5.2(1) Supports OSHA S.O. –B Send emergency communications to, and receive emergency communications from, the incident safety officer, entry team personnel, the hazardous materials officer, and others as appropriate regarding safe working practices and conditions. S.Off. - 4.2.1.1 Origin: NFPA 11.5.2(1)(a) Supports OSHA S.O. –B Given a hazardous situation or condition that has developed or been identified following initial hot zone entry, demonstrate the application of the emergency alerting procedures specified in the site safety and control plan to communicate the hazard and emergency response information to the affected personnel. S.Off. - 4.2.1.2 Origin: NFPA 11.5.2(1)(b) Supports OSHA S.O. –B Given a demonstrated emergency alert via hand signal by a member of the entry team operating within the hot zone, identify the meaning of that signal as specified in the site safety and control plan. S.Off. - 4.2.2 Origin: NFPA 11.5.2(2) Supports OSHA S.O. –B Identify the procedures to alter, suspend, or terminate any activity that can be judged to be unsafe, as specified in the emergency response plan and/or standard operating procedures. S.Off. - 4.2.3 Origin: NFPA 11.5.2(3) Supports OSHA S.O. –B Demonstrate the procedure for notifying the appropriate individual of the unsafe action and for directing alternative safe actions, in accordance with the safety considerations and the organization’s standard operating procedures. S.Off. - 4.2.4 Origin: NFPA 11.5.2(4) Supports OSHA S.O. –B Demonstrate the procedure for suspending or terminating an action that could result in an imminent hazard condition, in accordance with the site safety and control plan and the standard operating procedures. S.Off. 5 – Terminating the Incident S.Off. - 5.1 Origin: NFPA 11.6.1 Supports OSHA S.O. –C Providing Reports and Documentation Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall complete and submit the reports, documentation, and follow-up required of the hazardous materials safety officer. 2016 Response Training Guidelines – Page 225#
Attachment 3, passage 220Response Training Considerations S.Off. - 5.1.1 Origin: NFPA 11.6.1(1) Supports OSHA S.O. –C Identify the safety reports and supporting documentation required by the local emergency response plan and/or standard operating procedures. S.Off. - 5.1.2 Origin: NFPA 11.6.1(2) Supports OSHA S.O. –C Demonstrate completion of the safety reports required by the emergency response plan and/or standard operating procedures. S.Off. - 5.1.3 Origin: NFPA 11.6.1(3) Supports OSHA S.O. –C Describe the importance of personnel exposure records. S.Off. - 5.2 Origin: NFPA 11.6.2 Supports OSHA S.O. –C Debriefing of Hazardous Materials Branch/Group Personnel Given scenarios involving hazardous materials/WMD incidents, the hazardous materials safety officer shall debrief hazardous materials branch/group personnel regarding site- specific occupational safety and health issues. S.Off. - 5.2.1 Origin: NFPA 11.6.2(1) Supports OSHA S.O. –C The hazardous materials safety officer shall be able to identify five health and safety topics to be addressed in an incident debriefing. S.Off. - 5.1.2 Origin: NFPA 11.6.2(2) Supports OSHA S.O. –C The hazardous materials safety officer shall be able to demonstrate the proper procedure for debriefing hazardous materials branch/group personnel regarding site- specific occupational safety and health areas of concern, as specified in the site safety and control plan, emergency response plan, and the organization’s standard operating procedures. S.Off. - 5.3 Origin: NFPA 11.6.3 Supports OSHA S.O. –B,C Assisting in the Incident Critique Given scenarios involving hazardous materials/WMD incidents and the site safety and control plan, the hazardous materials safety officer shall provide safety and health- related critical observations of the activities that were performed in the hot and warm zones during the incident. S.Off. - 5.4 Origin: NFPA 11.6.4 (1)-(6) Supports OSHA S.O. –B,C Information to be Presented Given the site safety and control plan and hazardous materials safety officer’s report for a scenario involving a hazardous materials/WMD incident, the hazardous materials safety officer shall demonstrate the procedure for verbally presenting the following 2016 Response Training Guidelines – Page 226#
Attachment 3, passage 221Response Training Considerations information in accordance with the emergency response plan and/or standard operating procedures: 1) Safety and health-related critical observations of the activities that were performed in the hot and warm zones during the incident. 2) Recorded violations of the site safety and control plan or generally accepted safe operating practices, organizational policies, or applicable occupational safety and health laws, regulations, codes, standards, or guidelines. 3) Injuries or deaths that occurred as a result of reasonably unforeseen dangerous conditions that developed during the incident. 4) Injuries or deaths that occurred as a result of violations of the safety considerations or generally accepted safe operating practices, organizational policies, or applicable occupational safety and health laws, regulations, codes, standards, or guidelines. 5) The proper course of action(s) that would likely have prevented the injuries or deaths that occurred as a result of the safety violations identified. 6) The proper course of action(s) that would likely have prevented the injuries or deaths that occurred as a result of the safety violations identified. 7) Deficiencies or weaknesses in the site safety and control plan, local emergency response plan, and organizational standard operating procedures that were noted during or following the incident. 2016 Response Training Guidelines – Page 227#
Attachment 3, passage 222Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 228 Response Training Considerations 2016 Response Training Guidelines – Page 229 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Emergency Medical Service/ Hazardous Materials/WMD Basic Life Support (BLS) Responder 2016 Response Training Guidelines – Page 230#
Attachment 3, passage 223Response Training Considerations Introduction Emergency medical service (EMS) personnel at the EMS/HM Basic Life Support (BLS) responder level, in addition to their BLS or ALS certification, shall be trained to meet the requirements of the emergency responder at the awareness level, as defined in OSHA 1910.120(q)(6)(i) and/or as defined in NFPA 472, Chapter 4: Competencies for Awareness Level Personnel, and all the competencies recommended in this section. In addition, EMS/HM BLS responders shall meet the training requirements of local occupational health and safety regulatory agencies or EPA, as appropriate for their jurisdiction. In addition to being trained to the first responder awareness level, emergency medical service personnel who respond to hazardous materials incidents should be trained and receive regular continuing education to maintain competency in three areas: emergency medical technology, hazardous materials, and specialized topics such as hazardous materials toxicology, as approved by the authority having jurisdiction. The training program should be a comprehensive, competency-based presentation of the required subject material with applicable hands-on sessions that demonstrate the newly acquired skills. Definition EMS/HM BLS responders are persons who, in the course of their normal duties, may be called on to perform patient-care activities in the cold zone at a hazardous materials incident. EMS/HM BLS responders shall provide pre-hospital care only to those individuals who no longer pose a significant risk of secondary contamination, such as decontaminated patients in the cold zone. Training Audience EMS/HM BLS training is appropriate for all emergency medical technicians, paramedics, and other health professionals who, in the course of their normal duties, may respond to hazardous materials emergencies either as a first responder or as on-site cold zone support to the incident command structure at an incident scene. Related Health, Safety, and Performance Standards OSHA 29 CFR 1910.120 EPA 40 CFR 311 NFPA 472 NFPA 473 NFPA 1561 Standard on Emergency Services Incident Management System and Command Safety, 2014 Edition U.S. Fire Administration Emergency Incident Rehabilitation Guide, 2008 Edition 2016 Response Training Guidelines – Page 231#
Attachment 3, passage 224Response Training Considerations Recognized U.S. Department of Transportation, State, regional, or local training curricula should constitute the entry-level EMS preparation for continuing hazardous materials training. When a hazardous materials incident occurs, all EMS/HM BLS personnel responding should have been trained to the emergency medical technician A level or equivalent. Methodology Recommendations EMS/HM BLS responder training should include a combination of traditional classroom lecture with small-group activities, field exercises involving working with the incident command structure in simulated emergencies, and hands-on psychomotor skill training. Content instruction should focus on contamination hazards, treatment procedures, and incident scene roles and responsibilities. Trainee activities should focus on assessment and analysis of hazards and determination of appropriate procedures. Skill training should focus on implementing procedures. Written and practical examinations are highly recommended to measure achievement in initial training and refresher programs and to support the employer’s responsibility that all EMS personnel are trained to competency before being called on to perform at emergencies. Table-top and field exercises should focus on acting out incident scene roles and on implementing procedures in a field environment. Refresher training should be conducted on a yearly basis and focus on technical updates to changes in response protocols, SOPs, and renewal of individual response skills. The following resources are recommended to supplement the training process: Local Emergency Response Plan Standard Operating Procedures Hawley’s Condensed Chemical Dictionary, 16th Edition OSHA 29 CFR 1910.120 Hazardous Chemical Data (U.S. Government) National Institute for Occupational Safety and Health (NIOSH) Pocket Guide to Chemical Hazards (U.S. Government) Emergency Action Guides (Association of American Railroads) NFPA 471, 472, and 473 Handbook of Toxic and Hazardous Chemicals and Carcinogens Toxic Gases: First Aid and Medical Treatment Haz/Mat Injuries (Bradford/Stutz) 2016 Response Training Guidelines – Page 232#
Attachment 3, passage 225Response Training Considerations Summary of Training Requirements Recommended Training Objectives The following training objectives are recommended for emergency medical service/hazardous materials Level 1 responder. The primary source for this material is NFPA 473: Standard for Competencies for EMS Personnel Responding to Hazardous Materials Incidents/Weapons of Mass Destruction Incidents, Chapter 4: Competencies for Hazardous Materials/WMD Basic Life Support (BLS) Responders. In general, these recommended objectives are comparable in scope and concept to the general requirements of OSHA that all responding personnel be properly trained to perform their assigned roles in a hazardous materials emergency. Objective Identification Legend BLS - 1.1 Origin: NFPA 4.2.1 This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). No OSHA requirements are specifically supported by this objective 2016 Response Training Guidelines – Page 233#
Attachment 3, passage 226Response Training Considerations BLS 1 - Analyzing the Incident BLS - 1.1 Origin: NFPA 4.2.1 Surveying Hazardous Materials/WMD Incidents Given scenarios of hazardous materials/WMD incidents, the BLS level responder shall assess the nature and severity of the incident as it relates to anticipated or actual EMS responsibilities at the scene. BLS - 1.1.1 Origin: NFPA 4.2.1.1 Given examples of the following types of containers, the BLS level responder shall identify the potential mechanisms of injury/harm and possible treatment modalities: 1) Pressure 2) Nonpressure 3) Cryogenic 4) Radioactive BLS - 1.1.2 Origin: NFPA 4.2.1.2 Given examples of the nine U.S. Department of Transportation (DOT) hazard classes, the BLS level responder shall identify possible treatment modalities associated with each hazard class. BLS - 1.1.3 Origin: NFPA 4.2.1.3 Given examples of various hazardous materials/WMD incidents at fixed facilities, the BLS level responder shall identify the following available health-related resource personnel: 1) Environmental health and safety representatives 2) Radiation safety officers 3) Occupational physicians and nurses 4) Site emergency response teams 5) Product or container specialists BLS - 1.1.4 Origin: NFPA 4.2.1.4 Given various scenarios of hazardous materials/WMD incidents, the BLS level responder, working within an incident command system, shall evaluate the off-site consequences of the release based on the physical and chemical nature of the released substance and the prevailing environmental factors, to determine the need to evacuate or to shelter in place affected persons. 2016 Response Training Guidelines – Page 234#
Attachment 3, passage 227Response Training Considerations BLS - 1.1.5 Origin: NFPA 4.2.1.5 Given the following biological agents, the BLS level responder shall define the signs and symptoms of exposure and the likely means of dissemination: 1) Variola virus (smallpox) 2) Botulinum toxin 3) E. coli O157:H7 4) Ricin toxin 5) B. anthracis (anthrax) 6) Venezuelan equine encephalitis virus 7) Rickettsia 8) Yersinia pestis (plague) 9) Tularemia 10) Viral hemorrhagic fever 11) Other CDC Category A, B, or C-listed organism BLS - 1.1.6 Origin: NFPA 4.2.1.6 Given examples of various types of hazardous materials/WMD incidents involving toxic industrial chemicals (TICs) and toxic industrial materials (TIMs) e.g., corrosives, reproductive hazards, carcinogens, nerve agents, flammable and/or explosive hazards, blister agents, blood agents, choking agents, and irritants), the BLS level responder shall determine the general health risks to patients exposed to those substances in the case of any release with the following: 1) A visible cloud 2) Liquid pooling 3) Solid dispersion BLS - 1.2 Origin: NFPA 4.2.1.7 Determining If a Hazardous Materials/WMD Incident is an Illicit Laboratory Operation Given examples of hazardous materials/WMD incidents involving illicit laboratory operations, BLS level responders assigned to respond to illicit laboratory incidents shall identify the potential drugs/WMD being manufactured. BLS - 1.2.1 Origin: NFPA 4.2.1.7(1) Given examples of illicit drug manufacturing methods, describe the operational considerations, hazards, and products involved in the illicit process. BLS - 1.2.2 Origin: NFPA 4.2.1.7(2) Given examples of illicit chemical WMD methods, describe the operational considerations, hazards and products involved in the illicit process. 2016 Response Training Guidelines – Page 235#
Attachment 3, passage 228Response Training Considerations BLS - 1.2.3 Origin: NFPA 4.2.1.7(3) Given examples of illicit biological WMD methods, describe the operational considerations, hazards, and products involved in the illicit process. BLS - 1.2.4 Origin: NFPA 4.2.1.7(4) Given examples of illicit laboratory operations, describe the potential booby traps that have been encountered by response personnel. BLS - 1.2.5 Origin: NFPA 4.2.1.7(5) Given examples of illicit laboratory operations, describe the agencies that have investigative authority and operational responsibility to support the response. BLS - 1.3 Origin: NFPA 4.2.1.8 Determining Potential Patient Outcomes of Exposure to Radiation Given examples of a hazardous materials/WMD incident involving radioactive materials, including radiological dispersion devices, the BLS level responder shall determine the probable health risks potential patient outcomes. BLS - 1.3.1 Origin: NFPA 4.2.1.8(1) Determine the most likely exposure pathways for a given radiation exposure, including inhalation, ingestion, and direct skin exposure. BLS - 1.3.2 Origin: NFPA 4.2.1.8(2) Identify the difference between radiation exposure and radioactive contamination and the health concerns associated with each. BLS - 1.3.3 Origin: NFPA 4.2.1.8(3) Given three examples of pesticide labels and labeling, the BLS level responder shall use the following information to determine the associated health risks: 1) Hazard statement 2) Precautionary statement 3) Signal word 4) Pesticide name BLS - 1.4 Origin: NFPA 4.2.2 Collecting and Interpreting Hazard and Response Information 2016 Response Training Guidelines – Page 236#
Attachment 3, passage 229Response Training Considerations The BLS level responder shall obtain information from the following sources to determine the nature of the medical problem and potential health effects: 1) Hazardous materials databases 2) Clinical monitoring 3) Reference materials 4) Technical information centers (e.g., CHEMTREC, CANUTEC, and SETIQ) and local state and federal authorities. 5) Technical information specialists 6) Regional poison control centers BLS - 1.5 Origin: NFPA 4.2.3 Establishing and Enforcing Scene Control Procedures Given two scenarios involving hazardous materials/WMD incidents, the BLS level responder shall identify how to establish and enforce scene control, including control zones and emergency decontamination, and communications between responders and to the public. BLS - 1.5.1 Origin: NFPA 4.2.3(1) Identify the procedures for establishing scene control through control zones. BLS - 1.5.2 Origin: NFPA 4.2.3(2) Identify the criteria for determining the locations of the control zones at hazardous materials/WMD incidents. BLS - 1.5.3 Origin: NFPA 4.2.3(3) Identify the basic techniques for the following protective actions at hazardous materials/WMD incidents: 1) Evacuation 2) Sheltering-in-place protection BLS - 1.5.4 Origin: NFPA 4.2.3(4) Demonstrate the ability to perform emergency decontamination. BLS - 1.5.5 Origin: NFPA 4.2.3(5) Identify the items to be considered in a safety briefing prior to allowing personnel to work at the following: 1) Hazardous materials incidents 2) Hazardous materials/WMD incidents involving criminal activities 2016 Response Training Guidelines – Page 237#
Attachment 3, passage 230Response Training Considerations BLS - 1.5.6 Origin: NFPA 4.2.3(6) Identify the procedures for ensuring coordinated communication between responders and to the public. BLS 2 – Planning the Response BLS - 2.1 Origin: NFPA 4.3.1.1(1)-(3) Identifying High Risk Areas for Potential Exposures The BLS level responder, given an events calendar and pre-incident plans, which can include the local emergency planning committee plan, as well as the agency’s emergency response plan and standard operating procedures (SOPs), shall identify the venues for mass gatherings, industrial facilities, potential targets for terrorism, and any other location where an accidental or intentional release of a harmful substance can pose an unreasonable health risk to any person in the local geographical area as determined by the AHJ and shall identify the following: 1) Locations where hazardous materials/WMD are used, stored, or transported 2) Areas and locations that present a potential for a high loss of life or rate of injury in the event of an accidental or intentional release of hazardous materials/WMD 3) External factors that may complicate a hazardous materials/WMD incident BLS - 2.2 Origin: NFPA 4.3.2.1(1)-(10) Identifying High Risk Areas for Potential Exposures The BLS level responder shall identify the following methods and vehicles available to transport hazardous materials patients and shall determine the location and potential routes of travel to the medically appropriate local and regional hospitals, based on the patients’ needs: 1) Adult trauma centers 2) Pediatric trauma centers 3) Adult burn centers 4) Pediatric burn centers 5) Hyperbaric chambers 6) Established field hospitals 7) Dialysis centers 8) Supportive care facilities 9) Forward deployable assets 10) Other specialty hospitals or medical centers 2016 Response Training Guidelines – Page 238#
Attachment 3, passage 231Response Training Considerations BLS - 2.2.1 Origin: NFPA 4.3.2.2 Given a list of receiving hospitals in the region, the BLS level responder shall describe the location, availability, and capability of hospital-based decontamination facilities. BLS - 2.2.2 Origin: NFPA 4.3.2.3 The BLS level responder shall describe the BLS protocols and SOPs at hazardous materials WMD incidents as developed by the AHJ and the prescribed role of medical control and poison control centers, as follows: 1) During mass casualty incidents 2) Where exposures have occurred 3) In the event of disrupted radio communications BLS - 2.2.3 Origin: NFPA 4.3.2.4 The BLS level responder shall identify the formal and informal mutual aid resource (hospital- and non-hospital-based) for the field management of multi-casualty incidents, as follows: 1) Mass-casualty trailers with medical supplies 2) Mass-decedent capabilities 3) Regional decontamination units 4) Replenishment of medical supplies during long-term incidents 5) Rehabilitation units for the EMS responders 6) Replacement transport units for vehicles lost to mechanical trouble, collision, theft, and contamination BLS - 2.2.4 Origin: NFPA 4.3.2.5 The BLS level responder shall identify the special hazards associated with inbound and outbound air transportation of patients exposed to hazardous materials/WMD. BLS - 2.3 Origin: NFPA 4.3.3.1(1)-(2) Identifying High Risk Areas for Potential Exposures Given an incident communications plan, the BLS level responder shall identify the following: 1) Medical components of the communications plan 2) Ability to communicate with other responders, transport units, and receiving facilities 2016 Response Training Guidelines – Page 239#
Attachment 3, passage 232Response Training Considerations BLS - 2.3.1 Origin: NFPA 4.3.3.2 Given examples of various patient exposure scenarios, the BLS level responder shall describe the following information to be transmitted to the medical or poison control center or the receiving hospital prior to arrival: 1) The name of the substance(s) involved 2) Physical and chemical properties of the substance(s) involved 3) Number of victims being transported 4) Age and sex of transported patient 5) Patient condition and chief complaint 6) Medial history 7) Circumstances and history of the exposure, such as duration of exposure and primary route of exposure 8) Vital signs, initial and current 9) Symptoms described by the patient, initial and current 10) Presence of associated injuries, such as burns and trauma 11) Decontamination status 12) Treatment rendered or in progress 13) Patient response to treatment(s) 14) Estimated time of arrival BLS - 2.4 Origin: NFPA 4.3.4.1 Identifying High Risk Areas for Potential Exposures Given scenarios involving hazardous materials/WMD, the BLS level responder shall identify his or her role during hazardous materials/WMD incidents as specified in the emergency response plan and SOPs developed by the AHJ. BLS - 2.4.1 Origin: NFPA 4.3.4.1 (1) Describe the purpose, benefits, and elements of the incident command system as it relates to the BLS level responder. BLS - 2.4.2 Origin: NFPA 4.3.4.1 (2) Describe the typical incident command structure, for the emergency medical component of a hazardous materials/WMD incident as specified in the emergency response plan and SOPs, as developed by the AHJ. BLS - 2.4.3 Origin: NFPA 4.3.4.1 (1) Demonstrate the ability of the BLS level responder to function within the incident command system. 2016 Response Training Guidelines – Page 240#
Attachment 3, passage 233Response Training Considerations BLS - 2.4.4 Origin: NFPA 4.3.4.1 (4) Demonstrate the ability to implement an incident command system for a hazardous materials/WMD incident where an ICS does not currently exist. BLS - 2.4.5 Origin: NFPA 4.3.4.1 (5) Identify the procedures for requesting additional resources at a hazardous materials/WMD incident. BLS - 2.5 Origin: NFPA 4.3.4.2 Role of the Hazardous Materials/WMD BLS Responder The hazardous materials/WMD BLS responder shall describe his or her role within the hazardous materials response plan developed by the AHJ or identified in the local emergency response plan, as follows: 1) Determine the toxic effect of hazardous materials/WMD 2) Estimate the number of patients. 3) Recognize and assess the presence and severity of symptoms. 4) Take and record vital signs. 5) Determine resource maximization and assessment. 6) Assess the impact on the health care system. 7) Perform appropriate patient monitoring. 8) Communicate pertinent information BLS 3 – Implementing the Planned Response BLS - 3.1 Origin: NFPA 4.4.1 Determining the Nature of the Incident / Providing Medical Care The BLS level responder shall demonstrate the ability to identify the mechanisms of injury or harm and the clinical implications and provide emergency medical care to those patients exposed to hazardous materials/WMD agent by completing the following tasks: BLS - 3.1.1 Origin: NFPA 4.4.1 (1) Determine the physical state of the released substance, in addition to the environmental influences surrounding the release, as follows: 1) Solid 2) Liquid 3) Gas 4) Vapor 5) Dust 6) Mist 2016 Response Training Guidelines – Page 241#
Attachment 3, passage 234Response Training Considerations 7) Aerosol BLS - 3.1.2 Origin: NFPA 4.4.1 (2) Identify potential routes of exposure and correlate those routes of exposure to the physical state of the released substance, to determine the origin of the illness or injury, as follows: 1) Inhalation 2) Absorption 3) Ingestion 4) Injection BLS - 3.1.3 Origin: NFPA 4.4.1 (3) Describe the potential routes of entry into the body, the common signs and symptoms of exposure, and the BLS treatment options approved by the HAJ for exposure (s) to the following classification of substances: 1) Corrosives 2) Pesticides 3) Chemical asphyxiants 4) Simple asphyxiants 5) Organic solvents 6) Nerve agents 7) Vesicants and blister agents 8) Blood agents 9) Choking agents 10) Irritants 11) Biological agents and toxins 12) Incapacitating agents 13) Radiological materials 14) Nitrogen compounds 15) Opiate compounds 16) Flourine compounds 17) Phenolic compounds BLS - 3.1.4 Origin: NFPA 4.4.1 (4) Describe the basic toxicological principles relative to assessment and treatment of persons exposed to hazardous materials, including the following: 1) Acute and delayed effects 2) Local and systemic effects 3) Dose-response relationship 2016 Response Training Guidelines – Page 242#
Attachment 3, passage 235Response Training Considerations BLS - 3.1.5 Origin: NFPA 4.4.1 (5) Given examples of various hazardous materials/WMD, define the basic toxicological terms as applied to patient care: 1) Threshold limit value-time-weighted average (TLV-TWA) 2) Permissible exposure limit (PEL) 3) Threshold limit value – short-term exposure limit (TLV-STEL) 4) Immediately dangerous to life and health (IDLH) 5) Threshold limit value – ceiling (TLV-C) 6) Parts per million/ parts per billion/ parts per trillion (ppm/ ppb/ ppt) BLS - 3.2 Origin: NFPA 4.4.1(6) Evaluating Progress and Effectiveness of Medical Care Providers Given examples of hazardous materials/WMD incidents with exposed patients, evaluate the progress and effectiveness of the medical care provided at a hazardous materials/WMD incident to ensure that the overall incident response objectives, along with patient care goals. BLS – 3.2.1 Origin: NFPA 4.4.1 (6)(a) Locate and track all exposed patients at a hazardous materials/WMD incident, from triage and treatment to transport to a medically appropriate facility. BLS - 3.2.2 Origin: NFPA 4.4.1 (6)(b) Review the incident objectives at periodic intervals to ensure that patient care is being carried out within the overall incident action plan. BLS - 3.2.3 Origin: NFPA 4.4.1 (6)(c) Ensure that the required incident command system forms are completed, along with the patient care forms, during the course of the incident. BLS - 3.2.4 Origin: NFPA 4.4.1 (6)(d) Evaluate the need for trained and qualified EMS personnel, medical equipment, transport units, and other supplies based on the scope and duration of the incident. BLS - 3.3 Origin: NFPA 4.4.2(1) Determine if Decontamination Was Performed Given the emergency response plan and SOPs developed by the AHJ, the BLS level responder shall determine if patient decontamination activities were performed prior to accepting responsibility and transferring care of exposed patients. BLS - 3.4 Origin: NFPA 4.4.2(2) Determine the Need and Location for Patient Decontamination 2016 Response Training Guidelines – Page 243#
Attachment 3, passage 236Response Training Considerations Given the emergency response plan and SOPs developed by the AHJ, the BLS level responder shall determine the need and location for patient decontamination, including mass casualty decontamination, in the event none has been performed prior to arrival of EMS personnel. BLS – 3.4.1 Origin: NFPA 4.4.2 (2)(a) Given the emergency response plan and SOPs developed by the AHJ, identify sources of information for determining the appropriate decontamination procedure and identify how to access those resources in a hazardous materials/WMD incident. BLS – 3.4.2 Origin: NFPA 4.4.2 (2)(b) Given the emergency response plan and SOPs developed by the AHJ, identify (within the plan) the supplies and equipment required to set up and implement emergency decontamination operations and mass decontamination operations for ambulatory and non-ambulatory patients. BLS – 3.4.3 Origin: NFPA 4.4.2 (2)(c) Identify procedures, equipment, and safety precautions for the treatment and handling of emergency service animals brought to the decontamination corridor at hazardous materials/WMD incidents. BLS – 3.4.4 Origin: NFPA 4.4.2 (2)(d) Identify procedures, equipment, and safety precautions for communicating with critical, urgent, and potentially exposed patients and identify population prioritization as it relates to decontamination purposes. BLS – 3.4.5 Origin: NFPA 4.4.2 (2)(e) Identify procedures, equipment, and safety precautions for preventing cross contamination. BLS - 3.5 Origin: NFPA 4.4.3.1 Determine the Ongoing Need for Medical Supplies Given examples of single-patient and multi-casualty hazardous materials/WMD incidents, the BLS level responder shall determine the following: 1) If the available medical equipment will meet or exceed patient care needs throughout the duration of the incident. 2) If the available transport units will meet or exceed patient care needs throughout the duration of the incident. 2016 Response Training Guidelines – Page 244#
Attachment 3, passage 237Response Training Considerations BLS - 3.6 Origin: NFPA 4.4.4 Preserving Evidence Given examples of hazardous materials/WMD incidents where criminal acts are suspected, the BLS level responder shall make every attempt to preserve evidence during the course of delivering patient care. BLS – 3.6.1 Origin: NFPA 4.4.4 (1) Determine if the incident is potentially criminal in nature and cooperate with the law enforcement agency having investigative jurisdiction. BLS – 3.6.2 Origin: NFPA 4.4.4 (2) Identify the unique aspects of criminal hazardous materials/WMD incidents, including crime scene preservation and evidence preservation, to avoid the destruction of potential evidence on medical patients during the decontamination process. BLS – 3.6.3 Origin: NFPA 4.4.4 (3) Identify within the emergency response plan and SOPs developed by the AHJ procedures, equipment, and safety precautions for securing evidence during decontamination operations at hazardous materials/WMD incidents. BLS – 3.6.4 Origin: NFPA 4.4.4 (4) Ensure that any information regarding suspects, sequence of events during a potentially criminal act, and observations made based on patient presentation or during patient assessment are documented and communicated to the law enforcement agency having investigative jurisdiction. BLS - 3.7 Origin: NFPA 4.4.5 Medical Support at Hazardous Materials/WMD Incidents Given examples of hazardous materials/WMD incident, the BLS level responder shall describe the procedures of the AHJ for performing medical monitoring and support of hazardous materials incident response personnel. BLS – 3.7.1 Origin: NFPA 4.4.5 (1)(a) Given examples of various hazardous materials/WMD incidents requiring the use chemical protective ensembles, the BLS level responder shall demonstrate the ability to set up and operate a medical monitoring station. BLS – 3.7.2 Origin: NFPA 4.4.5 (1)(b) Given examples of various hazardous materials/WMD incidents requiring the use chemical protective ensembles, the BLS level responder shall demonstrate the 2016 Response Training Guidelines – Page 245#
Attachment 3, passage 238Response Training Considerations ability to recognize the signs and symptoms of heat stress, cold stress, heat exhaustion, and heat stroke. BLS – 3.7.3 Origin: NFPA 4.4.5 (1)(c) Given examples of various hazardous materials/WMD incidents requiring the use chemical protective ensembles, the BLS level responder shall determine the BLS needs for responders exhibiting the effects of heat stress, cold stress, and heat exhaustion. BLS – 3.7.4 Origin: NFPA 4.4.5 (1)(d) Given examples of various hazardous materials/WMD incidents requiring the use chemical protective ensembles, the BLS level responder shall describe the medical significance of heat stroke and the importance of rapid transport to an appropriate medical receiving facility. BLS – 3.7.5 Origin: NFPA 4.4.5 (1)(e) Given a simulated hazardous materials incident, demonstrate the appropriate documentation of medical monitoring activities. BLS – 3.7.6 Origin: NFPA 4.4.5 (2) The BLS level responder responsible for pre-entry medical monitoring shall obtain hazard and toxicity information on the hazardous materials/WMD from the designated hazardous materials technical reference resource or other sources of information at the scene. BLS – 3.7.7 Origin: NFPA 4.4.5 (3) The following information shall be conveyed to the entry team, incident safety officer, hazardous materials officer, other EMS personnel at the scene, and any other responders responsible for the health and well-being of those personnel operating at the scene: 1) Chemical name 2) Hazard class 3) Multiple hazards and toxicity information 4) Applicable decontamination methods and procedures 5) Potential for cross contamination 6) Procedure for transfer of patients from the constraints of the incident to the EMS 7) Prehospital management of medical emergencies and exposures 2016 Response Training Guidelines – Page 246#
Attachment 3, passage 239Response Training Considerations BLS – 3.7.8 Origin: NFPA 4.4.5 (4) The BLS level responder shall evaluate the pre-entry health status of responders to hazardous materials/WMD incidents prior to their donning personal protective equipment (PPE) by performing the following tasks (consideration shall be given to excluding responders if they do not meet criteria specified by the AHJ prior to working in chemical protective clothing): 1) A full set of vital signs 2) Body weight measurements to address hydration considerations 3) General health observations 4) Core body temperature: hypothermia/hyperthermia 5) Blood pressure: hypotension/hypertension 6) Pulse rate: bradycardia/tachycardia as defined 7) Respiratory rate: bradypnea/tachypnea BLS – 3.7.9 Origin: NFPA 4.4.5 (5) The BLS level responder shall determine how the following factors influence heat stress on hazardous materials/WMD response personnel: 1) Baseline level of hydration 2) Underlying physical fitness 3) Environmental factors 4) Activity levels during the entry 5) Level of PPE worn 6) Duration of entry 7) Cold stress BLS – 3.7.10 Origin: NFPA 4.4.5 (6) The BLS level responder shall medically evaluate all team members after decontamination and PPE removal, using the following criteria: 1) Pulse rate determined within the first minute 2) Pulse rate determined 3 minutes after initial evaluation 3) Temperature 4) Body weight 5) Blood pressure 6) Respiratory rate BLS – 3.7.11 Origin: NFPA 4.4.5 (7) The BLS level responder shall recommend that any hazardous materials team member be prohibited from redonning chemical protective clothing if any of the following criteria is exhibited: 1) Signs or symptoms of heat stress or heat exhaustion 2016 Response Training Guidelines – Page 247#
Attachment 3, passage 240Response Training Considerations 2) Pulse rate: tachycardia/bradycardia 3) Core body temperature: hyperthermia/hypothermia 4) Recovery heart rate with a trend toward normal rate and rhythm 5) Blood pressure: hypertension/hypotension 6) Weight loss of >5 percent 7) Any team member exhibiting the signs or symptoms of extreme heat exhaustion or heat stroke shall be transported to the medical facility BLS – 3.7.12 Origin: NFPA 4.4.5 (8) The BLS level responder responsible for medical monitoring and support shall immediately notify the persons designated by the incident action plan that a team member required significant medical treatment or transport. Transportation shall be arranged through the designee identified in the emergency response plan. BLS - 3.8 Origin: NFPA 4.5 Reporting and Documenting the Incident Given a scenario involving a hazardous materials/WMD incident, the responder assigned to use PPE shall complete the reporting and documentation requirements consistent with the emergency response plan or SOPs and identify the reports and supporting documentation required by the emergency response plan or SOPs. BLS - 3.9 Origin: NFPA 4.6 Compiling Incident Reports The BLS responder shall describe his or her role in compiling incident reports that meet federal, state, local, and organizational requirements. BLS – 3.9.1 Origin: NFPA 4.6 (1) List the information to be gathered regarding the exposure of all patient(s) and describe the reporting procedures, including the following: 1) Detailed information on the substances released 2) Pertinent information on each patient treated and transported 3) Routes, extent, and duration of exposures 4) Actions taken to limit exposure 5) Decontamination activities BLS – 3.9.2 Origin: NFPA 4.6 (2) At the conclusion of the hazardous materials/WMD incident, identify the methods used by the AHJ to evaluate transport units that might have been contaminated and the process and locations available to decontaminate those units. 2016 Response Training Guidelines – Page 248#
Attachment 3, passage 241Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 249 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Emergency Medical Service/ Hazardous Materials/WMD Advanced Life Support (ALS) Responder 2016 Response Training Guidelines – Page 250#
Attachment 3, passage 242Response Training Considerations Introduction Emergency Medical Service/Hazardous Materials/WMD Advanced Life Support (EMS/HM ALS) Responders shall be certified at the EMT-B level or higher, shall meet all the competencies for EMS/HM BLS Responder as defined in NFPA 473 and in these guidelines, and shall meet all the competencies recommended in NFPA 473 and in this section for EMS/HM ALS Responder. In addition, EMS/HM ALS responders shall meet the training requirements of local occupational health and safety agencies, OSHA, and EPA, and emergency medical technician A certification standards, as appropriate for or required by their jurisdiction. Decontamination of patients or rescue personnel is a critical task. These individuals have come in contact with a foreign agent that will cause either short- or long-term medical problems. Whether the ramifications of contact with the foreign agent are long- term, chronic, or acute, the need to have medically trained personnel, emergency medical technicians, and paramedics conducting decontamination procedures is imperative and self-explanatory. Using certified emergency medical technicians and paramedics trained in hazardous materials to conduct the decontamination operation will result in a higher level of care and the ability to provide effective and efficient patient assessment and prehospital care that will benefit all who are involved with these types of operations. EMS/HM ALS Responders are expected to be able to analyze and determine the magnitude of problem areas at hazardous materials incidents and at criminal and terrorist incidents involving hazardous materials or related weapons of mass destruction. They also are expected to plan a response and provide the appropriate level of emergency medical care and decontamination to persons involved in such incidents, provide medical support to hazardous materials response personnel, and implement and terminate the response. Definition EMS/HM ALS Responders are persons who, in the course of their normal activities, may be called on to perform patient care and decontamination activities in the warm zone (the area where personnel and equipment decontamination and hot zone support take place) at hazardous materials incidents or at criminal and terrorist incidents involving hazardous materials or related weapons of mass destruction. EMS/HM ALS Responders are called on to provide care to individuals who still pose a significant risk of secondary contamination. In addition, personnel at this level shall be able to coordinate EMS activities at a hazardous materials incident and provide medical support to, and decontamination of, hazardous materials response personnel. 2016 Response Training Guidelines – Page 251#
Attachment 3, passage 243Response Training Considerations Training Audience EMS/HM ALS Responders may be public-sector or private-sector individuals charged with the responsibility of providing and coordinating EMS services at the scene of a hazardous materials incident or at the scene of a criminal or terrorist incident involving hazardous materials or related weapons of mass destruction. They include selected emergency medical technicians and paramedics as well as members of industrial fire brigades who are assigned patient-care responsibility at such incidents on-site or off- site. Related Health, Safety, and Performance Standards OSHA 29 CFR 1910.120 EPA 40 CFR 311 NFPA 472 NFPA 473 NFPA 1561 Standard on Emergency Services Incident Management System and Command Safety, 2014 Edition U.S. Fire Administration Emergency Incident Rehabilitation Guide, 2008 Edition Recognized DOT, state, regional, or local training curricula should constitute the entry- level EMS preparation for continuing hazardous materials training. When a hazardous materials incident or a hazardous materials-related criminal or terrorist incident occurs, all EMS basic life-support-provider personnel responding should have been trained to the emergency medical technician B level or equivalent. Methodology Recommendations EMS/HM ALS Responder training should include a combination of traditional classroom lecture with small-group activities, field exercises involving working with the incident command structure in simulated emergencies, and hands-on psychomotor skill training. Content instruction should focus on contamination hazards, decontamination procedures, health-monitoring treatment procedures, and incident scene roles and responsibilities. Trainee activities should focus on assessment and analysis of hazards and determination of appropriate procedures. Skill training should focus on implementing decontamination and patient-care procedures and the use of appropriate personal protective equipment. Written and practical examinations are highly recommended to measure achievement in initial training and refresher programs and to support the employer’s responsibility that all EMS/HM ALS Responder personnel be trained to competency before being called on to perform EMS/HM ALS functions at emergencies. Table-top and field exercises should focus on acting out incident scene roles and on implementing procedures in a field environment. Refresher training should be conducted on a yearly basis and should focus on technical updates, updates on changes in 2016 Response Training Guidelines – Page 252#
Attachment 3, passage 244Response Training Considerations response protocols and SOPs, and renewal of individual skills in decontamination, patient treatment, and use of personal protective equipment. Summary of Training Requirements Recommended Training Objectives The following training objectives are recommended for the Emergency Medical Service/Hazardous Materials ALS Responder. The primary source for this material is NFPA 473: Standard for Competencies for EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents, Chapter 5: Competencies for Hazardous Materials/WMD Advanced Life Support (ALS) Responder. In general, these recommended objectives compare in scope and concept to the general requirements of OSHA that all responding personnel be properly trained to perform their assigned roles in a hazardous materials emergency. Objective Identification Legend ALS - 1.1 Origin: NFPA 5.2.1 This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). No OSHA requirements are specifically supported by this objective 2016 Response Training Guidelines – Page 253#
Attachment 3, passage 245Response Training Considerations ALS 1 - Analyzing the Incident ALS - 1.1 Origin: NFPA 473 5.2.1 Surveying Hazardous Materials/WMD Incidents Given scenarios of hazardous materials/WMD incidents, the ALS level responder shall assess the nature and severity of the incident as it relates to anticipated or actual EMS responsibilities at the scene. ALS - 1.1.1 Origin: NFPA 473 5.2.1.1 Given examples of the following marked transport vehicles (and their corresponding shipping papers or identification systems) that can be involved in hazardous materials/WMD incidents, the ALS level responder shall evaluate the general health risks based on the physical and chemical properties of the anticipated contents: 1) Highway transport vehicles, including cargo tanks 2) Intermodal equipment, including tank containers 3) Rail transport vehicles, including tank cars ALS - 1.1.2 Origin: NFPA 473 5.2.1.2 (1) Given examples of various hazardous materials/WMD incidents at fixed facilities, the ALS level responder shall demonstrate the ability to identify a variety of containers and their markings, including bulk and nonbulk packages and containers, drums, underground and aboveground storage tanks, specialized storage tanks, or any other specialized containers found in the AHJ’s geographic area, and evaluate the general health risks based on the physical and chemical properties of the anticipated contents. ALS - 1.1.3 Origin: NFPA 473 5.2.1.2 (2) Given examples of various hazardous materials/WMD incidents at fixed facilities, the ALS level responder shall demonstrate the ability to identify the following job functions of health-related resource personnel available at fixed facility hazardous materials/WMD incidents: 1) Environmental health and safety representatives 2) Radiation safety officers 3) Occupational physicians and nurses 4) Site emergency response teams 5) Specialized experts 2016 Response Training Guidelines – Page 254#
Attachment 3, passage 246Response Training Considerations ALS - 1.1.4 Origin: NFPA 473 5.2.1.3 The ALS level responder shall identify two ways to obtain a safety data sheet (SDS) at a hazardous materials/WMD incident and shall demonstrate the ability to identify the following health-related information: 1) Proper chemical name or synonyms 2) Physical and chemical properties 3) Health hazards of the material 4) Signs and symptoms of exposure 5) Routes of entry 6) Permissible exposure limits 7) Emergency medical procedures or recommendations 8) Responsible party contact ALS - 1.1.5 Origin: NFPA 473 5.2.1.4 Given scenarios at various fixed facilities, transportation incidents, pipeline release scenarios, maritime incidents, or any other unexpected hazardous materials/WMD incident, the ALS level responder, working within an incident command system must evaluate the off-site consequences of the release, based on the physical and chemical nature of the released substance, and the prevailing environmental factors to determine the need to evacuate or shelter in place affected persons. ALS - 1.1.6 Origin: NFPA 473 5.2.1.5 Given examples of the following biological threat agents, the ALS level responder shall define the various types of biological threat agents, including the signs and symptoms of exposure, mechanism of toxicity, incubation periods, possible disease patterns, and likely means of dissemination: 1) Variola virus (smallpox) 2) Botulinum toxin 3) E. coli O157:H7 4) Ricin toxin 5) B. anthracis (anthrax) 6) Venezuelan equine encephalitis virus 7) Rickettsia 8) Yersinia pestis (plague) 9) Tularemia 10) Viral hemorrhagic fever 11) Other CDC Category A–listed organism or threat ALS - 1.1.7 Origin: NFPA 473 5.2.1.6 Given examples of various types of hazardous materials/WMD incidents involving toxic industrial chemicals (TICs), toxic industrial materials (TIMs), blister agents, 2016 Response Training Guidelines – Page 255#
Attachment 3, passage 247Response Training Considerations blood agents, nerve agents, choking agents and irritants, the ALS level responder shall determine the general health risks to patients exposed to those substances and identify those patients who may be candidates for antidotes. ALS - 1.1.8 Origin: NFPA 473 5.2.1.7 Given examples of hazardous materials/WMD found at illicit laboratories, the ALS level responder shall identify general health hazards associated with the chemical substances that are expected to be encountered. ALS - 1.1.9 Origin: NFPA 473 5.2.1.8 Given examples of a hazardous materials/WMD incident involving radioactive materials, including radiological dispersion devices, the ALS level responder shall determine the probable health risks and potential patient outcomes. ALS - 1.1.9.1 Origin: NFPA 473 5.2.1.8 (1) Determine the types of radiation (alpha, beta, gamma, and neutron) and potential health effects of each. ALS - 1.1.9.2 Origin: NFPA 473 5.2.1.8 (2) Determine the most likely exposure pathways for a given radiation exposure, including inhalation, ingestion, and direct skin exposure. ALS - 1.1.9.3 Origin: NFPA 473 5.2.1.8 (3) Describe how the potential for cross contamination differs for electromagnetic waves compared to radioactive solids, liquids, or vapors. ALS - 1.1.9.4 Origin: NFPA 473 5.2.1.8 (4) Identify priorities for decontamination in scenarios involving radioactive materials. ALS - 1.1.9.5 Origin: NFPA 473 5.2.1.8 (5) Describe the manner in which acute medical illness or traumatic injury can influence decisions about decontamination and patient transport. ALS - 1.1.10 Origin: NFPA 473 5.2.1.9 Given examples of typical labels found on pesticide containers, the ALS level responder shall define the following terms: 1) Pesticide name 2) Pesticide classification (e.g., insecticide, rodenticide, organophosphate, carbamate, organochlorine. 3) Environmental Protection Agency (EPA) registration number 2016 Response Training Guidelines – Page 256#
Attachment 3, passage 248Response Training Considerations 4) Manufacturer name 5) Ingredients broken down by percentage 6) Cautionary statement (e.g., Danger, Warning, Caution, Keep from Waterways) 7) Strength and concentration 8) Treatment information ALS - 1.2 Origin: NFPA 473 5.2.2 (1)-(11) Surveying Hazardous Materials/WMD Incidents Collecting and Interpreting Hazard and Response Information. The ALS level responder shall demonstrate the ability to utilize various reference sources at a hazardous materials/WMD incident, including the following: 1) SDS 2) CHEMTREC/CANUTEC/SETIQ 3) Regional poison control centers 4) DOT Emergency Response Guidebook 5) NFPA 704, Standard System for the Identification of the Hazards of Materials for Emergency Response identification system. 6) Hazardous Materials Information System (HMIS) 7) Local, state, federal, and provincial authorities 8) Shipper/manufacturer contacts 9) Agency for Toxic Substances and Disease Registry (ATSDR) medical management guidelines 10) Medical toxicologists 11) Electronic databases ALS - 1.3 Origin: NFPA 473 5.2.2.1 Identifying Secondary Devices Given scenarios involving hazardous materials/WMD, the ALS level responders shall describe the importance of evaluating the scene for secondary devices prior to rendering patient care. ALS - 1.3.1 Origin: NFPA 473 5.2.2.1 (1) Evaluate the scene for likely areas where secondary devices can be placed. ALS - 1.3.2 Origin: NFPA 473 5.2.2.1 (2) Visually scan operating areas for a secondary device before providing patient care. ALS - 1.3.3 Origin: NFPA 473 5.2.2.1 (3) Avoid touching or moving anything that can conceal an explosive device. 2016 Response Training Guidelines – Page 257#
Attachment 3, passage 249Response Training Considerations ALS - 1.3.4 Origin: NFPA 473 5.2.2.1 (4) Designate and enforce scene control zones. ALS - 1.3.5 Origin: NFPA 473 5.2.2.1 (5) Evacuate victims, other responders, and nonessential personnel as quickly and safely as possible. ALS 2 – Planning the Response ALS - 2.1 Origin: NFPA 473 5.3.1.1 Identifying High-Risk Areas for Potential Exposures The ALS level responder, given an events calendar and pre-incident plans, which can include the local emergency planning committee plan as well as the agency’s emergency response plan and SOPs, shall identify the venues for mass gatherings, industrial facilities, potential targets for terrorism, or any other locations where an accidental or intentional release of a harmful substance can pose an unreasonable health risk to any person within the local geographical area as determined by the AHJ. ALS - 2.1.1 Origin: NFPA 473 5.3.1.1(1) Identify locations where hazardous materials/WMD are used, stored, or transported. ALS - 2.1.2 Origin: NFPA 473 5.3.1.1(2) Identify areas and locations presenting a potential for a high loss of life or rate of injury in the event of an accidental/intentional release of a hazardous materials/WMD substance. ALS - 2.1.3 Origin: NFPA 473 5.3.1.1(3) Evaluate the geographic and environmental factors that can complicate a hazardous materials/WMD incident, including prevailing winds, water supply, vehicle and pedestrian traffic flow, ventilation systems, and other natural or man- made influences, including air and rail corridors. ALS - 2.2 Origin: NFPA 473 5.3.2.1 Determining the Capabilities of the Local Hospital Network The ALS level responder shall identify the methods and vehicles available to transport hazardous materials patients and shall determine the location and potential routes of travel to the following appropriate local and regional hospitals, based on patient need: 1) Adult trauma centers 2) Pediatric trauma centers 3) Adult burn centers 2016 Response Training Guidelines – Page 258#
Attachment 3, passage 250Response Training Considerations 4) Pediatric burn centers 5) Hyperbaric chambers 6) Established field hospitals 7) Other specialty hospitals or medical centers ALS - 2.2.1 Origin: NFPA 473 5.3.2.2 Given a list of local receiving hospitals in the AHJ’s geographic area, the ALS level responder shall describe the location and availability of hospital-based decontamination facilities. ALS - 2.2.2 Origin: NFPA 473 5.3.2.3 The ALS level responder shall describe the ALS protocols and SOPs developed by the AHJ and the prescribed role of medical control and poison control centers during mass casualty incidents, at hazardous materials/WMD incidents where exposures have occurred, and in the event of disrupted radio communications. ALS - 2.2.3 Origin: NFPA 473 5.3.2.4 The ALS level responder shall identify the following mutual aid resources (hospital and non-hospital based) identified by the AHJ for the field management of multi- casualty incidents. 1) Mass-casualty trailers with medical supplies 2) Mass-decedent capability 3) Regional decontamination units 4) Replenishment of medical supplies during long-term incidents 5) Locations and availability of mass-casualty antidotes for selected exposures, including but not limited to the following: 6) Nerve agents and organophosphate pesticides 7) Biological agents and other toxins 8) Blood agents 9) Opiate exposures 10) Selected radiological exposures 11) Rehabilitation units for the EMS responders 12) Replacement transport units for those vehicles lost to mechanical trouble, collision, theft, and contamination ALS - 2.2.4 Origin: NFPA 473 5.3.2.5 The ALS level responder shall identify the special hazards associated with inbound and outbound air transportation of patients exposed to hazardous materials/WMD. ALS - 2.2.5 Origin: NFPA 473 5.3.2.6 The ALS level responder shall describe the available medical information resources concerning hazardous materials toxicology and response. 2016 Response Training Guidelines – Page 259#
Attachment 3, passage 251Response Training Considerations ALS - 2.3 Origin: NFPA 473 5.3.3.1 Identifying Incident Communications The ALS level responder shall identify the components of the communication plan within the AHJ geographic area and determine that the EMS providers have the ability to communicate with other responders on the scene, with transport units, and with local hospitals. ALS - 2.3.1 Origin: NFPA 473 5.3.3.2 (1)-(13) Given examples of various patient exposure scenarios, the ALS level responder shall describe the following information to be transmitted to the medical control or poison control center or the receiving hospital prior to arrival: 1) The exact name of the substance(s) involved 2) The physical and chemical properties of the substance(s) involved 3) Number of victims being transported 4) Age and sex of transported patients 5) Patient condition and chief complaint 6) Medical history 7) Circumstances and history of the exposure, such as duration of exposure and primary route of exposure 8) Vital signs, initial and current 9) Symptoms described by the patient, initial and current 10) Presence of associated injuries, such as burns and trauma 11) Decontamination status 12) Treatment rendered or in progress, including the effectiveness of antidotes administered 13) Estimated time of arrival ALS - 2.4 Origin: NFPA 473 5.3.4 Identifying the role of the ALS Level Responder Given scenarios involving hazardous materials/WMD, the ALS level responder shall identify his or her role during hazardous materials/WMD incidents as specified in the emergency response plan and SOPs developed by the AHJ. ALS - 2.4.1 Origin: NFPA 473 5.3.4.1 (1) Describe the purpose, benefits, and elements of the incident command system as it relates to the ALS level responder. 2016 Response Training Guidelines – Page 260#
Attachment 3, passage 252Response Training Considerations ALS - 2.4.2 Origin: NFPA 473 5.3.4.1 (2) Describe the typical incident command structure for the emergency medical component of a hazardous materials/WMD incident as specified in the emergency response plan and SOPs developed by the AHJ. ALS - 2.4.3 Origin: NFPA 473 5.3.4.1 (3) Demonstrate the ability of the ALS level responder to function within the incident command system. ALS - 2.4.4 Origin: NFPA 473 5.3.4.1 (4) Demonstrate the ability to implement an incident command system for a hazardous materials/WMD incident where an ICS does not currently exist. ALS - 2.4.5 Origin: NFPA 473 5.3.4.1 (5) Identify the procedures for requesting additional resources at a hazardous materials/WMD incident. ALS - 2.4.6 Origin: NFPA 473 5.3.4.2 Describe the hazardous materials/WMD ALS responder’s role in the hazardous materials/WMD response plan developed by the AHJ or identified in the local emergency response plan as follows: ALS - 2.4.6.1 Origin: NFPA 473 5.3.4.2 (1) Determine the toxic effect of hazardous materials/WMD. ALS - 2.4.6.2 Origin: NFPA 473 5.3.4.2 (2) Estimate the number of patients. ALS - 2.4.6.3 Origin: NFPA 473 5.3.4.2 (3) Recognize and assess the presence and severity of symptoms. ALS - 2.4.6.4 Origin: NFPA 473 5.3.4.2 (4) Assess the impact on the health care system. ALS - 2.4.6.5 Origin: NFPA 473 5.3.4.2 (5) Perform appropriate patient monitoring as follows: 1) Pulse oximetry 2) Cardiac monitor 3) End tidal CO2 2016 Response Training Guidelines – Page 261#
Attachment 3, passage 253Response Training Considerations ALS - 2.4.6.6 Origin: NFPA 473 5.3.4.2 (6) Communicate pertinent information. ALS - 2.4.6.7 Origin: NFPA 473 5.3.4.2 (7) Estimate pharmacological need. ALS - 2.4.6.8 Origin: NFPA 473 5.3.4.2 (8) Address threat potential for clinical latency. ALS - 2.4.6.9 Origin: NFPA 473 5.3.4.2 (9) Estimate dosage – exposure. ALS - 2.4.6.10 Origin: NFPA 473 5.3.4.2 (10) Estimate dosage – treatment. ALS - 2.4.6.11 Origin: NFPA 473 5.3.4.2 (11) Train in appropriate monitoring. ALS - 2.5 Origin: NFPA 473 5.3.5 Supplemental Medical Resources Given scenarios of various hazardous materials/WMD mass casualty incidents, the ALS level responder shall identify the supplemental medical resources available to the AHJ, including the following: ALS - 2.5.1 Origin: NFPA 473 5.3.5 (1) Describe the strategic national stockpile (SNS) program, including the following components: 1) Intent and goals of the SNS program 2) Procedures and requirements for deploying the SNS to a local jurisdiction 3) Typical supplies contained in 12-hour push package 4) Role of the technical advisory response unit (TARU) ALS - 2.5.2 Origin: NFPA 473 5.3.5 (2) Describe the metropolitan medical response system(MMRS) including the following components: 1) Scope, intent, and goals of the MMRS 2) Capabilities and resources of the MMRS 3) Eight capability focus areas of the MMRS 2016 Response Training Guidelines – Page 262#
Attachment 3, passage 254Response Training Considerations ALS 3 – Implementing the Planned Response ALS - 3.1 Origin: NFPA 473 5.4.1 Determining the Nature of the Incident and Providing Medical Care The ALS level responder shall demonstrate the ability to provide emergency medical care to those patients exposed to hazardous materials/WMD by completing the following tasks: ALS - 3.1.1 Origin: NFPA 473 5.4.1(1) The ALS level responder shall determine the physical state of the released substance and the environmental influences surrounding the release, as follows: 1) Solid 2) Liquid 3) Gas, vapor, dust, mist, aerosol ALS - 3.1.2 Origin: NFPA 473 5.4.1(2) The ALS level responder shall identify potential routes of exposure, and correlate those routes of exposure to the physical state of the released substance, to determine the origin of the illness or injury, as follows: 1) Inhalation 2) Absorption 3) Ingestion 4) Injection ALS - 3.1.3 Origin: NFPA 473 5.4.1(3) The ALS level responder shall describe the potential routes of entry into the body, the common signs and symptoms of exposure, and the ALS treatment options approved by the AHJ (e.g., advanced airway management, drug therapy), including antidote administration where appropriate for exposure(s) to the following classification of substances: 1) Corrosives 2) Pesticides 3) Chemical asphyxiants 4) Simple asphyxiants 5) Organic solvents 6) Nerve agents 7) Vesicants 8) Blood agents 9) Choking agents 10) Irritants (riot control agents) 11) Biological agents and toxins 2016 Response Training Guidelines – Page 263#
Attachment 3, passage 255Response Training Considerations 12) Incapacitating agents 13) Radiological materials 14) Nitrogen compounds 15) Opiate compounds 16) Fluorine compounds 17) Phenolic compounds ALS - 3.1.4 Origin: NFPA 473 5.4.1(4) The ALS level responder shall describe the basic toxicological principles relative to assessment and treatment of persons exposed to hazardous materials, including the following: 1) Acute and delayed toxicological effects 2) Local and systemic effects 3) Dose-response relationship ALS - 3.1.5 Origin: NFPA 473 5.4.1(5) Given examples of various hazardous substances, the ALS level responder shall define the basic toxicological terms as they relate to the treatment of an exposed patient, as follows: 1) Threshold limit value – time weighted average (TLVTWA) 2) Lethal doses and concentrations, as follows: a. LDlo b. LD50 c. LDhi d. LClo e. LC50 f. LChi 3) Parts per million/parts per billion/parts per trillion (ppm/ppb/ppt) 4) Immediately dangerous to life and health (IDLH) 5) Permissible exposure limit (PEL) 6) Threshold limit value – short-term exposure limit (TLV-STEL) 7) Threshold limit value – ceiling (TLV-C) 8) Solubility 9) Poison – a substance that causes injury, illness, or death 10) Toxic – harmful nature related to amount and concentration ALS - 3.2 Origin: NFPA 473 5.4.1 (6) Evaluating the Progress and Effectiveness of Medical Care Given examples of hazardous materials/WMD incidents with exposed patients, the ALS level responder shall evaluate the progress and effectiveness of the medical care 2016 Response Training Guidelines – Page 264#
Attachment 3, passage 256Response Training Considerations provided at a hazardous materials/WMD incident, to ensure that the overall incident response objectives, along with patient care goals, are being met. ALS - 3.2.1 Origin: NFPA 473 5.4.1(6) a Locate and track all exposed patients at a hazardous materials/WMD incident, from triage and treatment to transport to the appropriate hospital. ALS - 3.2.2 Origin: NFPA 473 5.4.1(6) b Review the incident objectives at periodic intervals to ensure that patient care is being carried out within the overall incident response plan. ALS - 3.2.3 Origin: NFPA 473 5.4.1(6) c Ensure that the incident command system forms are completed, along with the patient care forms required by the AHJ, during the course of the incident. ALS - 3.2.4 Origin: NFPA 473 5.4.1(6) d Evaluate the need for trained and qualified EMS personnel, medical equipment, transport units, and other supplies, including antidotes based on the scope and duration of the incident. ALS - 3.3 Origin: NFPA 473 5.4.2 Decontaminating Exposed Patients Given the emergency response plan and SOPs developed by the AHJ and given examples of hazardous materials/WMD incidents with exposed patients, the ALS level responder shall do as follows: ALS - 3.3.1 Origin: NFPA 473 5.4.2(1) Given the emergency response plan and SOPs developed by the AHJ, identify and evaluate the patient decontamination activities performed prior to accepting responsibility for and transferring care of exposed patients. ALS - 3.3.2 Origin: NFPA 473 5.4.2(2) Determine the need and location for patient decontamination, including mass- casualty decontamination, in the event none has been performed prior to arrival of EMS personnel. ALS - 3.3.2.1 Origin: NFPA 473 5.4.2(2) a Given the emergency response plan and SOPs developed by the AHJ, identify and evaluate the patient decontamination activities performed prior to accepting responsibility for and transferring care of exposed patients; identify sources of information for determining the appropriate decontamination procedure and how to access those resources in a hazardous materials/WMD incident. 2016 Response Training Guidelines – Page 265#
Attachment 3, passage 257Response Training Considerations ALS - 3.3.2.2 Origin: NFPA 473 5.4.2(2) b Given the emergency response plan and SOPs developed by the AHJ, identify and evaluate the patient decontamination activities performed prior to accepting responsibility for and transferring care of exposed patients. ALS - 3.3.2.3 Origin: NFPA 473 5.4.2(2) c Given the emergency response plan and SOPs provided by the AHJ, identify the supplies and equipment required to set up and implement technical or mass- casualty decontamination operations for ambulatory and non-ambulatory patients. ALS - 3.3.2.4 Origin: NFPA 473 5.4.2(2) d Given the emergency response plan and SOPs developed by the AHJ, identify the procedures, equipment, and safety precautions for securing evidence during decontamination operations at hazardous materials/WMD incidents. ALS - 3.3.2.5 Origin: NFPA 473 5.4.2(2) e Identify procedures, equipment, and safety precautions for handling tools, equipment, weapons, and law enforcement and K-9 search dogs brought to the decontamination corridor at hazardous materials/WMD incidents. ALS - 3.3.2.6 Origin: NFPA 473 5.4.2(2) f Identify procedures, equipment, and safety precautions for communicating with critically, urgently, and potentially exposed patients, and population prioritization and management techniques. ALS - 3.3.2.7 Origin: NFPA 473 5.4.2(2) g Determine the threat of cross contamination to all responders and patients by completing the following tasks: 1) Identify hazardous materials/WMD with a high risk of cross contamination. 2) Identify hazardous materials/WMD agents with a low risk of cross contamination. 3) Describe how the physical state of the hazardous materials/WMD provides clues to its potential for secondary contamination, when the exact identity of the hazardous materials/WMD is not known. ALS - 3.4 Origin: NFPA 473 5.4.3 Evaluating the Need for Medical Supplies 2016 Response Training Guidelines – Page 266#
Attachment 3, passage 258Response Training Considerations Given examples of single-patient and multi-casualty hazardous materials/WMD incidents, the ALS level responder shall determine if the available medical equipment, transport units, and other supplies, including antidotes, will meet or exceed expected patient care needs throughout the duration of the incident. ALS - 3.5 Origin: NFPA 473 5.4.4 Evidence Preservation Given examples of hazardous materials/WMD incidents where criminal acts are suspected, the ALS level responder shall make every attempt to preserve evidence during the course of delivering patient care. ALS - 3.5.1 Origin: NFPA 473 5.4.4(1) Determine if the incident is potentially criminal in nature and cooperate with the law enforcement agency having investigative jurisdiction. ALS - 3.5.2 Origin: NFPA 473 5.4.4(2) Identify the unique aspects of criminal hazardous materials/WMD incidents, including crime scene preservation, evidence preservation, and destruction of potential evidence found on medical patients, and/or the destruction of evidence during the decontamination process. ALS - 3.5.3 Origin: NFPA 473 5.4.4(3) Ensure that any information regarding suspects, sequence of events during a potential criminal act, or observations made based on patient presentation or during patient assessment are documented and communicated and passed on to the law enforcement agency having investigative jurisdiction. ALS - 3.6 Origin: NFPA 473 5.4.5 Medical Support at Hazardous Materials/WMD Incidents Given the emergency response plan and SOPs developed by the AHJ and examples of various hazardous materials/WMD incidents, the ALS level responder shall describe the procedures for performing medical support of hazardous materials/WMD incident response personnel. ALS - 3.6.1 Origin: NFPA 473 5.4.5(1) The ALS level responder responsible for pre-entry medical monitoring shall obtain hazard and toxicity information on the released substance from the designated hazardous materials technical reference resource or other reliable sources of information at the scene. The following information shall be conveyed to the entry team, incident safety officer, hazardous materials officer, other EMS personnel at 2016 Response Training Guidelines – Page 267#
Attachment 3, passage 259Response Training Considerations the scene, and any other responders responsible for the health and well-being of those personnel operating at the scene: 1) Chemical name 2) Hazard class 3) Hazard and toxicity information 4) Applicable decontamination methods and procedures 5) Potential for secondary contamination 6) Procedure for transfer of patients from the constraints of the incident to the emergency medical system 7) Prehospital management of medical emergencies and exposures, including antidote administration ALS - 3.6.2 Origin: NFPA 473 5.4.5(2) The ALS level responder shall evaluate the pre-entry health status of hazardous materials/WMD responders prior to donning PPE by performing the following tasks: 1) Record a full set of vital signs 2) Record body weight measurements 3) Record general health observations ALS - 3.6.3 Origin: NFPA 473 5.4.5(3) The ALS level responder shall determine the medical fitness of those personnel charged with donning chemical protective clothing, using the criteria set forth in the emergency action plan (EAP) and the SOP developed by the AHJ. Consideration shall be given to excluding responders if they do not meet the following criteria prior to working in chemical protective clothing: 1) Core body temperature: hypothermia/hyperthermia 2) Blood pressure: hypotension/hypertension 3) Heart rate: bradycardia/tachycardia 4) Respiratory rate: bradypnea/tachypnea ALS - 3.6.4 Origin: NFPA 473 5.4.5(4) The ALS level responder shall determine how the following factors influence heat stress on hazardous materials/WMD response personnel: 1) Baseline level of hydration 2) Underlying physical fitness 3) Environmental factors 4) Activity levels during the entry 5) Level of PPE worn 6) Duration of entry 7) Cold stress 2016 Response Training Guidelines – Page 268#
Attachment 3, passage 260Response Training Considerations ALS - 3.6.5 Origin: NFPA 473 5.4.5(5) Given examples of various hazardous materials/WMD incidents requiring the use of chemical protective ensembles, the ALS level responder shall complete the following tasks: 1) Demonstrate the ability to set up and operate a medical monitoring station. 2) Demonstrate the ability to recognize the signs and symptoms of heat stress, heat exhaustion, and heat stroke. 3) Determine the ALS needs for responders exhibiting the effects of heat stress, cold stress, and heat exhaustion. 4) Describe the medical significance of heat stroke and the importance of rapid transport to an appropriate medical receiving facility. ALS - 3.6.6 Origin: NFPA 473 5.4.5(6) Given a simulated hazardous materials/WMD incident, the ALS level responder shall demonstrate documentation of medical monitoring activities. ALS - 3.6.7 Origin: NFPA 473 5.4.5(7) The ALS level responder shall evaluate all team members after decontamination and PPE removal, using the following criteria: 1) Pulse rate — done within the first minute 2) Pulse rate — 3 minutes after initial evaluation 3) Temperature 4) Body weight 5) Blood pressure 6) Respiratory rate ALS - 3.6.8 Origin: NFPA 473 5.4.5(8) The ALS level responder shall recommend that any hazardous materials team member exhibiting any of the following signs be prohibited from redonning chemical protective clothing: 1) Heat stress or heat exhaustion 2) Pulse rate: tachycardia/bradycardia 3) Core body temperature: hyperthermia/hypothermia 4) Recovery heart rate with a trend toward normal rate and rhythm 5) Blood pressure: hypertension/hypotension 6) Weight loss of >5 percent 7) Signs or symptoms of extreme heat exhaustion or heat stroke, which requires transport by ALS ambulance to the appropriate hospital 2016 Response Training Guidelines – Page 269#
Attachment 3, passage 261Response Training Considerations ALS - 3.6.9 Origin: NFPA 473 5.4.5(9) The ALS level responder shall notify immediately the appropriate persons designated by the emergency response plan if a team member requires significant medical treatment or transport (arranged through the appropriate designee identified by the emergency response plan). ALS 4 – Terminating the Incident ALS - 4.1 Origin: NFPA 473 5.5 Reporting and Documenting the Incident Upon termination of the hazardous materials/WMD incident, the ALS level responder shall complete the reporting, documentation, and EMS termination activities as required by the local emergency response plan or the organization’s SOPs. ALS - 4.1.1 Origin: NFPA 473 5.5 (1) Identify the reports and supporting documentation required by the emergency response plan or SOPs. ALS - 4.1.2 Origin: NFPA 473 5.5 (2) Demonstrate completion of the reports required by the emergency response plan or SOPs. ALS - 4.1.3 Origin: NFPA 473 5.5 (3) Describe the importance of personnel exposure records. ALS - 4.1.4 Origin: NFPA 473 5.5 (4) Describe the importance of debriefing records. ALS - 4.1.5 Origin: NFPA 473 5.5 (5) Describe the importance of critique records. ALS - 4.1.6 Origin: NFPA 473 5.5 (6) Identify the steps in keeping an activity log and exposure records. ALS - 4.1.7 Origin: NFPA 473 5.5 (7) Identify the steps to be taken in compiling incident reports that meet federal, state, local, and organizational requirements. ALS - 4.1.8 Origin: NFPA 473 5.5 (8) Identify the requirements for compiling personal protective equipment logs. 2016 Response Training Guidelines – Page 270#
Attachment 3, passage 262Response Training Considerations ALS - 4.1.9 Origin: NFPA 473 5.5 (9) Identify the requirements for filing documents and maintaining records, as follows: ALS - 4.1.9.1 Origin: NFPA 473 5.5 (9)a List the information to be gathered regarding the exposure of all patient(s) and describe the reporting procedures, including the following: 1) Detailed information on the substances released 2) Pertinent information on each patient treated or transported 3) Routes, extent, and duration of exposures 4) Actions taken to limit exposure 5) Decontamination activities ALS - 4.1.9.2 Origin: NFPA 473 5.5 (9)b Identify the methods used by the AHJ to evaluate transport units for potential contamination and the process and locations available to decontaminate those units. 2016 Response Training Guidelines – Page 271#
Attachment 3, passage 263Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Emergency Medical Service/ Hazardous Materials/WMD Advanced Life Support (ALS) Mission Specific Competencies 2016 Response Training Guidelines – Page 272#
Attachment 3, passage 264Response Training Considerations Introduction This chapter addresses competencies for the following advanced life support (ALS) level responders who are assigned mission-specific responsibilities at hazardous materials/WMD incidents by the authority having jurisdiction (AHJ) beyond the competencies of the hazardous materials/WMD ALS responder: 1) ALS responder assigned to a hazardous materials team 2) ALS responder assigned to provide clinical interventions at a hazardous materials/WMD incident 3) ALS responders assigned to treatment of smoke inhalation victims. The goal of the competencies in this chapter is to provide the ALS responder assigned mission- specific responsibilities at hazardous materials/WMD incidents by the AHJ with the knowledge and skills to perform the assigned mission-specific responsibilities safely and effectively. This guidance and the 473 standard on which it is based are not intended to suggest any mandate that response organizations perform mission specific responsibilities, but rather that responders shall be able to perform those responsibilities when assigned. Training Audience EMS/HM ALS Responders may be public-sector or private-sector individuals charged with the responsibility of providing and coordinating EMS services at the scene of a hazardous materials incident or at the scene of a criminal or terrorist incident involving hazardous materials or related weapons of mass destruction. They include selected emergency medical technicians and paramedics as well as members of industrial fire brigades who are assigned patient care responsibility at such incidents on-site or off-site. Recommended Training Objectives The following training objectives are recommended for Advanced Life Support (ALS) Responders Assigned Mission-Specific Responsibilities. The primary source for this material is NFPA 473: Standard for Competencies for EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents, Chapter 6: Competencies for Advanced Life Support (ALS) Responders Assigned Mission-Specific Responsibilities. In general, these recommended objectives compare in scope and concept to the general requirements of OSHA that all responding personnel be properly trained to perform their assigned roles in a hazardous materials emergency. Objective Identification Legend ALS - 1.1 Origin: NFPA 5.2.1 This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective (usually NFPA 472 or 473). No OSHA requirements are specifically supported by this objective 2016 Response Training Guidelines – Page 273#
Attachment 3, passage 265Response Training Considerations Mission Specific Competency ALS Responder Assigned to a Hazardous Materials Team ALS/HMT 1 Planning the Response ALS/HMT - 1.1 Origin: NFPA 473 6.2.3.1 Given the standard operating procedures of the AHJ, the ALS responder assigned to a hazardous materials team shall create medical information for each hazardous materials team member in compliance with the AHJ and OSHA requirements for confidentiality. ALS/HMT - 1.2 Origin: NFPA 473 6.2.3.2 Given existing guidance from the AHJ, explain the importance of becoming an advocate for team member physical fitness and encouraging proper exercise and nutrition for team members. ALS/HMT - 1.3 Origin: NFPA 473 6.2.3.3 Given existing guidance from the AHJ, establish and implement an awareness program to encourage proper hydration and medical surveillance actions by hazardous materials team members prior to hazardous materials response operations. ALS/HMT - 1.4 Origin: NFPA 473 6.2.3.4 Given the emergency response plan and existing guidance from the AHJ, establish and maintain a liaison with local and regional medical direction and medical control entities that may be involved with hazardous materials team medical care. ALS/HMT - 1.5 Origin: NFPA 473 6.2.3.5 Given the emergency response plan and existing guidance from the AHJ, advise local and regional medical direction and medical control entities on the potential hazardous exposures and physical stressors on hazardous materials team members at a hazardous materials/WMD incident. ALS/HMT - 1.6 Origin: NFPA 473 6.2.3.6 Given the emergency response plan and existing guidance from the AHJ, develop a list of the following healthcare facilities likely to receive injured or ill hazardous materials team members and the points of contact within those facilities: 1) Trauma centers 2) Emergency departments 2016 Response Training Guidelines – Page 274#
Attachment 3, passage 266Response Training Considerations 3) Burn centers 4) Cardiovascular centers 5) Smoke centers 6) Hyperbaric centers ALS/HMT - 1.7 Origin: NFPA 473 6.2.3.7 Given a list of healthcare facilities, describe how to establish and maintain the following: 1) Capability and patient flow efficiency of decontamination facilities 2) Standard inventory of antidotal pharmaceuticals ALS/HMT - 1.8 Origin: NFPA 473 6.2.3.8 Given a listing of regional healthcare facilities with decontamination capabilities, demonstrate how to provide guidance for the healthcare facility in preparation for hazardous materials team member care. ALS/HMT - 1.9 Origin: NFPA 473 6.2.3.9 Given a list of regional EMS responders, establish and maintain a matrix of responder capabilities to include: 1) Patient decontamination capabilities 2) Contaminated patient transportation capabilities 3) Staff hazardous materials training levels 4) Access to advanced hazardous materials medical interventions 5) Personal protective equipment inventories ALS/HMT - 1.10 Origin: NFPA 473 6.2.3.10 Given the emergency response plan and existing guidance from the AHJ, obtain and maintain medical equipment dedicated to supporting hazardous materials team operations. ALS/HMT - 1.11 Origin: NFPA 473 6.2.3.11 Given the emergency response plan and existing guidance from the AHJ, obtain and maintain patient rescue devices intended for affecting rescue of injured or ill hazardous materials team members from the hot zone. ALS/HMT - 1.12 Origin: NFPA 473 6.2.3.12 Given the emergency response plan and existing guidance from the AHJ, provide training on hot zone rescue techniques to the hazardous materials team members. 2016 Response Training Guidelines – Page 275#
Attachment 3, passage 267Response Training Considerations ALS/HMT 2 Implementing the Planned Response ALS/HMT - 2.1 Origin: NFPA 473 6.2.4.1 Given the emergency response plan and existing guidance from the AHJ, verify that site medical surveillance is established in accordance with AHJ policies and that all team members complete medical surveillance prior to entry. ALS/HMT - 2.2 Origin: NFPA 473 6.2.4.2 Given the emergency response plan and existing guidance from the AHJ, ensure that the ICS 206 Medical Form or equivalent medical site survey form is completed and included as part of the incident action plan. ALS/HMT - 2.3 Origin: NFPA 473 6.2.4.3 Given the emergency response plan and existing guidance from the AHJ, describe how to function as the hazardous materials team medical group supervisor during an exercise. ALS/HMT - 2.4 Origin: NFPA 473 6.2.4.4 Given the emergency response plan and existing guidance from the AHJ, describe how to coordinate support to the hazardous materials team from EMS ambulances and medical personnel assigned to support hazardous materials operations as defined in OSHA 29 CFR 1910.120(q). ALS/HMT - 2.5 Origin: NFPA 473 6.2.4.5 Given the emergency response plan and existing guidance from the AHJ, demonstrate how to establish emergency decontamination for injured or ill hazardous materials team members, including removal from all personal protective equipment (PPE) provided by the AHJ. ALS/HMT - 2.6 Origin: NFPA 473 6.2.4.6 Given the emergency response plan and existing guidance from the AHJ, describe how to coordinate with the decontamination group supervisor to ensure the following: 1) Effectiveness of technical decontamination operations 2) Recognition of team member medical concerns ALS/HMT - 2.7 Origin: NFPA 473 6.2.4.7 Given the emergency response plan and existing guidance from the AHJ, describe how to coordinate the following: 2016 Response Training Guidelines – Page 276#
Attachment 3, passage 268Response Training Considerations 1) Preparation of a team rescue equipment cache near the technical decontamination line 2) Preparation of a backup team to affect a rescue in coordination with the hazardous materials safety officer ALS/HMT - 2.8 Origin: NFPA 473 6.2.4.8 Given the emergency response plan and existing guidance from the AHJ, describe how to coordinate the rescue, medical treatment, and transportation of injured or ill hazardous materials team members in conjunction with the hazardous materials officer, hazardous materials safety officer, and EMS personnel assigned to the incident. ALS/HMT - 2.9 Origin: NFPA 473 6.2.4.9 Given the emergency response plan and existing guidance from the AHJ, describe the following: 1) How to establish a hazardous materials rehabilitation group in accordance with NFPA 1584, Standard on the Rehabilitation Process for Members During Emergency Operations and Training Exercises. 2) Procedures to ensure team member compliance with rehabilitation efforts. ALS/HMT - 2.10 Origin: NFPA 473 6.2.4.10 Given the emergency response plan and existing guidance from the AHJ, describe the following procedures: 1) Acting as a patient advocate for team members requiring transport to a healthcare facility for treatment. 2) Assisting healthcare responders as necessary with information regarding the patient’s injury and/or illness. ALS/HMT - 2.11 Origin: NFPA 473 6.2.4.11 Given the emergency response plan and existing guidance from the AHJ, describe: 1) Safety concerns when utilizing air medical transportation during hazardous materials incidents. 2) Methods to prevent air medical crew and aircraft from secondary contamination during incidents. ALS/HMT 3 Terminating the Incident ALS/HMT - 3.1 Origin: NFPA 473 6.2.6.1 Given the emergency response plan and existing guidance from the AHJ, describe the importance of completing all team medical documentation required by the AHJ following incident responses. 2016 Response Training Guidelines – Page 277#
Attachment 3, passage 269Response Training Considerations ALS/HMT - 3.2 Origin: NFPA 473 6.2.6.2 Given the emergency response plan and existing guidance from the AHJ, describe the process for coordinating morbidity, and mortality review sessions for all medical personnel involved in patient care on hazardous materials team members during incidents. 2016 Response Training Guidelines – Page 278#
Attachment 3, passage 270Response Training Considerations Mission Specific Competency ALS Responder Assigned to Provide Clinical Intervention at a Hazardous Materials/WMD Incident ALS/CI 1 Planning the Response ALS/CI - 1.1 Origin: NFPA 473 6.3.3.1 Given the emergency response plan and existing guidance from the AHJ medical director, the ALS responder assigned to provide clinical interventions at a hazardous materials incident shall receive advanced training on pharmaceutical and clinical interventions. ALS/CI - 1.2 Origin: NFPA 473 6.3.32 Given the emergency response plan and existing guidance from the AHJ medical director, the ALS responder assigned to provide clinical interventions at a hazardous materials incident shall identify potential sources of hazardous material exposure within the response are of the AHJ that may require clinical intervention skills and/or equipment. ALS/CI 2 Implementing the Planned Response ALS/CI - 2.1 Origin: NFPA 473 6.3.3.1 Given the emergency response plan and existing guidance from the AHJ medical director, the ALS responder assigned to provide clinical interventions at a hazardous materials incident shall identify the toxidromes for the following: 1) Organophosphates 2) Carbamates 3) Military nerve agents 4) Cyanides 5) Chlorine and acid gases 6) Anhydrous ammonia 7) Hydrogen fluoride 8) Phenolic compounds 9) Military vesicant agents 10) Nitrogen containing compounds 11) Opiates 12) Bacteria 2016 Response Training Guidelines – Page 279#
Attachment 3, passage 271Response Training Considerations 13) Viruses 14) Biological toxins 15) Riot control agents 16) Phosgene 17) Ionizing radiation ALS/CI - 2.2 Origin: NFPA 473 6.3.3.2 Given the emergency response plan and existing guidance from the AHJ medical director, the ALS responder assigned to provide clinical interventions at a hazardous materials incident shall describe the clinical application and actions of the following pharmaceuticals based upon approval for clinical use by the AHJ: 1) Atropine sulfate 2) Pralidoxime (2PAM) 3) Diazepam 4) Calcium gluconate 5) Amyl nitrite 6) Sodium nitrite 7) Sodium thiosulphate 8) Hydroxocobalamin 9) Methylene blue 10) Sodium bicarbonate 11) Naloxone 12) Dimercaprol 13) Polyethylene glycol 14) Zinc EDTA 15) Calcium EDTA 16) Prussian blue 17) Water ALS/CI - 2.3 Origin: NFPA 473 6.3.3.3 Given the emergency response plan and existing guidance from the AHJ medical director, the ALS responder assigned to provide clinical interventions at a hazardous materials incident shall demonstrate the ability to properly perform the following clinical skills using the equipment approved and provided for use by the AHJ: 1) Nebulizer treatment 2) Morgan lens insertion 3) Monitor hemoglobin oxygenation levels 4) Monitor carboxyhemoglobin levels 5) Monitor methemoglobin levels 6) Administer square centimeter grid subcutaneous injections 2016 Response Training Guidelines – Page 280#
Attachment 3, passage 272Response Training Considerations Mission Specific Competency ALS Responder Assigned to Treatment of Smoke Inhalation Victims ALS/SMK 1 Analyzing the Incident ALS/SMK - 1.1 Origin: NFPA 473 6.4.2.1 Identifying the General Hazards of Fire Smoke. Given examples of various types of fire scenes involving residential or commercial structure fires, vehicle fires, aircraft fires, and other hazardous materials/WMD incidents, the ALS responder shall describe the commonly found components of fire smoke, including carbon monoxide and hydrogen cyanide, and describe the general health hazards associated with these substances including the following: 1) Mechanism of toxicity 2) Acute and delayed toxicological effects 3) Dose-response relationship 4) Signs and symptoms of mild, moderate, and severe exposures ALS/SMK - 1.2 Origin: NFPA 473 6.4.2.1 Identifying Smoke Inhalation Victims. Given examples of various types of fire scenes involving residential or commercial structure fires, vehicle fires, aircraft fires, and other hazardous materials/WMD incidents, the ALS responder shall describe the general health risks of patients exposed to fire smoke and identify those patients who may require clinical interventions, including antidotes for associated cyanide poisoning. . ALS/SMK 2 Planning to Deliver ALS Patient Care ALS/SMK - 2.1 Origin: NFPA 473 6.4.3.1 Identifying Resources for Treating Acute Smoke Inhalation Patients. Given examples of smoke inhalation patients, including circumstance of the exposure, signs and symptoms, underlying medical conditions (cardiac arrest, respiratory distress or arrest, seizure, or altered mental status), the ALS responder shall identify the methods and vehicles available to transport smoke inhalation patients and shall determine the location and potential routes of travel to the following appropriate local and regional hospitals, based on patient need: 2016 Response Training Guidelines – Page 281#
Attachment 3, passage 273Response Training Considerations 1) Adult trauma centers 2) Pediatric trauma centers 3) Adult burn centers 4) Pediatric burn centers 5) Hyperbaric chambers 6) Field hospitals 7) Hospitals or medical centers with FDA-approved cyanide antidotes 8) Hospitals or medical centers with the capability of performing whole blood cyanide testing ALS/SMK 3 Implementing a Prehospital Care Plan ALS/SMK - 3.1 Origin: NFPA 473 6.4.4.4 Given examples of smoke inhalation patients, including circumstance of the exposure, signs and symptoms, underlying medical conditions (cardiac arrest, respiratory distress or arrest, seizure, or altered mental status), the ALS responder shall demonstrate the ability to perform the critical BLS and ALS clinical interventions, including antidotes for known and suspected cyanide poisoning, within the scope of practice and training competencies established by the AHJ. ALS/SMK 4 Reporting and Documenting the Incident ALS/SMK - 4.1 Origin: NFPA 473 6.4.6.4 Given a scenario where treatment of a smoke inhalation patient occurred, the ALS responder shall demonstrate the ability to report and document all facets of patient care in accordance with the incident reporting system used within the AHJ. 2016 Response Training Guidelines – Page 282#
Attachment 3, passage 274Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 283 Response Training Considerations Hazardous Materials Incident Response Curriculum Guidelines Hospital First Receivers 2016 Response Training Guidelines – Page 284#
Attachment 3, passage 275Response Training Considerations Introduction Hospital First Receivers face a difficult task when dealing with contaminated patients. Contaminated patients may arrive at the hospital by their own means or be transported by Emergency Medical Services providers when field decontamination is impractical. It is essential that all emergency departments have the capability to recognize, assess, and begin the treatment of hazardous material patients, including those who are contaminated with a hazardous substance. Furthermore, the hospital emergency department must assure the protection of their own medical staff and the continued wellbeing of hospital residents. The hospital is an integral emergency responder when dealing with a chemical emergency or disaster and training programs must address the unique and valuable role played by the communities acute residential care system. At a minimum, hospital first receivers must be able to analyze the situation, assess patient conditions and problems, take the necessary steps to assure medical provider safety, attempt identification of the offending chemical substance, and initiate the decontamination and medical care process. Definition Hospital first receivers are persons who, in the course of their normal work activities, may be called upon to perform patient care and decontamination within the confines of the hospital. These personnel in the performance of their duties may be exposed to a significant risk of secondary contamination from the patients for whom they are charged to provide care. In addition these personnel may be called upon to assist pre-hospital personnel requiring technical assistance in the area of patient decontamination. Training Audience Hospital first receivers may be public or private-sector individuals charged with the responsibility of coordinating and providing medical treatment of patients who have been exposed to or contaminated by hazardous materials. They include selected emergency department staff including physicians, nurses at all levels, aids, support staff as well as any other individual assigned to care for patients received from a hazardous materials emergency on or off site. Related Health, Safety and Performance Standards OSHA 29 CFR 1910.120 OSHA 29 CFR 1910.134 OSHA 29 CFR 1910.1030 EPA 40 CFR 311 Joint Commission for the Accreditation of Healthcare Organizations (JCAHO) 2016 Response Training Guidelines – Page 285#
Attachment 3, passage 276Response Training Considerations Recognized DOT, State, regional, or local training curricula should be a basis for hospital first receiver preparation and continuing hazardous materials training and education. The Joint Commission for the Accreditation of Healthcare Organizations has requirements which hospitals must meet to receive accreditation. Hospital accreditation in most states is a necessary requirement for the facility to receive a hospital license and insurance reimbursements. The JCAHO requirements relating to hazardous materials and hospital community planning are reflected in the following training objectives. Methodology Recommendations Hospital First Receiver training should include a combination of traditional classroom lecture with small-group activities, field exercises involving working in simulated emergencies, and hands-on psychomotor skill training. Content instruction should focus on contamination hazard, decontamination procedures, patient flow within the hospital, health treatment procedures and roles and responsibilities. Trainee activities should focus on assessment and analysis of hazards and determination of appropriate procedures. Skill training should focus on implementing decontamination and patient care procedures, use of reference materials and the use of appropriate personal protective equipment. Written and practical examinations are highly recommended to measure achievement in initial training and refresher programs and to support the employer’s responsibility that all emergency department personnel be trained to competency before being called upon to perform at emergencies. Exercises should focus on acting out the assigned roles and on implementing procedures in the hospital environment. Refresher training should be conducted on a yearly basis and should focus on technical updates, updates on changes in hospital protocol and procedures, and renewal of individual skills in decontamination, patient treatment, and use of personnel protective equipment. 2016 Response Training Guidelines – Page 286#
Attachment 3, passage 277Response Training Considerations Summary of Training Recommendations Recommended Training Objectives The following training objectives are recommended for hospital first receivers. The primary source for this material is the Joint Commission for the Accreditation of Healthcare Organizations (JCAHO) standards for handling contaminated patients. The following training material is not only recommended for emergency department physicians and nursing staff but for all hospital personnel who may have a role in the hospital response. In general, these recommended objectives compare in scope and concept to the general requirements of OSHA, which states that all personnel who may be required to respond to hazardous material releases be properly trained to perform their assigned roles in times of emergencies. Objective Identification Legend HOSP - 1.1 Origin: JCAHO PE 1.1 This is the identification of the objective that is used in these guidelines. This indicates the origin of the objective. 2016 Response Training Guidelines – Page 287#
Attachment 3, passage 278Response Training Considerations HOSP 1 General HOSP - 1.1 Origin: JCAHO PE Describe the ways in which a medical center or hospital can become involved in a hazardous material event or response effort. HOSP 2 Decontamination of Patients HOSP - 2.1 Origin: JCAHO PE 1 Describe some of the key issues involved in the reception of a patient contaminated by or exposed to a chemical substance. HOSP - 2.1.1 Origin: JCAHO PE 1.1 Presented with a contaminated patient(s), determine the initial screening or assessment of the patient(s) physical, psychological, and social status to determine the need for care, the type of care to be provided, and the need for any further assessment. HOSP - 2.1.2 Origin: JCAHO PE 1.2, PE 1.2.1, PE 1.2.2 Determine the scope and intensity of any further patient assessment which is determined by: 1. The patient’s diagnosis; 2. The care setting HOSP - 2.1.3 Origin: JCAHO PE 1.4 Given a contaminated patient(s), identify the diagnostic testing, including laboratory and other invasive and noninvasive diagnostic and imaging procedures, relevant to the determination of the patient(s) health care or treatment needs and to the actual care or treatment of the patient(s) to be performed. HOSP - 2.1.4 Origin: JCAHO IM 9, 9.1, 9.2, 10.11.1 List and describe the hospital’s hazardous materials information resources and assure that they are authoritative and up to date. HOSP - 2.1.5 Origin: JCAHO IM 9, 9.1, 9.2, 10.11.1 Define the following toxicological terms as they relate to the treatment of a contaminated patient in the hospital setting: 1. Threshold Limit Value - TLV 2. Threshold Limit Value - Time Weighted Average -TLV-TWA 2016 Response Training Guidelines – Page 288#
Attachment 3, passage 279Response Training Considerations 3. Threshold Limit Value - Short-term Exposure Limit - TLV-STEL 4. Threshold Limit Value - Ceiling - TLV-C 5. Immediately Dangerous to Life and Health - IDLH 6. Lethal Dose 50 - LD50 7. Lethal Concentration 50 - LC50 HOSP - 2.1.6 Origin: JCAHO IM 9, 9.1, 9.2, 10.11.1 Define the effect chemicals may have on a contaminated patient using the method of Dose-Response Relationship. HOSP - 2.1.7 Origin: JCAHO IM 9, 9.1, 9.2, 10.11.1 Describe the routes by which chemicals may enter the body. HOSP - 2.1.8 Origin: JCAHO IM 9, 9.1, 9.2, 10.11.1 List the target organ systems which may be affected in the contaminated patient. HOSP - 2.1.9 Origin: JCAHO IM 9, 9.1, 9.2, 10.11.1 List the areas of the body that are most likely to have greater route of chemical absorption into the body. HOSP - 2.1.10 Origin: JCAHO PE 1.1,2.1,2.2, 2.3, 2.4 Demonstrate that each patient is reassessed at regularly specified times related to the patient’s course of treatment to determine the patient’s response to treatment; 1. When a significant change occurs in the patient’s condition; and 2. When a significant change occurs in the patient’s diagnosis. HOSP - 2.1.11 Origin: JCAHO PE 3.1, 4.2 Demonstrate that patient care decisions are based on the identified patient needs and on care priorities. HOSP - 2.1.12 Origin: JCAHO PE 4.3 Describe the need for nursing personnel to assess the patient’s need for nursing care in all settings where nursing care is to be provided. HOSP - 2.1.13 Origin: JCAHO IM 9.2, 10.1 Describe the methods used to assure the pharmacy, medical, and nursing staff have access to poison control information. HOSP - 2.1.14 Origin: JCAHO IM 9.2, 10.1 List at least four resources available to hospital providers to assist with the treatment of a contaminated patient. 2016 Response Training Guidelines – Page 289#
Attachment 3, passage 280Response Training Considerations HOSP - 2.1.15 Origin: JCAHO IM 9.2, 10.1 List the equipment needed in the emergency department to provide for effective decontamination of a patient. HOSP - 2.1.16 Origin: JCAHO IM 9.2, 10.1 List and describe the proper usage of Personnel Protective Equipment (PPE) used by emergency department staff during patient decontamination procedures. HOSP - 2.1.17 Origin: JCAHO IM 9.2, 10.1 Demonstrate the ability to determine the need for, and if required, the use of special respiratory protection for the emergency department staff and the patient during decontamination procedures. HOSP 3 Planning the Response HOSP - 3.1 Origin: JCAHO LD 1.1, EC 1.6 Describe the need for the hospital to develop emergency response plans. HOSP - 3.1.1 Origin: JCAHO LD 1.2 Identify the necessity for the hospital administrators to communicate the hospitals plan(s) throughout the organization. HOSP - 3.1.2 Origin: JCAHO LD 1.3 Identify the areas in the hospital plan(s) that include patient care services in response to identified patient needs and is consistent with the organization’s mission and ability to provide service. HOSP - 3.1.3 Origin: JCAHO LD 1.3.1 Identify the hospital personnel, and, as appropriate, community leaders and organizations which need to collaborate to design services to be provided by the hospital. HOSP - 3.1.4 Origin: JCAHO LD 1.3.2 Identify the need to design into the plan patient care services to be provided throughout the hospital organization that are appropriate to the scope and level of care required by the patients that may be served. 2016 Response Training Guidelines – Page 290#
Attachment 3, passage 281Response Training Considerations HOSP - 3.1.5 Origin: JCAHO LD 1.4 Describe the setting in the planning process for performance-improvement priorities and identify how the hospital adjusts priorities in response to unusual or urgent events. HOSP - 3.1.6 Origin: JCAHO LD 1.7 Identify the need for the scope of service provided by each department as defined in writing and is approved by the hospitals administration, medical staff, or both, as appropriate. HOSP 4 Implementing the Planned Response HOSP - 4.1 Origin: JCAHO EC 1.2 Describe the hospitals documented management plan(s) for the environment of care to be provided during a hazardous materials emergency that considers all factors of the emergency response. HOSP - 4.1.1 Origin: JCAHO EC 1.3 Describe the safety factors outlined in the plan as listed below: 1. Ensuring that emergency service areas are clearly identified; 2. Establishing a risk assessment program that proactively evaluates the impact on patient and public safety of the buildings, grounds, equipment, occupants, and internal physical systems; 3. Requiring an annual evaluation of the objectives, scope, performance, and effectiveness of the documented safety management plan. HOSP - 4.1.2 Origin: JCAHO EC 1.4 Describe the security factors outlined in the plan listed below: 1. Providing access control, as appropriate, to sensitive areas; 2. Provide vehicular access to emergency service areas; 3. Providing traffic control for emergency service areas. HOSP - 4.1.3 Origin: JCAHO EC 1.5 Describe the factors outlined in the plan related to Hazardous Wastes within the hospital listed below: 1. Monitor and disposing of hazardous wastes 2. Reporting and investigating all hazardous materials or waste spills and exposures or other incidents that involve patients, visitors, personnel, or property. 2016 Response Training Guidelines – Page 291#
Attachment 3, passage 282Response Training Considerations HOSP - 4.1.4 Origin: JCAHO EC 1.6 List and describe the factors outlined in the hospital’s emergency preparedness program. HOSP - 4.1.4.1 Origin: JCAHO EC 1.6a Describe the procedure for establishing, supporting and maintaining an emergency preparedness program. HOSP - 4.1.4.2 Origin: JCAHO EC 1.6b Describe the steps for implementing specific procedures in response to a variety of disasters and/or emergencies, internal and external of the hospital. HOSP - 4.1.4.3 Origin: JCAHO EC 1.6c Describe the ways of defining and, when appropriate, integrating the hospital’s role with community wide emergency preparedness efforts. HOSP - 4.1.4.4 Origin: JCAHO EC 1.6d Describe the procedure for notifying the proper authorities outside the hospital in an emergency. HOSP - 4.1.4.5 Origin: JCAHO EC 1.6m Describe the procedure for notifying hospital first receivers of an implementation of the emergency preparedness plan. HOSP - 4.1.4.6 Origin: JCAHO EC 1.6e Describe the ways of defining, where appropriate, alternate roles and responsibilities of hospital first receivers during disasters and/or emergencies. HOSP - 4.1.4.7 Origin: JCAHO EC 1.6f Describe the procedure for assigning available personnel to reflect current staffing patterns within the hospital during times of disaster and/or emergency. HOSP - 4.1.4.8 Origin: JCAHO EC 1.6g Describe the procedures for the management of space, supplies and security during disasters and/or emergencies. HOSP - 4.1.4.9 Origin: JCAHO EC 1.6h Describe the procedures for evacuating the entire facility if the organization’s environment cannot continue to support adequate patient care and treatment. 2016 Response Training Guidelines – Page 292#
Attachment 3, passage 283Response Training Considerations HOSP - 4.1.4.10 Origin: JCAHO EC 1.6l Describe the procedures for establishing an alternate care site if the hospital environment cannot continue to support adequate patient care and treatment. HOSP - 4.1.4.11 Origin: JCAHO EC 1.6i Describe the ability to identify, where appropriate, available facilities for radioactive or chemical isolation and decontamination if additional resources are needed. HOSP - 4.1.4.12 Origin: JCAHO EC 1.6n Describe the procedures for managing patients during disasters or emergencies, including the scheduling, modification, or discontinuation of services, control of patient information, and admission, transfer and discharge of patients. HOSP - 4.1.4.13 Origin: JCAHO EC 1.6o Describe the requirements for an annual evaluation of the objectives, scope, performance, and effectiveness of the hospital’s documented emergency preparedness management plan. HOSP - 4.1.4.14 Origin: JCAHO EC 1.6A List the specialized medical equipment needed for treating patients and/or responding to hazardous materials emergencies including selecting and acquiring the medical equipment. 2016 Response Training Guidelines – Page 293#
Attachment 3, passage 284Response Training Considerations Hazardous Materials Incident Response Training Guidelines Appendix: Related Standards And Special Topics 2016 Response Training Guidelines – Page 294#
Attachment 3, passage 285Response Training Considerations Table of Contents Related Standards RELATED STANDARDS.................................................................................. 297 1. Summary of HAZWOPER Requirements ........................................................... 299 2. Summary of HAZWOPER by Sections .................................................................. 301 First Responder Operations Level Offensive Operations: OSHA Quips .......... 311 Operations Level Firefighters ..................................................................................... 312 De Minimis Training Policy for Firefighters .............................................................. 313 Roles and Duties, Hazard Assessment, and Firefighters ............................................ 314 Firefighters Responding to Propane and Gasoline Fires............................................. 314 Firefighters Taking Aggressive Action and Technical Violations ............................. 315 Employee Records ........................................................................................... 317 Personal Protective Equipment ....................................................................... 320 Permit-Required Confined Spaces ................................................................... 325 Ventilation ........................................................................................................ 332 Bloodborned Diseases ..................................................................................... 334 Lockout / Tagout .............................................................................................. 341 Hazard Communication Standard Worker Right to Know (WRK) ..................... 347 (a) Purpose .................................................................................................................. 347 Joint Commission on Accreditation of Healthcare Organizations .................... 359 Process Safety Management of Highly Hazardous Chemicals ........................ 361 (a) Application ............................................................................................................ 361 Issues in Hazardous Materials Incident Recovery/Cleanup ............................. 366 Improved Handling of the Incident ............................................................................. 366 Emerging Legal Trends............................................................................................... 367 Increasing Enforcement of EPA Regulations ............................................................. 367 How Recovery and Cleanup Tactical Considerations Are Driven by the Risk/Benefit Analysis Process ......................................................................................................... 368 Terrorism and Illicit Use of Hazardous Materials: ............................................. 371 Introduction ................................................................................................................. 371 The Challenge to Public Sector Responders ............................................................... 372 The Challenge to Public Sector Response and Planning Organizations ..................... 373 Training Strategies ...................................................................................................... 373 Hazards to Responders ................................................................................................ 374 Biological Weapons .................................................................................................... 374 Chemical Weapons ..................................................................................................... 376 Alternative Fuels .............................................................................................. 378 Background ................................................................................................................. 378 Challenges for Public Sector Response Training........................................................ 378 Carbon Monoxide Response ............................................................................ 380 Challenges for Public Sector Responder Training ...................................................... 381 Clandestine Drug Lab Operations .................................................................... 382 Learning Objectives .................................................................................................... 382 2016 Response Training Guidelines – Page 295#
Attachment 3, passage 286Response Training Considerations Competencies .............................................................................................................. 383 Stimulants ................................................................................................................... 384 Clandestine Drug Labs ................................................................................................ 384 Types of Labs and Hazards ......................................................................................... 385 Public and Private Sector Dispatch: Hazardous Materials Response Issues .. 387 Introduction ................................................................................................................. 387 Interrelationship between Public Safety Communication Systems and Hazardous Materials Responders .................................................................................................. 387 The Continuing Challenges of Public Safety Communication Systems ..................... 388 Training ....................................................................................................................... 388 Weapons of Mass Destruction (WMD) and Clandestine Drug Lab Incidents ............ 389 Non-Emergency Number Systems .............................................................................. 389 Funding Issues ............................................................................................................ 389 Communication Center Management ......................................................................... 389 The Role of Public Safety Communication Professional Associations ...................... 390 Summary ..................................................................................................................... 391 Flammable Liquid Unit Trains ........................................................................... 392 The National Challenge .............................................................................................. 392 TRIPR ......................................................................................................................... 393 The Commodities Preparedness and Incident Management Reference Sheet for Pretroleum Crude Oil .................................................................................................. 394 2016 Response Training Guidelines – Page 296#
Attachment 3, passage 287Response Training Considerations RELATED STANDARDS There are important Occupational Safety and Health Act (OSHA) or Environmental Protection Agency (EPA) regulations that must be followed when responding to an incident involving hazardous materials. These include regulations which prescribe level of protective equipment, selection and use of respirators, training curriculum criteria, or procedures that must be followed during the response, stabilization, and recovery efforts. This section of the Guidelines contains an quick reference summary of these regulations. Regulations and standards are often referred to as standard of care documents. While portions of existing regulations and standards may vary in application by individual State, Tribal, Territory and local policy, it should be remembered that these established procedures and guidelines are federal requirements that are considered by the emergency response profession in general as minimal and essential standards of care. Therefore it is important that employers, training program managers, and instructors be aware of and familiar with the provisions of these standard of care documents. The following summaries of response related regulations are intended to provide a quick reference guide and overview of the provisions of each regulation. For the details of any regulation or standard covered in this summary it is necessary to review the entire section or document. Do not use this summary for compliance with the regulation, use the official document. Summaries are provided in this section for the following regulations and standards of care: -Hazardous Waste Operations and Emergency Response (HAZWOPER) 29 CFR 1910.120 First Responder Operations Level Offensive Operations: OSHA Quips Employee Records 29 CFR 1910.20 Personal Protective Equipment, including Eye and Face Protection 29 CFR 1910.133, Respiratory Protection 29 CFR 1910.134, Occupational Head Protection 29 CFR 1910.135, and Occupational Foot Protection 29 CFR 1910.136, Hand Protection 29 CFR 1910.138 Confined Space Operations 29 CFR 1910.146 Ventilation for Confined Space Operations Bloodborne Diseases 29 CFR 1910.1030 Lockout / Tagout 29 CFR 1910.147 Right-to-Know and Material Safety Data Sheets (MSDS) 29 CFR 1910.1200 Joint Commission on Accreditation of Healthcare Organizations 2016 Response Training Guidelines – Page 297#
Attachment 3, passage 288Response Training Considerations o Process Safety Management of Highly Hazardous Chemicals 29 CFR 1910.119 2016 Response Training Guidelines – Page 298#
Attachment 3, passage 289Response Training Considerations Hazardous Waste Operations and Emergency Response (HAZWOPER) 29 CFR 1910.120 (Federal register Vol.54 No.42/ Monday March 6, 1989) This document was published as final rule Monday March 6, 1989 and contains regulations pertaining to worker safety at several types of hazardous waste sites and emergency response operations without regard to the location of the site. The vast majority of public sector employees will be covered under the emergency response portion of the regulations. The purpose of this document is to provide the means to identify, evaluate, and control safety and health hazards, and provide a program for emergency response in hazardous waste operations. Due to the complexity of this material, it is recommended that you consult a safety professional or local OSHA office for further interpretation and application. Because of the breadth and overall importance of this document, two summaries are provided. The first is a summary of the requirements, for the general reader. The second is a summary of the sectional organization of the document, to assist readers wishing to subsequently reference or review specific sections of the regulation. 1. Summary of HAZWOPER Requirements General Requirements Written plan shall be made available to anyone on the site, as well as to federal authorities. All personnel on the site shall be informed of the hazards. Personal protective equipment shall be provided at no cost to the employees. A pre-designated representative of the company shall be appointed to become the incident commander. He/she will control the Incident Command System (ICS) in case of emergency. A written standard operating procedure (SOP) shall be developed for every purpose. A written hazardous communication program shall be implemented based on the information in Hazardous Communication Right-To-Know (RTK) section of this document. All excavations during site preparation shall be shored or sloped in a manner that will not allow accidental collapse. A post-emergency response plan that involves clean-up, follow-up, and start-up procedures shall be developed. Written Safety and Health Program Organizational Structure 2016 Response Training Guidelines – Page 299#
Attachment 3, passage 290Response Training Considerations -show the specific chain of command -review and update as often as needed to reflect the current status Comprehensive Work Plan -address the specific tasks and objectives of the site operation Site Specific Safety and Health Plan -shall contain hazardous analysis specific to that site -shall include employee training on all hazards -personal protective equipment to be used -control measures to be used -frequency and types of monitoring -decontamination procedures -emergency response plan -confined space entry procedures (see Confined Space in this document) -spill containment plan and procedures shall be outlined -standard operating procedure (SOP) shall be outlined -medical surveillance plan requirements shall be outlined and include: —a written surveillance program —all physical exams of site workers —accurate records of medical surveillance —hazardous analysis and monitoring —on-site record keeping Training All personnel on the site shall be trained in hazardous waste operations before they participate in any activity that could expose them to hazardous substances, safety, or health hazards. Only authorized personnel shall be allowed on the site. Content of training: - names of persons responsible for site safety and health - safety, health, and other hazards present on the site - use of personal protective equipment - safe work practices 2016 Response Training Guidelines – Page 300#
Attachment 3, passage 291Response Training Considerations - safe engineering practices - medical surveillance requirements General site workers, laborers, and supervisors shall have a minimum of 40 hours of off- site instruction and three days on-site training under the direct supervision of a trained, experienced supervisor. Workers on the site occasionally and workers regularly on site shall receive at least 24 hours of off-site instruction and one day of on-site training by a trained, experienced supervisor. Regular workers required to wear respirators shall undergo an additional 16 hours of off- site instruction and two days of on-site training by a trained, experienced supervisor. Management and supervisors shall attend at least 40 hours of off-site instruction and three days of field supervised training and an additional 8 hours of specialized training on topics such as personal protective equipment, employee training, spill containment, and monitoring techniques. Trainers shall be qualified to instruct employees and have completed a trainer’s course and attained certification as a trainer from that course. Each certified worker shall undergo an additional 8 hours refresher training course annually. Record Keeping Written programs and documentation: - Organizational Structure - Work Plan - Standard Operating Procedures (SOP’s) - Medical Surveillance Program - Decontamination Program - Emergency Response Plan - Safety and Health Program - Hazardous Communication Program - Training Program - Post Emergency Response Plan 2. Summary of HAZWOPER by Sections 2016 Response Training Guidelines – Page 301#
Attachment 3, passage 292Response Training Considerations (a) Scope, application, and definitions pg 9317 1. Scope - This section covers the following operations, unless the employer can demonstrate that the operation does not involve employee exposure or the reasonable possibility for employee exposure to safety or health hazards. (i) Clean-up required by a government (ii) Work at RCRA sites (iii) Voluntary clean-up at sites recognized by a government (iv) Work at treatment, storage, and disposal sites (v) Emergency response operations 2. Application - Defines who regulations apply to (i) All applicable 1910 and 1926 regulations of Title 29 apply to hazardous waste and emergency response (ii) Hazardous substance clean-up operations must comply (iii) Operations at sites listed in 1 (iv) (iv) Emergency response operations which are not listed in 1 (I) through 1 (iv) must only comply with the requirements of paragraph (q) 3. Definitions Buddy system - groups of 2 or more to provide rapid response to employees in the event of an emergency Clean-up operation - work removing hazardous substances Decontamination - removal of hazardous substance to preclude adverse effects Emergency response or responding to emergencies - response effort from outside the immediate release area or by other designated responders (i.e. mutual aid groups, local fire departments, etc.) Facility - any building, structure, pipeline, etc. Hazardous materials response (HAZMAT) team - means an organized group of employees, designated by the employer, who are expected to perform work to handle and control actual or potential leaks or spills of hazardous substances requiring the possible close approach to the substance for the purpose of control or stabilization of the incident. A HAZMAT team may be a separate component of a fire brigade or fire department Health hazard - a chemical, mixture of chemicals, or a pathogen that acute or chronic exposure may occur IDLH - immediately dangerous to life or health which may cause irreversible health effects 2016 Response Training Guidelines – Page 302#
Attachment 3, passage 293Response Training Considerations Oxygen deficiency - atmosphere with less than 19.5% oxygen (b) Safety and Health Program pg 9318 (1) General - required for hazardous waste operations and contains 7 specific areas of planning (2) Organizational structure part of site program - describes lines of authority (3) Comprehensive workplan of the site program - addresses logistics and resources (4) Site-specific safety and health plan part of program - addresses hazards (c) Site characteristics and analysis pg 9319 (1) General - evaluation used to identify specific hazards (2) Preliminary evaluation - performed prior to entry (3) Hazard identification - identify hazards to health by inhalation, absorption, etc. (4) Required information - gathered prior to employees entering site (5) Personal protective equipment - includes chemical exposure protection and respiratory protection (6) Monitoring - using instruments to evaluate health hazards (7) Risk identification - once hazard is identified evaluate risks involved (8) Employee notification - all known chemicals and hazards must be explained to employees (d) Site control pg 9320 (1) General - appropriate site control measures shall be taken (2) Site control program - program to protect employees must be developed (3) Elements of a site control program - items such as site map, buddy system. etc. (e) Training (this does not apply to emergency responders) pg 9320 (1) General - all employees, supervisors, etc. working on site shall be trained (2) Elements to be covered - names, hazards, PPE, work practices, engineering controls, and medical surveillance (3) Initial training - General site workers must receive 40 hours training off site and a minimum of 3 days field experience . -Workers on site occasionally - must receive 24 hours training off site and 1 day field experience 2016 Response Training Guidelines – Page 303#
Attachment 3, passage 294Response Training Considerations -Workers on site in areas where exposures are under permissible limits - must receive 24 hours training off site and 1 day field experience - Workers with 24 hours of training who may become general site workers must receive 16 additional hours of training and 2 days of field experience (4) Management supervisor training - on-site management who supervise employees engaged in hazardous waste operations shall receive 40 hours of training and 3 days field experience (5) Qualifications of trainers - satisfactorily completed training and be an instructor (6) Training certification - a certificate shall be issued upon completion of training (7) Emergency response - Those who may respond at a hazardous waste clean-up site and may expose themselves to hazardous substances shall be trained (8) Refresher training - requires annual refresher training (9) Equivalent training -documentation of employee’s work experience/training (f) Medical surveillance (Pertains to Haz Mat Teams) pg 9321 (1) General - Covers hazardous waste/clean up workers and paragraph (q)(9) members of a hazmat team and hazardous materials specialist (2) Employees covered - Includes employees who are exposed to hazardous substances or health hazards at or above the permissible levels, those who wear a respirator for 30 days or more a year, all employees injured due to over exposure from an emergency involving a hazardous substance, and members of a hazmat team (3) Frequency of medical examinations and consultations/ includes hazmat teams - prior to assignment, every 12 months unless physician states longer (no longer than biennially), at termination of employment or reassignment, as soon as possible upon notification that employee has developed signs or symptoms indicating possible over exposure to hazardous substance or health hazards, or that employee was injured or exposed above the permissible exposure limits/levels or at more frequent times if physician determines necessary. (4) Content of medical examinations and consultations - Work or job related items (5) Examination by a physician and cost - licensed physician at no cost to employee (6) Information provided to physician - employer shall provide appropriate job related information, a copy of 29 CFR 1910.120, description of PPE the employee will use, and information from previous medical examinations (7) Physicians written opinion - Shall provide information to employer and employee regarding findings of exam and tests (8) Record keeping - Records of medical surveillance examinations, physicians’ opinions, medical complaints, and other information 2016 Response Training Guidelines – Page 304#
Attachment 3, passage 295Response Training Considerations (g) Engineering controls, work practices, and personal protective equipment for employee protection pg 9322 (1) Engineering controls, work practices, and PPE for substances regulated in Subparts G & Z (2) Engineering controls, work practices, and PPE for substances not regulated in Subparts G & Z (3) Personal protective equipment - Describes all aspects of PPE (4) Totally encapsulating chemical protective suits - Describes chemical protective clothing (5) Personal protective equipment (PPE) program - Need for written program describing all aspects of clothing selection and use (h) Monitoring pg 9323 (1) General - Describes general concepts of where and how monitoring is applied (2) Initial entry - Air monitored upon entry to identify any IDLH or flammable condition (3) Periodic monitoring - Shall be conducted when the possibility of an IDLH or flammable atmosphere has developed and at other times (4) Monitoring high-risk employees - After clean-up phase (i) Informational programs required by employer at certain sites pg 9323 (j) Handling drums and containers pg 9323 (1) General - Handling, transportation, labeled, and disposal (2) Opening drums and containers - Procedures for opening containers, protective equipment, safety precautions, and others (3) Material handling equipment - Selection of proper equipment (4) Radioactive waste - special precautions for this type material (5) Shock sensitive wastes - Special precautions for these materials (6) Laboratory waste protocols - Special precautions for laboratory waste (7) Sampling drum and container contents - Done in accordance with site safety plan (8) Shipping and transport - procedures to store and ship these containers (9) Tank and vault procedures - Procedures similar to drums and containers 2016 Response Training Guidelines – Page 305#
Attachment 3, passage 296Response Training Considerations (k) Decontamination pg 9325 (1) General - Procedures shall be developed and followed (2) Decontamination procedures - Procedures shall be developed, communicated to staff, and implemented before any employee or equipment may enter site (3) Location - Done in an area to minimize exposure (4) Equipment and solvents - Shall be properly disposed of (5) Personal protective equipment - Shall be decontaminated, cleaned, laundered, maintained or replaced as needed (6) Unauthorized employees - Shall not remove clothing from change rooms (7) Commercial laundries or cleaning establishments - shall be informed of potentially harmful effects of exposure (8) Showers and change rooms - When a shower is needed for decontamination special procedures special procedures are needed and must meet the requirements of 29 CFR 1910.141 (l) Emergency response by employees at uncontrolled hazardous waste sites pg 9325 (1) Emergency response plan shall be developed and implemented by employer (2) Elements of the emergency response plan - Describes 11 minimum elements (3) Procedures for handling emergency incidents - Includes features of site, and seven operational procedures to be followed (m) Illumination - Provides guidelines for amount of light to be provided pg 9325 (n) Sanitation at temporary work place pg 9325 (1) Potable water - Such as for drinking (2) Nonpotable water - Such as for firefighting purposes (3) Toilet facilities - Describes number and types (4) Food handling - Shall meet applicable regulations of local jurisdiction (5) Temporary sleeping quarters - Heated, ventilated, etc. (6) Washing facilities - In near proximity to work site (7) Showers and change rooms - Provisions for facilities (o) New technology programs pg 9326 (1) Employer shall develop and implement procedures for new technologies and equipment 2016 Response Training Guidelines – Page 306#
Attachment 3, passage 297Response Training Considerations (2) New technologies - Such as foam, absorbents, adsorbents, etc. shall be evaluated (p) Certain operations conducted under RCRA of 1976 pg 9326 (1) Safety and health program - Develop and implement written plan (2) Hazard communication program - Must meet 29 CFR 1910.1200 (3) Medical surveillance program (4) Decontamination program (5) New technology program (6) Materials handling program (7) Training program (8) Emergency response program (q) Emergency response to hazardous substance releases pg 9328 This paragraph covers employers whose employees are engaged in emergency response no matter where it occurs (1) Emergency response plan - Shall be developed in writing and implemented to handle anticipated emergencies (2) Elements of an emergency response plan - As a minimum the plan shall address 11 elements which range from pre-emergency plans to equipment (3) Procedures for handling emergency response - Includes 10 operational procedures including the need for an incident commander and site safety officer (4) Skilled support personnel - Includes operational procedures for personnel (not necessarily the employer’s own) for such functions as equipment operators of cranes, or earth moving (5) Specialist employees - Include employee who as part of their job have with special knowledge, skill or ability which includes training an competency demonstration (6) Training - Includes five levels of response training Note: Employer should read the job descriptions of these five levels to determine which best describes the type or level of activity their employees will participate in. This will determine the level of the employers emergency response plan and level of training required. See pg 9329 (i) First responder awareness - no set hour requirement, has 6 competency skill areas 2016 Response Training Guidelines – Page 307#
Attachment 3, passage 298Response Training Considerations (ii) First responder operations - Shall receive a minimum of 8 hours of training which include the 6 competency areas of First Responder Awareness as well as the 6 competencies specifically for this level (iii) Hazardous materials technician - Shall receive 24 hours of training in 9 competency areas plus those required in items (ii) and (iii). (iv) Hazardous materials specialist - Shall be trained to the level of technician in addition to 9 additional competencies. (v) On scene incident commander - Assumes command of an incident beyond the awareness level, has 24 hours of training equal to the first responder operations level plus 6 additional competencies (7) Trainers - Shall have completed a training course for the subjects they are expected to teach along with instructional experience (8) Refresher training - Those employees trained under (q)(6) shall receive annual refresher training or demonstrate competencies (9) Medical surveillance - Members of a HAZMAT team and hazardous materials specialist shall receive a baseline physical exam (see paragraph (f)) and any emergency response personnel who exhibits signs or symptoms associated with a hazardous materials exposure shall be provided with medical consultation (see paragraph f (3)(ii) (10) Chemical protective clothing - Clothing and equipment by HAZMAT team members shall meet requirements of (g)(3) - (g)(5) (11) Post-emergency response operations - Upon completion of emergency response specific conditions for removal of contaminated material and clean-up must be followed Appendix A - Personal protective equipment test methods pg 9330 A. Totally-encapsulating chemical protective suit pressure test procedures B. Totally-encapsulating chemical protective suit qualitative test procedures Appendix B - General description and discussion of the levels of protection and protective gear pg 9332 Part A - Personal protective equipment is divided into four categories based on the degree of protection afforded (levels A,B,C,D) Part B - Types of hazards for which levels A,B,C,D protection are appropriate Appendix C - Compliance guidelines pg 9333 2016 Response Training Guidelines – Page 308#
Attachment 3, passage 299Response Training Considerations 1. Occupational safety and health program is discussed 2. Training (emergency response pg 9334, middle column, second paragraph) 3. Decontamination procedures are outlined 4. Emergency response plans (Hazardous Materials Emergency Response Planning Guide - NRT 1 is helpful) 5. Personal protective equipment programs is reviewed 6. Incident command system (ICS) is discussed 7. Site safety and control plans are important to the incident commander Appendix D - References pg 9335 Amendments to original document of March 6, 1989 (Federal Register Vol. 59 No. 161/ Monday August 23, 1994 Appendix B - Last two paragraphs were revised which describes chemical protective clothing Appendix E - Training curriculum guidelines pg 43270 It is noted that the legal requirements are set forth in the regulatory text of 1910.120. The guidance set forth here represents a highly effective program that in the areas covered would meet or exceed the regulatory requirements. In addition, other approaches could meet the regulatory requirements. Suggested core criteria: pg 43270 1. Training facility - Sufficient resources to conduct training 2. Training director - Person in charge 3. Instructors - Criteria for staff including instructional review procedures 4. Course materials - Reviewed and approved by training director 5. Students - Includes screening procedures 6. Ratios - Recommends student-instructor ratio 7. Proficiency assessment - Includes testing procedures 8. Course certificate - Written documentation of completion of course 9. Record keeping - Describes record keeping procedures 10. Program quality control - Annual audit of program quality 2016 Response Training Guidelines – Page 309#
Attachment 3, passage 300Response Training Considerations Suggested program quality control criteria: pg 43271 A. Training plan - Is it adequate and appropriate B. Program management, training, director, staff, consultants - Is the program adequate and are staff effective C. Training facilities and resources - Is it adequate and appropriate D. Quality control and evaluation - Quality control and evaluation plans E. Students - Adequate procedure for accepting students F. Institutional environment and administrative support - Enough help G. Summary/evaluation questions - Overall program evaluation procedures Suggested training curriculum: pg 43272 A. General hazardous waste operations and site-specific training 1. Off-site training - Hazardous waste operations 2. Refresher training - Criteria for annual refresher 3. On-site training - Specific site training/information B. RCRA Operations training for treatment, storage, and disposal (note: See appendix for additional information about TSD operations) 1. Minimum training requirements 2. Provide training prior to entering site C. Emergency response training - 1910.120 (q) - may be appropriate for public sector emergency response personnel a. General considerations - May require interaction between emergency responder and site operators (1) First responder awareness (2) First Responder operations (3) Hazardous materials technician (4) Hazardous materials specialist (5) Incident commander 2016 Response Training Guidelines – Page 310#
Attachment 3, passage 301Response Training Considerations First Responder Operations Level Offensive Operations: OSHA Quips First Responders that are trained in emergency response under the Hazardous Waste Operations and Emergency Response (HAZWOPER) regulation 29 CFR 1910.120q are generally trained to the First Responder Awareness and First Responder Operations levels, but are not generally trained to the Technician level. As a result, First Responders are limited to engaging in only defensive operations and are legally prevented from approaching the release to plug, patch or otherwise stop the release. For decades first responders such as firefighters and public works personnel routinely plugged leaks in containers such as automobile fuel tanks, truck saddle tanks, and leaks in residential natural gas lines. However, the HAZWOPER regulation precluded first responders from continuing to perform these tasks. To facilitate the ability to engage in this type of offensive work many agencies have written standard operating procedures (SOP) that provide guidelines for conducting these procedures. They submit the SOP to the Occupational Safety and Health Administration (OSHA) that has jurisdiction and, in most cases, find that OSHA will approve the SOP. Once the SOP is approved by OSHA, the actions are considered acceptable by operations level personnel as long as the scope of the SOP is not violated. For jurisdictions that desire to have their operations level personnel engage in offensive operations they need to: A. Develop a separate Standard Operating Procedure for each offensive operation, such as plugging vehicle fuel tank leaks, plugging saddle tank leaks, plugging natural gas line leaks. The content of each SOP should be, at a minimum: 1. The title of the SOP 2. The scope of the SOP 3. The PPE required for conducting the offensive operation. 4. The actual procedure to be followed when engaging in the offensive operation 5. The training required prior to allowing personnel to engage in the offensive operation, with emphasis on the proper PPE and NOT exceeding the scope of the SOP B. Submit the SOP to your OSHA representative for approval 2016 Response Training Guidelines – Page 311#
Attachment 3, passage 302Response Training Considerations C. Following approval of the SOP by your OSHA representative, train your personnel as defined in the SOP D. Don’t allow your trained personnel, in actual field operations, to exceed the scope as defined in the SOP By addressing these simple steps, the capabilities of your first responder operations level personnel can be greatly enhanced and your dependence on Technician level personnel will be reduced for these routine type of incidents. OSHA Quips The following question/answer (Quips) interpretations of OSHA 1910.120 have been issued related to the subject of Operations Level offensive operations. Operations Level Firefighters 29 CFR 1910.120(q)(6)(ii) May an emergency responder trained only at the operations level under paragraph (q)(6)(ii) of the standard perform aggressive or offensive actions at an emergency involving a small spill or leak of gasoline without the employer being in violation of the Standard? Typical actions would include plugging or patching a leaking automobile gas tank. Operations level training by itself is designed to enable emergency responders to safely perform defensive action at a safe distance from the point of release; personnel who have not been trained beyond the operations level are not considered adequately trained to take aggressive action at the point of release and are not permitted to do so. Such action would be in violation of 29 CFR 1910.120(q)(6)(iii), which defines the training requirements for personnel designated to take aggressive action (i.e., hazmat techs). However, “a small spill or leak of gasoline” would not necessarily constitute an emergency or potential emergency covered under the HAZWOPER standard. Firefighters with or without operations level training may be permitted to handle non-emergency releases of an identified hazardous substance which they are adequately trained and equipped to control. Where an emergency or potential emergency release has occurred, personnel who have not been trained 2016 Response Training Guidelines – Page 312#
Attachment 3, passage 303Response Training Considerations beyond the operations level may perform defensive action, only, deferring aggressive action to more highly trained personnel. De Minimis Training Policy for Firefighters 29 CFR 1910.120(q)(6)(iii) 29 CFR 1910.120 is a performance based regulation, providing some flexibility to the employer in meeting the requirements of the regulation. With regard to training, paragraph (q)(6) states “ training shall be based on the duties and function to be performed by each responder;” all employees must be adequately trained to perform their assigned job duties without danger to themselves or others. Hazardous materials technician (hazmat tech) training is necessary for emergency responders who take aggressive action in a potentially dangerous area to stop the release. OSHA may, in appropriate circumstances, consider violations of hazmat tech training to be “de minimis,” however, when they do not impact on the ability of responders to safely perform their assigned job duties. The burden would be on the employer to demonstrate to OSHA that the violation did not pose a hazard to the safety or health of employees and that the violation was in fact de minimis in nature. Therefore, in certain limited circumstances, personnel who do not meet all of the training requirements for the hazmat tech level, but who have training beyond the first responder operations level, would be considered by OSHA to be adequately trained to perform a specific task not otherwise permitted for operations level personnel. The September 20, 1991 letter addressed to Ron Runge to which you refer was intended to apply only to firefighters. OSHA considers properly trained firefighters to already have extensive training and experience in handling gasoline or other fuel incidents by nature of their regular job duties. However, where the identity of the hazardous substance involved in an uncontrolled release cannot be determined, or where the hazardous substance is one for which firefighters have not received specific training or do not have adequate control equipment, aggressive action should be deferred to a fully trained HAZMAT team. Further, response by a fully trained HAZMAT team may be necessary whenever there are factors which may complicate response efforts. Consideration for the de minimis policy for 29 CFR 1910.120(q)(6)(iii) is generally limited to small scale emergency involving limited quantities of a known hazardous substance which firefighters are adequately trained and equipped to handle. 2016 Response Training Guidelines – Page 313#
Attachment 3, passage 304Response Training Considerations Roles and Duties, Hazard Assessment, and Firefighters 29 CFR 1910.120(q)(2)(ii) and (q)(6)(iii) You can that the HAZMAT team in one of your urban counties has adopted the policy that gasoline spills of 25 gallons or less do not require response by a HAZMAT team, and can be safely handled by firefighters with “operations plus” training. OSHA has no authority to determine how State and local authorities divide responsibilities between their fire departments and HAZMAT teams, and express no view on that issue. However, if fire department members with inadequate HAZWOPER training tool aggressive action to respond to a hazardous substance emergency, a violation of 29 CFR 1910.120(q)(6)(iii) would exist; this would not be the case is the fully trained and equipped HAZMAT team were to respond. OSHA does acknowledge that in many cases firefighters may have the capabilities to safely respond to spills where fewer than 25 gallons of gasoline are involved without full hazmat tech training provided they have extensive training in the safe handling of gasoline. However, the hazard assessment of which incidents can be safely handled by responders without full hazmat tech training cannot be based on quantity alone. Ambient conditions and specific hazards at the scene must be included in the hazard assessment. Which incidents can be safely handled by responders who do not meet all of the competencies required for hazmat tech level would depend also on the extent and content of the additional training beyond the operations level which they had received. Employers must establish in their written emergency response plan, required in paragraph (q)(2)(ii), guidelines for determining in which scenarios aggressive action should be deferred to the fully trained HAZMAT team. Personnel who will be expected to take aggressive action, but who have not been assigned the full duties of the hazmat tech level, should as part of their training be instructed in these guidelines to enable them to determine which scenarios are beyond their ability to handle safely. Firefighters Responding to Propane and Gasoline Fires 29 CFR 1910.120(q)(6)(ii) and (iii) Firefighters trained to the operations level, who are also trained in the hazards of propane, may enter the danger area to shut off the valves that will starve the fire and thus extinguish it. Normally, employees trained to the operations level would be restricted from taking aggressive action. This is considered to be a special case. The principle hazards from propane are fire and 2016 Response Training Guidelines – Page 314#
Attachment 3, passage 305Response Training Considerations explosion, not toxicity. Because propane fires are common, most firefighters are fully trained and equipped to respond to propane fires, including taking aggressive action by shutting off the valves in the danger area. If firefighters are fully trained and equipped (which is a high degree of training), and have also received first responder operations level training, OSHA believes they have sufficient training to take aggressive action due to propane’s relatively low toxicity. It would be only a technical violation of 29 CFR 1910.120(q)(6) for not having the additional training required of a HAZMAT technician if a firefighter took aggressive action in the danger area during a propane fire of leak, was fully trained and equipped to handle the fire and had first responder operations level training. In this circumstance OSHA would not issue a citation. Releases of gasoline similar to the example involving propane discussed above may be addressed by operations level emergency responders if they have the required PPE, emergency response equipment, and specific training in the safety and health hazards associated with gasoline. Employers who expect firefighters to shut off a gasoline valve in the danger area, and who can show that employees are trained to the operations level and adequately trained in the hazards of gasoline, have committed a technical violation of 1910.120 (q)(6)(iii) for such employees not having the training required of a HAZMAT technician. NOTE: The fire and explosion hazards of propane and gasoline are very substantial. The interpretations herein are applicable only when firefighters are fully trained and equipped to handle the explosion and fire hazards of propane, gasoline, or similar gases and liquids. Firefighters Taking Aggressive Action and Technical Violations 29 CFR 1910.120(q)(6)(iii) It would be only a technical violation of 29 CFR 1910.120(q)(6) for not having the additional training required of a HAZMAT technician if a firefighter took aggressive action in the danger area during a propane fire or leak, was fully trained and equipped to handle the fire and had first responder operations level training. In this circumstance OSHA would not issue a citation. If an injury occurred during an emergency response involving these responders (operations level plus additional training) the CSHO would need to consider whether the responders’ training and experience were sufficient for the tasks being performed. 2016 Response Training Guidelines – Page 315#
Attachment 3, passage 306Response Training Considerations A violation of training requirements that resulted in an actual injury to an employee during an emergency response by definition cannot be a “technical violation.” Thus, if an injury occurred and the CSHO determined that the responders’ training and experience were not sufficient for the tasks being performed, then a citation should be issued noting a violation of 29 CFR 1910.120(q)(6)(iii) and carrying a penalty that requires abatement. Whether abatement should require full training in all of the competencies of the HAZMAT technician level, or whether certain training requirements could safely be omitted, would depend on the training needed to safely perform the tasks in question. If, however, the CSHO determined that the training which had been provided to the employees in question had been provided to the employees in question had been adequate, then the training violation would be considered a de minimis violation and no citation would be issued for inadequate training. In this situation the CSHO might determine that the cause of the injury was due to a violation of some other requirement of 29 CFR 1910.120 or other standards, for which a citation carrying a fine and requiring abatement would be appropriate. 2016 Response Training Guidelines – Page 316#
Attachment 3, passage 307Response Training Considerations Employee Records 29 CFR 1910.20 The purpose of this section is to give general guidelines concerning the retention of and employee access to medical and exposure records. It is always advisable to make copies rather than loan out documents. If the request for documents is of a serious nature, seek legal counsel. Current employees, former employees, employees being transferred to a new location, and their representatives have the right to review and receive a copy of any record mentioned below which is relevant to that employee. Medical Records Audio Testing Chest X-Ray (These must be available for review, but they do not have to be loaned or copied) Descriptions of Treatments Employee Medical Complaints First Aid Log Post-Employment Physical Pre-Employment Physical Previous Employment Medical Tests Respiratory Fit Testing (A test to determine which size respirator to wear and to test its fit) Exposure Records Air monitoring records Copy of 29 CFR 1910.20, access to employee exposure and medical records Employee medical access training records (The documentation that informs employees of their right to access exposure and medical records) Measures for controlling worker exposure to chemicals (Personal protective equipment, ventilation, material handling procedures, etc.) Methodologies used to gather data (Types of monitoring devices used, procedures, areas included, and substances monitored such as vapors, fumes, gases, or dusts) Noise monitoring records Records by the Assistant Secretary of Labor for Occupied Safety and Health 2016 Response Training Guidelines – Page 317#
Attachment 3, passage 308Response Training Considerations Record of OSHA 200 Log (A list of occupational injuries, illnesses, and deaths suffered by employees, which is required by OSHA for all companies employing 10 or more employees) Records Not Required to be Released Drug testing results Health insurance claims (If it is kept in a file other than the employee’s medical file, you do not have to release this information) Medical records prepared for litigation Records by the Assistant Secretary of Labor for Occupational Safety and Health Voluntary Employee Assistance Programs (EAP) (Drug and alcohol programs, family/personal counseling) Employee Requirements to Obtain Medical Records Employee and representatives may obtain medical records according to the following conditions: The request is in writing and contains the following: company name date authorization will expire, if applicable date of request description of medical information requested employee name employee representative name, if applicable employee signature purpose for request If authorization is revoked, it shall be in writing. Employer Rights and Responsibilities The employer can only require employee to answer questions that aid in location of information. (i.e., dates, locations where employee worked during time in question) Employer shall not charge for the first copy or any additional information at another time. Employer may charge a reasonable price for a second copy of the same information received earlier. 2016 Response Training Guidelines – Page 318#
Attachment 3, passage 309Response Training Considerations If a copy machine is not available, the documents may be loaned for a reasonable time to have copies made. (It is best to have office personnel make a copy to avoid the possibility of loss.) Medical records shall be kept on file for 30 years after an employee’s termination. Names and identifiers of other employees shall be deleted. The information requested shall be released within 15 working days. If this is not possible, an explanation must be given to employee and a date of expected compliance. X-rays may be loaned at employer discretion, but viewing in house is sufficient and preferred. Training Employees first entering work shall be informed annually of the following: • the existence, location, type of records, and person to contact to retrieve information • the procedure for accessing records in writing • their right to access medical records Transfer or Disposal of Medical Records If a business is sold, the successor shall maintain the previous owner’s records. If a business is closing, current employees shall be notified at least three (3) months prior to closing that they have a right to receive their records. OSHA shall be notified three months in advance of closing that you intend to dispose of medical and exposure records. Record Keeping Employers shall retain the following records for duration of employment plus 30 years: Analysis using Exposure Records Exposure Records Material Safety Data Sheets Medical Records (Time begins after employee termination) 2016 Response Training Guidelines – Page 319#
Attachment 3, passage 310Response Training Considerations Personal Protective Equipment The purpose of this section is to outline general requirements for respirators, eye, head, foot, and fall protection. Personal protective equipment (PPE) is not always the best method for controlling hazards. However, it can be the fastest and most economical method of protecting employees from known hazards. 29 CFR 1910.132 General Requirements (a) Protective equipment shall be provided, used, and maintained to protect employees (b) Where employees provide their own protective equipment, employer must assure its adequacy (c) All personal protective equipment must be of safe design and construction (d) Hazard Assessment and Equipment Selection (1) Employer shall assess the workplace to determine if hazards are present, or are likely to be, which necessitate PPE (2) if so, employer shall: select and require use of appropriate PPE; communicate selection decisions to employees; select PPE that (3) Written certification of hazard assessment required (e) Defective or damaged personal protective equipment shall not be used (f) Employers shall provide training to all employers required to use PPE (1) PPE training must cover: when PPE is necessary; what PPE is necessary; how to don, doff, adjust and wear PPE; limitations of PPE; proper care, maintenance, useful life and disposal (2) Employees must demonstrate an understanding of training topics and ability to use PPE (3) Retraining may be required (4) Written certification of training required 2016 Response Training Guidelines – Page 320#
Attachment 3, passage 311Response Training Considerations 29 CFR 1910.133 Eye and face protection (a) General provisions (1) Protective eye and face equipment shall be required when there is a reasonable probability of injury than can be prevented by such equipment. (2) Protectors shall meet minimum requirements for fit, durability, etc. (3) Persons with corrective lenses in spectacles - Specifies special equipment (4) Eye and face PPE shall be distinctly marked to facilitate identification of the manufacturer. (5) Employer must ensure that each affected employee uses equipment with filter lenses that have a shade number appropriate for the work being performed for protection from injurious light radiation. (b) Criteria for devices (1) Purchased after July 5, 1994 shall comply with ANSI Z87.1-1989, “American National Standard Practice for Occupational and Educational Eye and Face Protection,”. (2) Purchased before July 5, 1994 shall comply with the ANSI “USA standard for Occupational and Educational Eye and Face Protection,” Z87.1-1968. 29 CFR 1910.134 Respiratory protection (a) Permissible practice (1) Use of equipment to prevent breathing contaminated air (2) Respirators provided by employer when equipment is necessary (3) Employee shall use device in accordance with training and instructions (b) Requirements for a minimal acceptable program (1) Written standard operating procedures (2) Respirators selected on basis of hazard (3) User shall receive training in proper use (4) Removed (5) Regular cleaning of unit (6) Storage of unit (7) Inspected routinely - at least once a month and after use 2016 Response Training Guidelines – Page 321#
Attachment 3, passage 312Response Training Considerations (8) Appropriate surveillance or work area and degree of exposure or stress shall be maintained (9) Regular inspection and evaluation to determine effectiveness of program (10) Persons shall not be assigned to tasks requiring use of respirators unless it has been determined that they are physically able to perform the work and use the equipment. The local physician shall determine what health and physical conditions are pertinent. The respirators user’s medical status should be reviewed periodically (for instance annually) (11) Approved or accepted respirators shall be used (c) Selection of respirators (1) Proper selection according to American National Standard Practices for Respiratory Protection Z88.2-1969 (d) Air quality (1) Grade D breathing air (2) Breathing air may be supplied by cylinders or compressor (3) Air line couplings shall be appropriate (4) Breathing air containers shall be marked accordingly (e) Use of respirators (1) Standard procedures shall be developed for use (2) Correct respirator shall be specified for each job (3) Written procedures shall be prepared covering safe use in dangerous atmospheres (4) Frequent random inspections of equipment (5) Proper instruction shall be provided to wearer (f) Maintenance and care of respirators (1) Program for maintenance and care shall be established (2) Inspection procedures (3) Routinely used respirators shall be collected and cleaned as frequently as necessary to insure proper protection to the wearer (4) Replacement or repairs shall be done by experienced persons (5) Shall be properly stored after inspection and cleaning 2016 Response Training Guidelines – Page 322#
Attachment 3, passage 313Response Training Considerations (g) Identification of gas mask canisters (1) Properly worded labels shall be used to identify units (2) Those who issue units shall see that they are properly used and labeled (3) Units shall have proper markings (4) Special high-efficiency filter for protection against radionuclides shall be properly labeled (5) Units may only be used in atmospheres above 16% oxygen level (6) Each unit shall be painted a distinctive color 29 CFR 1910.135 Occupational head protection (a) General provisions (1) The employer shall ensure that each affected employee wears a protective helmet when working in areas where there is a potential for injury to the head from falling objects. (2) The employer shall ensure that a protective helmet designed to reduce electrical shock hazard is worn by each such affected employee when near exposed electrical conductors which could contact the head. (b) Criteria for devices (1) Protective helmets purchased after July 5, 1994 shall comply with ANSI Z89.1-1986, “American National Standard for Personnel Protection-Protective Headwear for Indus- trial Workers-Requirements”. (2) Protective helmets purchased before July 5, 1994 shall comply with the ANSI standard “American National Standard Safety Requirements for Industrial Head Protection,” ANSI Z89.1-1969. 29 CFR 1910.136 Occupational foot protection (a) The employer shall ensure that each affected employee uses protective footwear when working in areas where there is a danger of foot injuries due to falling or rolling objects, or objects piercing the sole, and where such employee’s feet are exposed to electrical hazards. 2016 Response Training Guidelines – Page 323#
Attachment 3, passage 314Response Training Considerations (b) Criteria for devices (1) Protective footwear purchased after July 5, 1994 shall comply with ANSI Z41-1991, “American National Standard for Personal Protection-Protective Footwear”. (2) Protective footwear purchased before July 5, 1994 shall comply with the ANSI standard “USA Standard for Men’s Safety-Toe Footwear,” Z41.1-1967 29 CFR 1910.137 Electrical protective devices. This section outlines the performance criteria for electrical shock protection, in addition to minimal maintenance requirements, for Personal Protective Equipment, where applicable (i.e. gloves). 29 CFR 1910.138 Hand protection (a) Employers shall select and require employees to use appropriate hand protection when exposed to hazards such as: (1) Skin absorption of harmful substances (2) Severe cuts and lacerations (3) Severe abrasions (4) Punctures (5) Chemical or thermal burns (6) Harmful temperature extremes (b) Employers shall base selection on an evaluation of performance characteristics of the hand protection relative to: (1) Task(s) to be performed (2) Conditions present (3) Duration of use (4) Hazards and potential hazards identified 2016 Response Training Guidelines – Page 324#
Attachment 3, passage 315Response Training Considerations Permit-Required Confined Spaces for General Industry 29 CFR 1910.146: Final Rule (Federal Register Vol. 58 No. 9/ Thursday January 14, 1993) The purpose of this section is to describe the recommended procedures to be followed with regard to confined spaces in industry. Also, it includes definitions of both permit and non-permit required confined spaces and the regulations that apply to each. Confined spaces are often overlooked in industry, yet they are one of the leading causes of death in today’s industrial environment. (a) Scope and application pg 4549 This regulation contains requirements for practices and procedures to protect employees in general industry from the hazards of entry into permit-required confined spaces. This section does not apply to agriculture, to construction, or shipyard employment. (b) Definitions pg 4549 “Acceptable entry conditions” - Conditions that must exist to allow entry “Attendant” - Individual stationed outside who monitors authorized entrants “Authorized entrant” - Employee authorized to enter a permit space “Blanking or binding” - Absolute closure of a pipe, line, duct, etc. “Confined space” - Large enough to enter, limited or restricted egress and entry, is not designed for employee occupancy “Double block and bleed” - Closure of line, pipe, duct, etc. and opening drain “Emergency” - event that may endanger occupants o • “Engulfment” - Material surrounding victim that can be aspirated and cause death by strangulation, constriction, or crushing “Entry” - Pass through an opening into permit-required space “Entry permit” - Written document provided by employer to allow and control entry “Entry supervisor” - Person such as foreman, crew chief, etc. “Hazardous atmosphere” - Atmosphere that may expose employees to risk of death, incapacitation, impairment of ability to self-rescue, or injury from causes such as Flammable gas, vapor, or mist in excess of 10 percent of its lower flammable limit 2016 Response Training Guidelines – Page 325#
Attachment 3, passage 316Response Training Considerations Airborne combustible dust at a concentration that meets or exceeds its lower flammable limits Atmospheric oxygen concentration below 19.5 percent or above 23.5 Atmospheric concentration of any substance for which a dose or a permissible exposure limit is published Any atmospheric condition that is immediately dangerous to life or health “Hot work permit” - A permit for welding, cutting, etc. “Immediately dangerous to life and health” - Any condition that poses an immediate or delayed threat to life “Inerting” - Means the displacement of the atmosphere with a noncombustible gas “Isolation” - Completely removed and protected against the release of energy “Oxygen deficient atmosphere” - Oxygen level below 19.5 percent “Permit required space” - Space that contains a hazardous atmosphere, material that has the potential for engulfment, or has internal configuration that may trap an individual such as inwardly converging walls “Prohibited condition” - Any condition in a permit space not allowed during an entry “Rescue service” - The personnel designated to rescue employees from permit spaces “Retrieval system” - Equipment to lift persons from a permit space “Testing” - Process by which hazards are identified and evaluated (c) General requirements pg 4551 (1) The employer shall evaluate the workplace to determine if any spaces are permit- required confined spaces. (2) If permit area is determined, the employer shall inform exposed employees. (3) If the employer deems there will be no entry, take measures to prohibit entry. (4) If the employer deems entry is appropriate, develop written plan. (5) An employer may use specified alternate procedures to enter area. (6) When there are changes in the use or configuration of a non-permit confined space that might increase the hazards to entrants, the employer shall reevaluate that space and, if necessary, reclassify it as a permit-required confined space. (7) A space classified by the employer as a permit-required confined space may be reclassified as a non-permit confined space under specific procedures. (8) When an employer (host employer) arranges to have employees of another employer (contractor) perform work that involves permit space entry, the host employer shall inform the contractor of permit spaces, apprise the contractor of the elements, that make it a permit space, apprise the contractor of any precautions, coordinate entry operations with contractor and debrief contractor. 2016 Response Training Guidelines – Page 326#
Attachment 3, passage 317Response Training Considerations (9) In addition to complying with the permit space requirements that apply to all employers, each contractor who is retained to perform permit space entry operations shall obtain available information about permit space hazards, coordinate entry operations, and inform host employer of permit space program contractor will follow. (d) Permit space program (1) Implement the measures necessary to prevent unauthorized entry. (2) Identify and evaluate the hazards of permit spaces before employees enter them. (3) Develop and implement the means, procedures, and practices necessary for safe permit space entry operations. (4) Provide the following equipment at no cost to employees, maintain that equipment properly, and ensure that employees use that equipment properly. (5) Evaluate permit space conditions using specified procedures when entry operations are conducted. (6) Provide at least one attendant outside the permit space into which entry is authorized for the duration of entry operations. (7) If multiple spaces are to be monitored by a single attendant, include procedures to enable the attendant to respond to an emergency affecting one or more of the permit spaces. (8) Designate the persons who are to have active roles in entry operations, identify the duties of each such employee, and provide each such employee with the appropriate training. (9) Develop and implement procedures for summoning rescue and emergency services, for rescuing entrants from permit spaces, for providing necessary emergency services to rescued employees, and for preventing unauthorized personnel from attempting a rescue. (10) Develop and implement a system for the preparation, issuance, use, and cancellation of entry permits as required by this section. (11) Develop and implement procedures to coordinate entry operations when employees of more than one employer are working simultaneously as authorized entrants in a permit space. (12) Develop and implement procedures necessary for concluding the entry after entry operations have been completed. (13) Review and revise entry operations when the employer has reason to believe that the measures taken under the permit space program may not protect employees. (14) Review the permit space program, using the canceled permits within 1 year after each entry and revise the program as necessary, to ensure that employees participating in entry operations are protected from permit space hazards. 2016 Response Training Guidelines – Page 327#
Attachment 3, passage 318Response Training Considerations (e) Permit system (1) Before entry is authorized, the employer shall document the completion of measures by preparing an entry permit. (2) Before entry begins, entry supervisor identified must sign the entry permit to authorize entry. (3) The completed permit shall be posted at the entry portal or by any other equally effective means. (4) The duration of the permit may not exceed the time required to complete the assigned task on the permit. (5) The entry supervisor shall terminate entry and cancel the entry permit when entry operations have been completed, or a condition that is not allowed arises. (6) The employer shall retain each canceled entry permit for at least 1 year to facilitate the review of the permit-required confined space program (f) Entry permit permit space shall identify: The entry permit that documents compliance with this section and authorizes entry to a (1) The permit space to be entered; (2) The purpose of the entry; (3) The date and the authorized duration of the entry permit; (4) The authorized entrants within the permit space, by name or by such other means as will enable the attendant to determine quickly and accurately, for the duration of the permit; (5) The personnel, by name, currently serving as attendants; (6) The individual, by name, currently serving as entry supervisor, with a space for the signature or initials of the entry supervisor who originally authorized entry; (7) The hazards of the permit space to be entered; (8) The measures used to isolate the permit space and to eliminate or control permit space hazards before entry; (9) The acceptable entry conditions; (10) The results of initial and periodic tests accompanied by the names or initials of the testers and by an indication of when the tests were performed; (11) The rescue and emergency services that can be summoned and the means for summoning those services; 2016 Response Training Guidelines – Page 328#
Attachment 3, passage 319Response Training Considerations (12) The communication procedures used by authorized entrants and attendants to maintain contact during the entry; (13) Equipment, such as personal protective equipment, testing equipment, communications equipment, alarm systems, and rescue equipment, to be provided for compliance with this section; (14) Any other information whose inclusion is necessary, given the circumstances of the particular confined space, in order to ensure employee safety; and (15) Any additional permits, such as for hot work, that have been issued to authorize work in the permit space. (g) Training (1) The employer shall provide training so that all employees whose work is regulated by this section acquire the understanding, knowledge, and skills necessary for the safe performance of the duties assigned.. (2) Training shall be provided to each affected employee before the employee is first assigned, before these is a change in assigned duties, when there is a change in permit space operations and whenever the employer has reason to believe there are deviations for permit entry procedures. (3) The training shall establish employee proficiency in the duties required by this section and shall introduce new or revised procedures, as necessary. (4) The employer shall certify that the training required has been accomplished. The certification shall contain each employee’s name, the signatures or initials of the trainers, and the dates of training. The certification shall be available for inspection by employees and the authorized representatives. (h) Duties of authorized entrants The employer shall ensure that all authorized entrants: (1) Know the hazards that may be faced during entry, including information on the mode, signs or symptoms, and consequences of the exposure; (2) Properly use equipment; (3) Communicate with the attendant as necessary to enable the attendant to monitor entrant status and to enable the attendant to alert entrants of the need to evacuate the space; (4) Alert the attendant whenever the entrant recognizes warning sign or symptom of exposure to a dangerous situation, or detects a prohibited condition; and (5) Exit from the permit space as quickly as possible whenever an order to evacuate is given, the entrant recognizes any warning sign or symptom of exposure to a 2016 Response Training Guidelines – Page 329#
Attachment 3, passage 320Response Training Considerations dangerous situation, the entrant detects a prohibited condition, or an evacuation alarm is activated. (i) Duties of attendants The employer shall ensure that each attendant: (1) Knows the hazards that may be faced during entry, including information on the mode, signs or symptoms, and consequences of the exposure; (2) Is aware of possible behavioral effects of hazard exposure in authorized entrants; (3) Continuously maintains an accurate count of authorized entrants in the permit space and ensures that the means used to identify authorized entrants accurately identifies who is in the permit space; (4) Remains outside the permit space during entry operations until relieved by another attendant; (5) Communicates with authorized entrants as necessary to monitor entrant status and to alert entrants of the need to evacuate the space; (6) Monitors activities inside and outside the space to determine if it is safe for entrants to remain in the space and orders the authorized entrants to evacuate the permit space immediately under certain conditions; (7) Summon rescue and other emergency services as soon as the attendant determines that authorized entrants may need assistance to escape from permit space hazards; (8) Takes actions when unauthorized persons approach or enter a permit space while entry is underway to warn unauthorized person of hazards, advise unauthorized person to exit, and inform authorized entrants and supervisor if unauthorized persons have entered; (9) Performs non-entry rescues as specified by the employer’s rescue procedure; and (10) Performs no duties that might interfere with the attendant’s primary duty to monitor and protect the authorized entrants. (j) Duties of entry supervisors The employer shall ensure that each entry supervisor: (1) Knows the hazards that may be faced during entry, including information on the mode, signs or symptoms, and consequences of the exposure; (2) Verifies, by checking that the appropriate entries have been made on the permit, that all tests specified by the permit have been conducted and that all procedures and 2016 Response Training Guidelines – Page 330#
Attachment 3, passage 321Response Training Considerations equipment specified by the permit are in place before endorsing the permit and allowing entry to begin; (3) Terminates the entry and cancels the permit; (4) Verifies that rescue services are available and that the means for summoning them are operable; (5) Removes unauthorized individuals who enter or who attempt to enter the permit space during entry operations; and (6) Determines, whenever responsibility for a permit space entry operation is transferred, that entry operations remain consistent with terms of the entry permit and that acceptable entry conditions are maintained. (k) Rescue and emergency services (1) Employer shall ensure that each member of the rescue service is provided with, and is trained to use properly, the personal protective equipment and rescue equipment necessary for making rescues from permit spaces, perform the assigned duties, practice making rescues at least once every 12 months, trained in basic first aid and CPR. (2) When an employer (host employer) arranges to have persons other than the host employer’s employees perform permit space rescue, the host employer shall inform rescue service of hazards they may confront, and provide rescue service with access to all permit spaces. (3) To facilitate non-entry rescue, retrieval systems or methods shall be used whenever an authorized entrant enters a permit space, unless the retrieval equipment would increase the overall risk of entry or would not contribute to the rescue of the entrant. (4) If an injured entrant is exposed to a substance for which a Material Safety Data Sheet (MSDS) or other similar written information is required to be kept at the worksite, that MSDS or written information shall be made available to the medical facility treating the exposed entrant. 2016 Response Training Guidelines – Page 331#
Attachment 3, passage 322Response Training Considerations Ventilation Basic Field Application for Confined Space Operations The purpose of this section is to show when and where ventilation is necessary, as well as the various types of ventilation used. General Requirements Any time an area is known to be contaminated with dust or fumes (toxic or not), a ventilation system shall be installed. A respiratory protection program shall be established wherever it is necessary to use respiratory protection equipment. (See Personal Protective Equipment) Examples of hazards to look for in the work area include: dust hazards from abrasive blasting blast cleaning enclosures organic abrasives which are combustible areas where particulate fibers are present dust hazards in general Ventilation Requirements Testing should be done in the ventilation area before any operation takes place in an area where oxygen concentration is less than 19.5% or the Lower Explosive Limit (LEL) is greater than 10%. Types of Ventilation Systems Open air ventilation Constant air flow systems 2016 Response Training Guidelines – Page 332#
Attachment 3, passage 323Response Training Considerations Exhaust Systems Fans shall be grounded in areas ventilating flammable dusts or fumes. The fan shall be approved for the particular conditions or hazard. 2016 Response Training Guidelines – Page 333#
Attachment 3, passage 324Response Training Considerations Bloodborne Diseases 29 CFR 1910.1030 The purpose of this section is to serve as a guide to help protect employees from exposure to blood or infectious materials in the work place. It will help employers and supervisors provide written programs and policies that will help ensure work place safety when there is a possibility of exposure to body fluids. Also, it serves as a training guideline for employees and promotes awareness of bloodborne dangers in the work place. (a) Scope and Application This section applies to all occupational exposure to blood or other potentially infectious materials. This section outlines those measures that can be taken to prevent or minimized exposure to bloodborne pathogens through proper planning. It also provides guidelines for the proper cleanup and disposal of those materials, including bodily fluids, which may cause disease. (b) Definitions “Assistant Secretary” means the Assistant Secretary of Labor for Occupational Safety and Health, or designated representative. “Blood” means human blood, human blood components, and products made from human blood. “Bloodborne Pathogens” means pathogenic microorganisms that are present in human blood and can cause disease in humans. These pathogens include, but are not limited to, hepatitis B virus (HBV) and human immunodeficiency virus (HIV). “Clinical Laboratory” means a workplace where diagnostic or other screening procedures are performed on blood or other potentially infectious materials. “Contaminated” means the presence or the reasonably anticipated presence of blood or other potentially infectious materials on an item or surface. “Contaminated Laundry” means laundry which has been soiled with blood or other potentially infectious materials or may contain sharps. “Contaminated Sharps” means any contaminated object that can penetrate the skin including, but not limited to, needles, scalpels, broken glass, broken capillary tubes, and exposed ends of dental wires. “Decontamination” means the use of physical or chemical means to remove, inactivate, or destroy bloodborne pathogens on a surface or item to the point where they are no longer capable of transmitting infectious particles and the surface or item is rendered safe for handling, use, or disposal. 2016 Response Training Guidelines – Page 334#
Attachment 3, passage 325Response Training Considerations “Director” means the Director of the National Institute for Occupational Safety and Health, U.S. Department of Health and Human Services, or designated representative. “Engineering Controls” means controls (e.g., sharps disposal containers, self- sheathing needles) that isolate or remove the bloodborne pathogens hazard from the workplace. “Exposure Incident” means a specific eye, mouth, other mucous membrane, non- intact skin, or parenteral contact with blood or other potentially infectious materials that results from the performance of an employee’s duties. “Handwashing Facilities” means a facility providing an adequate supply of running potable water, soap and single use towels or hot air drying machines. “Licensed Healthcare Professional” is a person whose legally permitted scope of practice allows him or her to independently perform the activities required by paragraph (f) Hepatitis B Vaccination and Post-exposure Evaluation and Follow-up. “HBV” means hepatitis B virus. “HIV” means human immunodeficiency virus. “Occupational Exposure” means reasonably anticipated skin, eye, mucous membrane, or parenteral contact with blood or other potentially infectious materials that may result from the performance of an employee’s duties. “Other Potentially Infectious Materials” means (1) The following human body fluids: semen, vaginal secretions, cerebrospinal fluid, synovial fluid, pleural fluid, pericardial fluid, peritoneal fluid, amniotic fluid, saliva in dental procedures, any body fluid that is visibly contaminated with blood, and all body fluids in situations where it is difficult or impossible to differentiate between body fluids; (2) Any unfixed tissue or organ (other than intact skin) from a human (living or dead); and (3) HIV-containing cell or tissue cultures, organ cultures, and HIV- or HBV-containing culture medium or other solutions; and blood, organs, or other tissues from experimental animals infected with HIV or HBV. “Parenteral” means piercing mucous membranes or the skin barrier through such events as needlesticks, human bites, cuts, and abrasions. “Personal Protective Equipment” is specialized clothing or equipment worn by an employee for protection against a hazard. General work clothes (e.g., uniforms, pants, shirts or blouses) not intended to function as protection against a hazard are not considered to be personal protective equipment. “Production Facility” means a facility engaged in industrial-scale, large-volume or high concentration production of HIV or HBV. “Regulated Waste” means liquid or semi-liquid blood or other potentially infectious materials; contaminated items that would release blood or other potentially infectious materials in a liquid or semi-liquid state if compressed; items that are caked with dried blood or other potentially infectious materials and are capable of releasing these materials during handling; contaminated sharps; and pathological and microbiological wastes containing blood or other potentially infectious materials. “Research Laboratory” means a laboratory producing or using research-laboratory- scale amounts of HIV or HBV. Research laboratories may produce high concentrations of HIV or HBV but not in the volume found in production facilities. 2016 Response Training Guidelines – Page 335#
Attachment 3, passage 326Response Training Considerations “Source Individual” means any individual, living or dead, whose blood or other potentially infectious materials may be a source of occupational exposure to the employee. Examples include, but are not limited to, hospital and clinic patients; clients in institutions for the developmentally disabled; trauma victims; clients of drug and alcohol treatment facilities; residents of hospices and nursing homes; human remains; and individuals who donate or sell blood or blood components. “Sterilize” means the use of a physical or chemical procedure to destroy all microbial life including highly resistant bacterial endospores. “Universal Precautions” is an approach to infection control. According to the concept of Universal Precautions, all human blood and certain human body fluids are treated as if known to be infectious for HIV, HBV, and other bloodborne pathogens. “Work Practice Controls” means controls that reduce the likelihood of exposure by altering the manner in which a task is performed (e.g., prohibiting recapping of needles by a two-handed technique). (c) Exposure Control (1) Each employer having an employee(s) with occupational exposure shall establish a written Exposure Control Plan designed to eliminate or minimize employee exposure, which includes the exposure determination, the schedule and method of implementation of the plan, and the procedure for the evaluation of circumstances. Each employer shall ensure that a copy of the Exposure Control Plan is accessible to employees in accordance with 29 CFR 1910.1020(e) and that the plan will be reviewed and updates at least annually. (2) Each employer who has an employee(s) with occupational exposure shall prepare an exposure determination. This exposure determination shall be made without regard to the use of personal protective equipment. (d) Methods of Compliance (1) Universal precautions shall be observed to prevent contact with blood or other potentially infectious materials. Under circumstances in which differentiation between body fluid types is difficult or impossible, all body fluids shall be considered potentially infectious materials. (2) Engineering and work practice controls shall be used to eliminate or minimize employee exposure, engineering controls shall be examined and maintained, employers shall provide handwashing facilities which are readily accessible to employees or provide either an appropriate antiseptic hand cleanser in conjunction with clean cloth/paper towels or antiseptic towelettes, and ensure that employees wash their hands any other skin with soap and water immediately. 2016 Response Training Guidelines – Page 336#
Attachment 3, passage 327Response Training Considerations - Contaminated needles and other contaminated sharps shall not be bent, recapped, or removed. - Shearing or breaking of contaminated needles is prohibited. - Immediately or as soon as possible after use, contaminated reusable sharps shall be placed in appropriate containers until properly reprocessed. - Eating, drinking, smoking, applying cosmetics or lip balm, and handling contact lenses are prohibited in work areas where there is a reasonable likelihood of occupational exposure. - Food and drink shall not be kept in refrigerators, freezers, shelves, cabinets or on countertops or benchtops where blood or other potentially infectious materials are present. - All procedures involving blood or other potentially infectious materials shall be performed in such a manner as to minimize splashing, spraying, spattering, and generation of droplets of these substances. - Mouth pipetting/suctioning of blood or other potentially infectious materials is prohibited. - Specimens of blood or other potentially infectious materials shall be placed in a container which prevents leakage during collection, handling, processing, storage, transport, or shipping. - Equipment which may become contaminated with blood or other potentially infectious materials shall be examined prior to servicing or shipping and shall be decontaminated as necessary, unless the employer can demonstrate that decontamination of such equipment or portions of such equipment is not feasible. (3) When there is occupational exposure, the employer shall provide, at no cost to the employee, and ensure employee uses appropriate personal protective equipment such as, but not limited to, gloves, gowns, laboratory coats, face shields or masks and eye protection, and mouthpieces, resuscitation bags, pocket masks, or other ventilation devices. (4) Employers shall ensure that the worksite is maintained in a clean and sanitary condition. The employer shall determine and implement an appropriate written schedule for cleaning and method of decontamination based upon the location within the facility, type of surface to be cleaned, type of soil present, and tasks or procedures being performed in the area. (e) HIV and HBV Research Laboratories and Production Facilities 2016 Response Training Guidelines – Page 337#
Attachment 3, passage 328Response Training Considerations (1) This paragraph applies to research laboratories and production facilities engaged in the culture, production, concentration, experimentation, and manipulation of HIV and HBV. It does not apply to clinical or diagnostic laboratories engaged solely in the analysis of blood, tissues, or organs. These requirements apply in addition to the other requirements of the standard. (2) Research laboratories and production facilities shall meet a specified criteria, including but not limited to, incinerating or decontaminating all regulated waste, keeping lab doors closed when working with HIV or HBV, placing all contaminated materials in a durable, leakproof, labeled or color-coded container, limiting to authorized persons, posting hazard warning signs, conducting activities in biological safety cabinets that involve potentially infectious materials, and wearing appropriate protective clothing. Certified biological safety cabinets (Class I, II, or III) or other appropriate combinations of personal protection or physical containment devices shall be used for all activities with other potentially infectious materials. (3) HIV and HBV research laboratories shall meet the specified criteria, including each laboratory shall contain a facility for hand washing and an eye wash facility which is readily available within the work area, and an autoclave for decontamination of regulated waste shall be available. (4) HIV and HBV production facilities shall meet the specified criteria, including work areas shall be separated from areas that are open to unrestricted traffic flow within the building, work area shall be water resistant, sink for hand washing shall be provided, access doors shall be self- closing, an autoclave shall be available within or near work area, and a ducted exhaust-air ventilation system shall be provided. (f) Hepatitis B Vaccination and Post-exposure Evaluation and Follow-up (1) The employer shall make available the hepatitis B vaccine and vaccination series to all employees who have occupational exposure, and post-exposure evaluation and follow-up to all employees who have had an exposure incident and shall ensure that all medical evaluations and procedures including the hepatitis B vaccine and vaccination series and post-exposure evaluation and follow-up, including prophylaxis, are made available and conducted at no cost to the employee by an accredited laboratory, provided at a reasonable time and place, performed by or under the supervision of a licensed physician or under the supervision of another licensed healthcare professional, and provided according to recommendations of the U.S. Public Health Service current at the time these evaluations. (2) Hepatitis B vaccination shall be made available after the employee has received the training required in and within 10 working days of initial assignment to all employees who have occupational exposure unless the employee has previously received the complete hepatitis B vaccination series, antibody testing has revealed that the employee is immune, or the vaccine is contraindicated for medical reasons. 2016 Response Training Guidelines – Page 338#
Attachment 3, passage 329Response Training Considerations (3) Post-exposure Evaluation and Follow-up. Following a report of an exposure incident, the employer shall make immediately available to the exposed employee a confidential medical evaluation and follow-up, including documentation of the route(s) of exposure, and the circumstances under which the exposure incident occurred, identification and documentation of the source individual, unless the employer can establish that identification is infeasible or prohibited by state or local law; collection and testing of blood for HBV and HIV serological status, post-exposure prophylaxis, when medically indicated, counseling, and an evaluation of reported illnesses. (4) The employer shall ensure that the healthcare professional responsible for the employee’s Hepatitis B vaccination is provided a copy of this regulation and ensure that the healthcare professional evaluating an employee after an exposure incident is provided with a copy of this regulation, a description of the exposed employee’s duties as they relate to the exposure incident, documentation of the route(s) of exposure and circumstances under which exposure occurred, results of the source individual’s blood testing, if available, and all medical records relevant to the appropriate treatment of the employee including vaccination status which are the employer’s responsibility to maintain. (5) The employer shall obtain and provide the employee with a copy of the evaluating healthcare professional’s written opinion within 15 days of the completion of the evaluation. (6) Medical records required by this standard shall be maintained. (g) Communication of Hazards to Employees (1) Warning labels shall be affixed to containers of regulated waste, refrigerators and freezers containing blood or other potentially infectious material; and other containers used to store, transport or ship blood or other potentially infectious materials. Labels required by this section shall include a legend, shall be fluorescent orange or orange- red or predominantly so, with lettering and symbols in a contrasting color, shall be affixed as close as feasible to the container by string, wire, adhesive, or other method that prevents their loss or unintentional removal. (2) Employers shall ensure that all employees with occupational exposure participate in a training program which must be provided at no cost to the employee and during working hours. (h) Recordkeeping (1) The employer shall establish and maintain an accurate record for each employee with occupational exposure, in accordance with 29 CFR 1910.1020, including employee name and social security number, a copy of the hepatitis B vaccination status, a copy of all results of examinations, medical testing, and follow-up procedures, a copy of the healthcare professionals written opinion, and a copy of information provided to the 2016 Response Training Guidelines – Page 339#
Attachment 3, passage 330Response Training Considerations healthcare professional. The employer shall ensure that employee medical records kept confidential, and not disclosed or reported without the employee’s express written consent to any person within or outside the workplace except as required by this section or as may be required by law. (2) Training records shall include the following information: the dates of the training sessions; the contents or a summary of the training sessions; the names and qualifications of persons conducting the training; and the names and job titles of all persons attending the training sessions. Records shall be maintained for 3 years from the date on which the training occurred. (3) The employer shall ensure that all records required to be maintained by this section shall be made available upon request to the Assistant Secretary and the Director, employees, to employee representatives, to the Director, and to the Assistant Secretary, and the subject employee for examination and copying. (4) The employer shall comply with the requirements involving transfer of records set forth in 29 CFR 1910.1020(h). If the employer ceases to do business and there is no successor employer to receive and retain the records for the prescribed period, the employer shall notify the Director, at least three months prior to their disposal and transmit them to the Director, if required by the Director to do so, within that three month period. (i) Effective Dates (1) The standard shall become effective on March 6, 1992. (2) The Exposure Control Plan shall be completed on or before May 5, 1992. (3) Information and Training and Recordkeeping shall take effect on or before June 4, 1992. (4) Engineering and Work Practice Controls, Personal Protective Equipment, Housekeeping, HIV and HBV Research Laboratories and Production Facilities, Hepatitis B Vaccination and Post-Exposure Evaluation and Follow-up, and Labels and Signs, shall take effect July 6, 1992. 2016 Response Training Guidelines – Page 340#
Attachment 3, passage 331Response Training Considerations Lockout / Tagout 29 CFR 1910.147 (a) Scope, application and purpose This standard covers the servicing and maintenance of machines and equipment in which the “unexpected” energization or start up of the machines or equipment, or release of stored energy could cause injury to employees. This standard establishes minimum performance requirements for the control of such hazardous energy. This standard applies to the control of energy during servicing and/or maintenance of machines and equipment. This section requires employers to establish a program and utilize procedures for affixing appropriate lockout devices or tagout devices to energy isolating devices, and to otherwise disable machines or equipment to prevent unexpected energization, start up or release of stored energy in order to prevent injury to employees. (b) Definitions applicable to this section “Affected employee.” An employee whose job requires him/her to operate or use a machine or equipment on which servicing or maintenance is being performed under lockout or tagout, or whose job requires him/her to work in an area in which such servicing or maintenance is being performed. “Authorized employee.” A person who locks out or tags out machines or equipment in order to perform servicing or maintenance on that machine or equipment. An affected employee becomes an authorized employee when that employee’s duties include performing servicing or maintenance covered under this section. “Capable of being locked out.” An energy isolating device is capable of being locked out if it has a hasp or other means of attachment to which, or through which, a lock can be affixed, or it has a locking mechanism built into it. Other energy isolating devices are capable of being locked out, if lockout can be achieved without the need to dismantle, rebuild, or replace the energy isolating device or permanently alter its energy control capability. “Energized.” Connected to an energy source or containing residual or stored energy. “Energy isolating device.” A mechanical device that physically prevents the transmission or release or energy, including but not limited to the following: A manually operated electrical circuit breaker, a disconnect switch, a manually operated switch by which the conductors of a circuit can be disconnected from all ungrounded supply conductors and, in addition, no pole can be operated independently; a line valve; a block; and any similar device used to block or isolate energy. Push buttons, selector switches and other control circuit type devices are not energy isolating devices. “Energy source.” Any source of electrical, mechanical, hydraulic, pneumatic, chemical, thermal, or other energy. 2016 Response Training Guidelines – Page 341#
Attachment 3, passage 332Response Training Considerations “Hot tap.” A procedure used in the repair maintenance and services activities which involves welding on a piece of equipment (pipelines, vessels or tanks) under pressure, in order to install connections or appurtenances. It is commonly used to replace or add sections of pipeline without the interruption of service for air, gas, water, steam, and petrochemical distribution systems. “Lockout.” The placement of a lockout device on an energy isolating device, in accordance with an established procedure, ensuring that the energy isolating device and the equipment being controlled cannot be operated until the lockout device is removed. “Lockout device.” A device that utilizes a positive means such as a lock, either key or combination type, to hold an energy isolating device in the safe position and prevent the energizing of a machine or equipment. Included are blank flanges and bolted slip blinds. “Normal production operations.” The utilization of a machine or equipment to perform its intended production function. “Servicing and/or maintenance.” Workplace activities such as constructing, installing, setting up, adjusting, inspecting, modifying, and maintaining and/or servicing machines or equipment. These activities include lubrication, cleaning or un-jamming of machines or equipment and making adjustments or tool changes, where the employee may be exposed to the unexpected energization or start-up of the equipment or release of hazardous energy. “Setting up.” Any work performed to prepare a machine or equipment to perform its normal production operation. “Tagout.” The placement of a tagout device on an energy isolating device, in accordance with an established procedure, to indicate that the energy isolating device and the equipment being controlled may not be operated until the tagout device is removed. “Tagout device.” A prominent warning device, such as a tag and a means of attachment, which can be securely fastened to an energy isolating device in accordance with an established procedure, to indicate that the energy isolating device and the equipment being controlled may not be operated until the tagout device is removed. (c) General Requirements (1) The employer shall establish a program consisting of energy control procedures, employee training and to periodic inspections to ensure that before any employee performs any servicing or maintenance on a machine or equipment where the unexpected energizing, start-up or release of stored energy could occur and cause injury, the machine or equipment shall be isolated from the energy source and rendered inoperative. (2) If an energy isolating device is not capable of being locked out, the employer’s energy control program under paragraph shall utilize a tagout system, unless the employer 2016 Response Training Guidelines – Page 342#
Attachment 3, passage 333Response Training Considerations can demonstrate that the utilization of a tagout system will provide full employee protection. After January 2, 1990, whenever replacement or major repair of a machine or equipment is performed, and whenever new machines or equipment are installed, energy isolating devices for such machine or equipment shall be designed to accept a lockout device. (3) When a tagout device is used on an energy isolating device which is capable of being locked out, the tagout device shall be attached at the same location that the lockout device would have been attached, and the employer shall demonstrate that the tagout program will provide a level of safety equivalent to that obtained by using a lockout program and demonstrate full compliance with all tagout-related provisions (4) Procedures shall be developed, documented and utilized for the control of potentially hazardous energy when employees are engaged in the activities covered by this section. The procedures shall clearly and specifically outline the scope, purpose, authorization, rules, and techniques to be utilized for the control of hazardous energy, and the means to enforce compliance. (5) Locks, tags, chains, wedges, key blocks, adapter pins, self-locking fasteners, or other hardware shall be provided by the employer for isolating, securing or blocking of machines or equipment from energy sources. Lockout devices and tagout devices shall be singularly identified; shall be the only device(s) used for controlling energy; shall not be used for other purposes; and shall meet the specific requirements of durability, standardization, substantialness, and identifiability. (6) The employer shall conduct a periodic inspection of the energy control procedure at least annually to ensure that the procedure and the requirements of this standard are being followed. (7) The employer shall provide training to ensure that the purpose and function of the energy control program are understood by employees and that the knowledge and skills required for the safe application, usage, and removal of the energy controls are acquired by employees. The training shall include authorized employees receiving training in the recognition of applicable hazardous energy sources, the type and magnitude of the energy available in the workplace, and the methods and means necessary for energy isolation and control, affected employees being instructed in the purpose and use of the energy control procedure, employees being instructed about the procedure, and about the prohibition relating to attempts to restart or reenergize machines or equipment which are locked out or tagged out, and limitations of tags. The employer shall certify that employee training has been accomplished and is being kept up to date. The certification shall contain each employee’s name and dates of training. (8) Lockout or tagout shall be performed only by the authorized employees who are performing the servicing or maintenance. (9) Affected employees shall be notified by the employer or authorized employee of the application and removal of lockout devices or tagout devices. Notification shall be given before the controls are applied, and after they are removed from the machine or equipment. 2016 Response Training Guidelines – Page 343#
Attachment 3, passage 334Response Training Considerations (d) Application of control The established procedures for the application of energy control (the lockout or tagout procedures) shall cover the following elements and actions and shall be done in the following sequence: (1) Preparation for shutdown - Before an authorized or affected employee turns off a machine or equipment, the authorized employee shall have knowledge of the type and magnitude of the energy, the hazards of the energy to be controlled, and the method or means to control the energy. (2) Machine or equipment shutdown- The machine or equipment shall be turned off or shut down using the procedures established for the machine or equipment. An orderly shutdown must be utilized to avoid any additional or increased hazard(s) to employees as a result of the equipment stoppage. (3) Machine or equipment isolation - All energy isolating devices that are needed to control the energy to the machine or equipment shall be physically located and operated in such a manner as to isolate the machine or equipment from the energy source(s). (4) Lockout or tagout device application - (1) Lockout or tagout devices shall be affixed to each energy isolating device by authorized employees. (2) Lockout devices, where used, shall be affixed in a manner to that will hold the energy isolating devices in a “safe” or “off” position. (3) Tagout devices, where used, shall be affixed in such a manner as will clearly indicate that the operation or movement of energy isolating devices from the “safe” or “off” position is prohibited. (5) Stored energy - (1) Following the application of logout or tagout devices to energy isolating devices, all potentially hazardous stored or residual energy shall be relieved, disconnected, restrained, and otherwise rendered safe. (2) If there is a possibility of reaccumulation of stored energy to a hazardous level, verification of isolation shall be continued until the servicing or maintenance is completed, or until the possibility of such accumulation no longer exists. (6) Verification of isolation - Prior to starting work on machines or equipment that have been locked out or tagged out, the authorized employee shall verify that isolation and deenergization of the machine or equipment have been accomplished. (e) Release from lockout or tagout Before lockout or tagout devices are removed and energy is restored to the machine or equipment, procedures shall be followed and actions taken by the authorized employee(s) to ensure the following: 2016 Response Training Guidelines – Page 344#
Attachment 3, passage 335Response Training Considerations (1) The work area shall be inspected to ensure that nonessential items have been removed and to ensure that machine or equipment components are operationally intact. (2) The work area shall be checked to ensure that all employees have been safely positioned or removed. Before and after lockout or tagout devices are removed and before machines or equipment are energized, affected employees shall be notified that the lockout or tagout devices have been removed. (3) Each lockout or tagout device shall be removed from each energy isolating device by the employee who applied the device. When the authorized employee who applied the lockout or tagout device is not available to remove it, that device may be removed under the direction of the employer, provided that specific procedures and training for such removal have been developed, documented and incorporated into the employer’s energy control program. The employer shall demonstrate that the specific procedure shall include verification by the employer that the authorized employee who applied the device is not at the facility, making all reasonable efforts to contact the authorized employee to inform him/her that his/her lockout or tagout device has been removed; and ensuring that the authorized employee has this knowledge before he/she resumes work at that facility. (f) Additional requirements (1) In situations in which lockout or tagout devices must be temporarily removed from the energy isolating device and the machine or equipment energized to test or position the machine, equipment or component thereof, in the following sequence of actions: (1) Clear the machine or equipment of tools and materials; (2) Remove employees from the machine or equipment area; (3) Remove the lockout or tagout devices; of this section; (4) Energize and proceed with testing or positioning; (5) Deenergize all systems and reapply energy control measures to continue the servicing and/or maintenance. (2) Whenever outside servicing personnel are to be engaged in activities covered by the scope and application of this standard, the on-site employer and the outside employer shall inform each other of their respective lockout or tagout procedures and shall ensure that his/her employees understand and comply with the restrictions and prohibitions of the outside employer’s energy control program. (3) When servicing and/or maintenance is performed by a crew, craft, department or other group, they shall utilize a procedure which affords the employees a level of protection equivalent to that provided by the implementation of a personal lockout or tagout device. (4) Specific procedures shall be utilized during shift or personnel changes to ensure the continuity of lockout or tagout protection, including provision for the orderly transfer of lockout or tagout device protection between off-going and oncoming employees, to 2016 Response Training Guidelines – Page 345#
Attachment 3, passage 336Response Training Considerations minimize exposure to hazards from the unexpected energization or start-up of the machine or equipment, or the release of stored energy. 2016 Response Training Guidelines – Page 346#
Attachment 3, passage 337Response Training Considerations Hazard Communication Standard Worker Right to Know (WRK) 29 CFR 1910.1200 (a) Purpose The purpose of this section is to ensure that the hazards of all chemicals produced or imported are evaluated, and that information concerning their hazards is transmitted to employers and employees. This transmittal of information is to be accomplished by means of comprehensive hazard communication programs, which are to include container labeling and other forms of warning, material safety data sheets and employee training. (b) Scope and application This section requires chemical manufacturers or importers to assess the hazards of chemicals which they produce or import, and all employers to provide information to their employees about the hazardous chemicals to which they are exposed, by means of a hazard communication program, labels and other forms of warning, material safety data sheets, and information and training. In addition, this section requires distributors to transmit the required information to employers. This section applies to any chemical which is known to be present in the workplace in such a manner that employees may be exposed under normal conditions of use or in a foreseeable emergency, to laboratories with certain exceptions, and to work operations where employees only handle chemicals in sealed containers. (c) Definitions “Article” means a manufactured item other than a fluid or particle: (i) which is formed to a specific shape or design during manufacture; (ii) which has end use function(s) dependent in whole or in part upon its shape or design during end use; and (iii) which under normal conditions of use does not release more than very small quantities, e.g., minute or trace amounts of a hazardous chemical (as determined under paragraph (d) of this section), and does not pose a physical hazard or health risk to employees. “Assistant Secretary” means the Assistant Secretary of Labor for Occupational Safety and Health, U.S. Department of Labor, or designee. “Chemical” means any element, chemical compound or mixture of elements and/or compounds. “Chemical manufacturer” means an employer with a workplace where chemical(s) are produced for use or distribution. “Chemical name” means the scientific designation of a chemical in accordance with the nomenclature system developed by the International Union of Pure and Applied Chemistry (IUPAC) or the Chemical Abstracts Service (CAS) rules of nomenclature, or a 2016 Response Training Guidelines – Page 347#
Attachment 3, passage 338Response Training Considerations name which will clearly identify the chemical for the purpose of conducting a hazard evaluation. “Combustible liquid” means any liquid having a flashpoint at or above 100 deg. F (37.8 deg. C), but below 200 deg. F (93.3 deg. C), except any mixture having components with flashpoints of 200 deg. F (93.3 deg. C), or higher, the total volume of which make up 99 percent or more of the total volume of the mixture. “Commercial account” means an arrangement whereby a retail distributor sells hazardous chemicals to an employer, generally in large quantities over time and/or at costs that are below the regular retail price. “Common name” means any designation or identification such as code name, code number, trade name, brand name or generic name used to identify a chemical other than by its chemical name. “Compressed gas” means: (i) A gas or mixture of gases having, in a container, an absolute pressure exceeding 40 psi at 70 deg. F (21.1 deg. C); or (ii) A gas or mixture of gases having, in a container, an absolute pressure exceeding 104 psi at 130 deg. F (54.4 deg. C) regardless of the pressure at 70 deg. F (21.1 deg.C); or (iii) A liquid having a vapor pressure exceeding 40 psi at 100 deg. F (37.8 deg. C) as determined by ASTM D- 323-72. “Container” means any bag, barrel, bottle, box, can, cylinder, drum, reaction vessel, storage tank, or the like that contains a hazardous chemical. For purposes of this section, pipes or piping systems, and engines, fuel tanks, or other operating systems in a vehicle, are not considered to be containers. “Designated representative” means any individual or organization to whom an employee gives written authorization to exercise such employee’s rights under this section. A recognized or certified collective bargaining agent shall be treated automatically as a designated representative without regard to written employee authorization. “Director” means the Director, National Institute for Occupational Safety and Health, U.S. Department of Health and Human Services, or designee. “Distributor” means a business, other than a chemical manufacturer or importer, which supplies hazardous chemicals to other distributors or to employers. “Employee” means a worker who may be exposed to hazardous chemicals under normal operating conditions or in foreseeable emergencies. Workers such as office workers or bank tellers who encounter hazardous chemicals only in non-routine, isolated instances are not covered. “Employer” means a person engaged in a business where chemicals are either used, distributed, or are produced for use or distribution, including a contractor or subcontractor. “Explosive” means a chemical that causes a sudden, almost instantaneous release of pressure, gas, and heat when subjected to sudden shock, pressure, or high temperature. “Exposure or exposed” means that an employee is subjected in the course of employment to a chemical that is a physical or health hazard, and includes potential (e.g. accidental or possible) exposure. “Subjected” in terms of health hazards includes any route of entry (e.g. inhalation, ingestion, skin contact or absorption.) “Flammable” means a chemical that falls into one of the following categories: 2016 Response Training Guidelines – Page 348#
Attachment 3, passage 339Response Training Considerations (c) Definitions (cont) (i) “Aerosol, flammable” means an aerosol that, when tested by the method described in 16 CFR 1500.45, yields a flame projection exceeding 18 inches at full valve opening, or a flashback (a flame extending back to the valve) at any degree of valve opening; (ii) “Gas, flammable” means: (A) A gas that, at ambient temperature and pressure, forms a flammable mixture with air at a concentration of thirteen (13) percent by volume or less; or (B) A gas that, at ambient temperature and pressure, forms a range of flammable mixtures with air wider than twelve (12) percent by volume, regardless of the lower limit; (iii) “Liquid, flammable” means any liquid having a flashpoint below 100 deg. F (37.8 deg. C), except any mixture having components with flashpoints of 100 deg. F (37.8 deg. C) or higher, the total of which make up 99 percent or more of the total volume of the mixture. (iv) “Solid, flammable” means a solid, other than a blasting agent or explosive as defined in 1910.109(a), that is liable to cause fire through friction, absorption of moisture, spontaneous chemical change, or retained heat from manufacturing or processing, or which can be ignited readily and when ignited burns so vigorously and persistently as to create a serious hazard. A chemical shall be considered to be a flammable solid if, when tested by the method described in 16 CFR 1500.44, it ignites and burns with a self-sustained flame at a rate greater than one-tenth of an inch per second along its major axis. “Flashpoint” means the minimum temperature at which a liquid gives off a vapor in sufficient concentration to ignite when tested as follows: (i) Tagliabue Closed Tester (See American National Standard Method of Test for Flash Point by Tag Closed Tester, Z11.24-1979 (ASTM D 56-79)) for liquids with a viscosity of less than 45 Saybolt Universal Seconds (SUS) at 100 deg. F (37.8 deg. C), that do not contain suspended solids and do not have a tendency to form a surface film under test; or (ii) Pensky- Martens Closed Tester (see American National Standard Method of Test for Flash Point by Pensky-Martens Closed Tester, Z11.7-1979 (ASTM D 93-79)) for liquids with a viscosity equal to or greater than 45 SUS at 100 deg. F (37.8 deg. C), or that contain suspended solids, or that have a tendency to form a surface film under test; or (iii) Setaflash Closed Tester (see American National Standard Method of Test for Flash Point by Setaflash Closed Tester (ASTM D 3278-78)). Organic peroxides, which undergo auto- accelerating thermal decomposition, are excluded from any of the flashpoint determination methods specified above. “Foreseeable emergency” means any potential occurrence such as, but not limited to, equipment failure, rupture of containers, or failure of control equipment which could result in an uncontrolled release of a hazardous chemical into the workplace. “Hazardous chemical” means any chemical which is a physical hazard or a health hazard. “Hazard warning” means any words, pictures, symbols, or combination thereof appearing on a label or other appropriate form of warning which convey the specific physical and health hazard(s), including target organ effects, of the chemical(s) in the container(s). 2016 Response Training Guidelines – Page 349#
Attachment 3, passage 340Response Training Considerations (See the definitions for “physical hazard” and “health hazard” to determine the hazards which must be covered.) (c) Definitions (cont) “Health hazard” means a chemical for which there is statistically significant evidence based on at least one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposed employees. The term “health hazard” includes chemicals which are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants, corrosives, sensitizers, hepatotoxins, nephrotoxins, neurotoxins, agents which act on the hematopoietic system, and agents which damage the lungs, skin, eyes, or mucous membranes. Appendix A provides further definitions and explanations of the scope of health hazards covered by this section, and Appendix B describes the criteria to be used to determine whether or not a chemical is to be considered hazardous for purposes of this standard. “Identity” means any chemical or common name which is indicated on the material safety data sheet (MSDS) for the chemical. The identity used shall permit cross-references to be made among the required list of hazardous chemicals, the label and the MSDS. “Immediate use” means that the hazardous chemical will be under the control of and used only by the person who transfers it from a labeled container and only within the work shift in which it is transferred. ”Importer” means the first business with employees within the Customs Territory of the United States which receives hazardous chemicals produced in other countries for the purpose of supplying them to distributors or employers within the United States. “Label” means any written, printed, or graphic material displayed on or affixed to containers of hazardous chemicals. “Material safety data sheet (MSDS)” means written or printed material concerning a hazardous chemical which is prepared in accordance with paragraph (g) of this section. “Mixture” means any combination of two or more chemicals if the combination is not, in whole or in part, the result of a chemical reaction. “Organic peroxide” means an organic compound that contains the bivalent -O-O-structure and which may be considered to be a structural derivative of hydrogen peroxide where one or both of the hydrogen atoms has been replaced by an organic radical. “Oxidizer” means a chemical other than a blasting agent or explosive as defined in 1910.109(a), that initiates or promotes combustion in other materials, thereby causing fire either of itself or through the release of oxygen or other gases. “Physical hazard” means a chemical for which there is scientifically valid evidence that it is a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer, pyrophoric, unstable (reactive) or water-reactive. “Produce” means to manufacture, process, formulate, blend, extract, generate, emit, or repackage. “Pyrophoric” means a chemical that will ignite spontaneously in air at a temperature of 130 deg. F (54.4 deg. C) or below. “Responsible party” means someone who can provide additional information on the hazardous chemical and appropriate emergency procedures, if necessary. 2016 Response Training Guidelines – Page 350#
Attachment 3, passage 341Response Training Considerations “Specific chemical identity” means the chemical name, Chemical Abstracts Service (CAS) Registry Number, or any other information that reveals the precise chemical designation of the substance. (c) Definitions (cont) “Trade secret” means any confidential formula, pattern, process, device, information or compilation of information that is used in an employer’s business, and that gives the employer an opportunity to obtain an advantage over competitors who do not know or use it. Appendix D sets out the criteria to be used in evaluating trade secrets. “Unstable (reactive)” means a chemical which in the pure state, or as produced or transported, will vigorously polymerize, decompose, condense, or will become self- reactive under conditions of shocks, pressure or temperature. “Use” means to package, handle, react, emit, extract, generate as a by-product, or transfer. “Water-reactive” means a chemical that reacts with water to release a gas that is either flammable or presents a health hazard. “Work area” means a room or defined space in a workplace where hazardous chemicals are produced or used, and where employees are present. “Workplace” means an establishment, job site, or project, at one geographical location containing one or more work areas. (d) Hazard determination (1) Chemical manufacturers and importers shall evaluate chemicals produced in their workplaces or imported by them to determine if they are hazardous. Employers are not required to evaluate chemicals unless they choose not to rely on the evaluation performed by the chemical manufacturer or importer for the chemical to satisfy this requirement. (2) Chemical manufacturers, importers or employers evaluating chemicals shall identify and consider the available scientific evidence concerning such hazards. For health hazards, evidence which is statistically significant and which is based on at least one positive study conducted in accordance with established scientific principles is considered to be sufficient to establish a hazardous effect if the results of the study meet the definitions of health hazards in this section. (3) The chemical manufacturer, importer or employer evaluating chemicals shall treat the following sources as establishing that the chemicals listed in them are hazardous: (i) 29 CFR part 1910, subpart Z, Toxic and Hazardous Substances, Occupational Safety and Health Administration (OSHA); or, (ii) “Threshold Limit Values for Chemical Substances and Physical Agents in the Work Environment,” American 2016 Response Training Guidelines – Page 351#
Attachment 3, passage 342Response Training Considerations Conference of Governmental Industrial Hygienists (ACGIH) (latest edition). The chemical manufacturer, importer, or employer is still responsible for evaluating the hazards associated with the chemicals in these source lists in accordance with the requirements of this standard. (4) Chemical manufacturers, importers and employers evaluating chemicals shall treat the following sources as establishing that a chemical is a carcinogen or potential carcinogen for hazard communication purposes: (i) National Toxicology Program (NTP), “Annual Report on Carcinogens” (latest edition); (ii) International Agency for Research on Cancer (IARC) “Monographs” (latest editions); or (iii) 29 CFR part 1910, subpart Z, Toxic and Hazardous Substances, Occupational Safety and Health Administration. (5) The chemical manufacturer, importer or employer shall determine the hazards of mixing chemicals. (6) Chemical manufacturers, importers, or employers evaluating chemicals shall describe in writing the procedures they use to determine the hazards of the chemical they evaluate, to be made available, upon request, to employees, their designated representatives, the Assistant Secretary and the Director. (e) Written hazard communication program (1) Employers shall develop, implement, and maintain at each workplace, a written hazard communication program which at least describes how the criteria specified for labels and other forms of warning, material safety data sheets, and employee information and training will be met, including a list of the hazardous chemicals known to be present, and the methods the employer will use to inform employees of the hazards of non-routine tasks and the hazards associated with chemicals contained in unlabeled pipes in their work areas. (2) Employers who produce, use, or store hazardous chemicals at a workplace in such a way that the employees of other employer(s) may be exposed shall additionally ensure that the hazard communication programs developed and implemented include the methods the employer will use to provide the other employer(s) on-site access to material safety data sheets for each hazardous chemical the other employer(s)’ employees may be exposed to while working; the methods the employer will use to inform the other employer(s) of any precautionary measures that need to be taken to protect employees during the workplace’s normal operating conditions and in foreseeable emergencies; and, the methods the employer will use to inform the other employer(s) of the labeling system used in the workplace. (3) The employer may rely on an existing hazard communication program to comply with these requirements. 2016 Response Training Guidelines – Page 352#
Attachment 3, passage 343Response Training Considerations (4) The employer shall make the written hazard communication program available, upon request, to employees, their designated representatives, the Assistant Secretary and the Director, in accordance with the requirements of 29 CFR 1910.1020 (e). (5) Where employees must travel between workplaces during a workshift, the written hazard communication program may be kept at the primary workplace facility. (f) Labels and other forms of warning (1) The chemical manufacturer, importer, or distributor shall ensure that each container of hazardous chemicals leaving the workplace is labeled, tagged or marked with the identity of the hazardous chemical(s), the appropriate hazard warnings, and the name and address of the chemical manufacturer, importer, or other responsible party. (2) For solid metal, solid wood, or plastic items that are not exempted as articles due to their downstream use, or shipments of whole grain, the required label may be transmitted to the customer at the time of the initial shipment, and need not be included with subsequent shipments to the same employer unless the information on the label changes. The label may be transmitted with the initial shipment itself, or with the material safety data sheet that is to be provided prior to or at the time of the first shipment. (3) Chemical manufacturers, importers, or distributors shall ensure that each container of hazardous chemicals leaving the workplace is labeled, tagged, or marked in accordance with this section in a manner which does not conflict with the requirements of the Hazardous Materials Transportation Act (49 U.S.C. 1801 et seq.) and regulations issued under that Act by the Department of Transportation. (4) If the hazardous chemical is regulated by OSHA in a substance-specific health standard, the chemical manufacturer, importer, distributor or employer shall ensure that the labels or other forms of warning used are in accordance with the requirements of that standard. (5) The employer shall ensure that each container of hazardous chemicals in the workplace is labeled, tagged or marked with the following information, expect as otherwise provided: (i) Identity of the hazardous chemical(s) contained therein; and, (ii) Appropriate hazard warnings, or alternatively, words, pictures, symbols, or combination thereof, which provide at least general information regarding the hazards of the chemicals, and which will provide employees with the specific information regarding the physical and health hazards of the hazardous chemical. (6) The employer may use signs, placards, process sheets, batch tickets, operating procedures, or other such written materials in lieu of affixing labels to individual stationary process containers, as long as the alternative method identifies the containers to which it is applicable and conveys the information. 2016 Response Training Guidelines – Page 353#
Attachment 3, passage 344Response Training Considerations (7) The employer is not required to label portable containers into which hazardous chemicals are transferred from labeled containers, and which are intended only for the immediate use of the employee who performs the transfer. (8) The employer shall not remove or deface existing labels on incoming containers of hazardous chemicals, unless the container is immediately marked with the required information. (9) The employer shall ensure that labels or other forms of warning are legible, in English, and prominently displayed on the container, or readily available in the work area throughout each work shift. (10) The chemical manufacturer, importer, distributor or employer need not affix new labels to comply with this section if existing labels already convey the required information. (11) Chemical manufacturers, importers, distributors, or employers who become newly aware of any significant information regarding the hazards of a chemical shall revise the labels for the chemical within three months of becoming aware of the new information. (g) Material safety data sheets (1) Chemical manufacturers and importers shall obtain or develop a material safety data sheet for each hazardous chemical they produce or import. Employers shall have a material safety data sheet in the workplace for each hazardous chemical which they use. (2) Each material safety data sheet shall be in English, and shall contain the following information: the identity used on the label, and on trade secrets, physical and chemical characteristics of the hazardous chemical, physical hazards of the hazardous chemical, health hazards of the hazardous chemical, the primary route(s) of entry, the OSHA permissible exposure limit, ACGIH Threshold Limit Value, and any other exposure limit used or recommended by the chemical manufacturer, importer, or employer preparing the material safety data sheet, where available, whether the hazardous chemical is listed in the National Toxicology Program (NTP) Annual Report on Carcinogens (latest edition), any generally applicable precautions for safe handling and use, any generally applicable control measures which are known to the chemical manufacturer, importer or employer preparing the material safety data sheet, emergency and first aid procedures, the date of preparation of the material safety data sheet or the last change to it; and, the name, address and telephone number of the chemical manufacturer, importer, employer or other responsible party preparing or distributing the material safety data sheet, who can provide additional information on the hazardous chemical and appropriate emergency procedures, if necessary. 2016 Response Training Guidelines – Page 354#
Attachment 3, passage 345Response Training Considerations (3) If no relevant information is found for any given category on the material safety data sheet, the chemical manufacturer, importer or employer preparing the material safety data sheet shall mark it to indicate that no applicable information was found. (4) Where complex mixtures have similar hazards and contents, the chemical manufacturer, importer or employer may prepare one material safety data sheet to apply to all of these similar mixtures. (5) The chemical manufacturer, importer or employer preparing the material safety data sheet shall ensure that the information recorded accurately reflects the scientific evidence used in making the hazard determination. (6) Chemical manufacturers or importers shall ensure that distributors and employers are provided an appropriate material safety data sheet with their initial shipment, and with the first shipment after a material safety data sheet is updated and either provide material safety data sheets with the shipped containers or send them to the distributor or employer prior to or at the time of the shipment. (7) Distributors shall ensure that material safety data sheets, and updated information, are provided to other distributors and employers with their initial shipment and with the first shipment after a material safety data sheet is updated. The distributor shall either provide material safety data sheets with the shipped containers, or send them to the other distributor or employer prior to or at the time of the shipment; Wholesale distributors shall also provide material safety data sheets to employers or other distributors upon request. (8) The employer shall maintain in the workplace copies of the required material safety data sheets for each hazardous chemical, and shall ensure that they are readily accessible during each work shift to employees when they are in their work area(s). (9) Where employees must travel between workplaces during a workshift, the material safety data sheets may be kept at the primary workplace facility. (10) Material safety data sheets may be kept in any form, including operating procedures, and may be designed to cover groups of hazardous chemicals in a work area where it may be more appropriate to address the hazards of a process rather than individual hazardous chemicals. (11) Material safety data sheets shall also be made readily available, upon request, to designated representatives and to the Assistant Secretary, in accordance with the requirements of 29 CFR 1910.1020(e). The Director shall also be given access to material safety data sheets in the same manner. (h) Employee information and training (1) Employers shall provide employees with effective information and training on hazardous chemicals in their work area at the time of their initial assignment, and whenever a new physical or health hazard the employees have not previously been trained about is introduced into their work area. Information and training may be 2016 Response Training Guidelines – Page 355#
Attachment 3, passage 346Response Training Considerations designed to cover categories of hazards (e.g., flammability, carcinogenicity) or specific chemicals. Chemical-specific information must always be available through labels and material safety data sheets. (2) Employees shall be informed of: the requirements of this section, any operations in their work area where hazardous chemicals are present, and, the location and availability of the written hazard communication program, including the required list(s) of hazardous chemicals, and material safety data sheets required by this section. (3) Employee training shall include: methods and observations that may be used to detect the presence or release of a hazardous chemical in the work area, the physical and health hazards of the chemicals in the work area, the measures employees can take to protect themselves from these hazards, including specific procedures the employer has implemented to protect employees from exposure to hazardous chemicals, and the details of the hazard communication program developed by the employer, including an explanation of the labeling system and the material safety data sheet, and how employees can obtain and use the appropriate hazard information. (i) Trade secrets (1) The chemical manufacturer, importer, or employer may withhold the specific chemical identity, including the chemical name and other specific identification of a hazardous chemical, from the material safety data sheet, provided that the claim that the information withheld is a trade secret can be supported, information contained in the material safety data sheet concerning the properties and effects of the hazardous chemical is disclosed, the material safety data sheet indicates that the specific chemical identity is being withheld as a trade secret, and, the specific chemical identity is made available to health professionals, employees, and designated representatives in accordance with the applicable provisions of this paragraph. (2) Where a treating physician or nurse determines that a medical emergency exists and the specific chemical identity of a hazardous chemical is necessary for emergency or first-aid treatment, the chemical manufacturer, importer, or employer shall immediately disclose the specific chemical identity of a trade secret chemical to that treating physician or nurse, regardless of the existence of a written statement of need or a confidentiality agreement. (3) In non-emergency situations, a chemical manufacturer, importer, or employer shall, upon request, disclose a specific chemical identity, otherwise permitted to be withheld, to a health professional providing medical or other occupational health services to exposed employee(s), and to employees or designated representatives, under specific conditions. (4) The confidentiality agreement may restrict the use of the information to the health purposes indicated in the written statement of need, may provide for appropriate legal 2016 Response Training Guidelines – Page 356#
Attachment 3, passage 347Response Training Considerations remedies in the event of a breach of the agreement, including stipulation of a reasonable pre-estimate of likely damages, and, may not include requirements for the posting of a penalty bond. (5) Nothing in this standard is meant to preclude the parties from pursuing non- contractual remedies to the extent permitted by law. (6) If the health professional, employee, or designated representative receiving the trade secret information decides that there is a need to disclose it to OSHA, the chemical manufacturer, importer, or employer who provided the information shall be informed by the health professional, employee, or designated representative prior to, or at the same time as, such disclosure. (7) If the chemical manufacturer, importer, or employer denies a written request for disclosure of a specific chemical identity, the denial must be provided to the health professional, employee, or designated representative, within thirty days of the request, be in writing, include evidence to support the claim that the specific chemical identity is a trade secret, state the specific reasons why the request is being denied, and, explain in detail how alternative information may satisfy the specific medical or occupational health need without revealing the specific chemical identity. (8) The health professional, employee, or designated representative whose request for information is denied may refer the request and the written denial of the request to OSHA for consideration. (9) When a health professional, employee, or designated representative refers the denial to OSHA, OSHA shall consider the evidence to determine if: the chemical manufacturer, importer, or employer has supported the claim that the specific chemical identity is a trade secret, the health professional, employee, or designated representative has supported the claim that there is a medical or occupational health need for the information, and, the health professional, employee or designated representative has demonstrated adequate means to protect the confidentiality. (10) If OSHA determines that the specific chemical identity requested is not a “bona fide” trade secret, or that it is a trade secret, but the requesting health professional, employee, or designated representative has a legitimate medical or occupational health need for the information, has executed a written confidentiality agreement, and has shown adequate means to protect the confidentiality of the information, the chemical manufacturer, importer, or employer will be subject to citation by OSHA. If the execution of a confidentiality agreement would not provide sufficient protection against the potential harm from the unauthorized disclosure of a trade secret specific chemical identity, the Assistant Secretary may issue such orders or impose such additional limitations upon the disclosure. (11) If a citation for a failure to release specific chemical identity information is contested by the chemical manufacturer, importer, or employer, the matter will be adjudicated before the Occupational Safety and Health Review Commission in accordance with the Act’s enforcement scheme and the applicable Commission rules of procedure. (12) Notwithstanding the existence of a trade secret claim, a chemical manufacturer, importer, or employer shall, upon request, disclose to the Assistant Secretary any 2016 Response Training Guidelines – Page 357#
Attachment 3, passage 348Response Training Considerations information which this section requires the chemical manufacturer, importer, or employer to make available. Where there is a trade secret claim, such claim shall be made no later than at the time the information is provided to the Assistant Secretary so that suitable determinations of trade secret status can be made and the necessary protections can be implemented. (13) Nothing in this paragraph shall be construed as requiring the disclosure under any circumstances of process or percentage of mixture information which is a trade secret. (j) Effective dates Chemical manufacturers, importers, distributors, and employers shall be in compliance with all provisions of this section by March 11, 1994. 2016 Response Training Guidelines – Page 358#
Attachment 3, passage 349Response Training Considerations Joint Commission on Accreditation of Healthcare Organizations Joint Commission on Accreditation of Healthcare Organizations (JCAHO) is the primary standard setting body for the health care industry. The standards published by JCAHO reflect the work of many advisory groups from private, state and federal sectors, representing the expertise in the delivery of healthcare. The standards are a minimum benchmark for healthcare organizations to achieve in order to become accredited by JCAHO. The cornerstone of this process is The Comprehensive Accreditation Manual for Hospitals: The Official Handbook (CAMH). This manual is updated on a quarterly basis to reflect the most current accreditation information and updated standards. The manual is divided into fifteen sections containing 578 individual standards relating to all phases of hospital organization and operations. The sections are: Patient Rights and Organizational Ethics (RI Standards) Assessment of Patients (PE Standards) Care of Patients (TX Standards) Education (PF Standards) Continuum of Care (CC Standards) Improving Organization Performance (PI Standards) Leadership (LD Standards) Management of the Environment of Care (EC Standards) Management of Human Resources (HR Standard) Management of Information (IM Standards) Surveillance, Prevention and Control of Infection (IC Standards) Governance (GO Standards) Management (MA Standards) Medical Staff (MS Standards) Nursing (NR Standards) In addition to the listed sections, the manual illustrates a detail outline of the accreditation process including the general intent of each standard along with the scoring and aggregation rules for each section. This process is extremely important to hospitals as JCAHO accreditation is a requirement in most states for hospital licensure, Medicare/Medicaid funding and insurance payments. The Joint Commission also publishes a manual entitled Guidelines for the Design and Construction of Hospital and Health Care Facilities. This document provides guidelines to providers, designers and construction organizations in the building of health care facilities. For additional information on these publications and/or standards contact: Joint Commission on Accreditation of Healthcare Organizations 2016 Response Training Guidelines – Page 359#
Attachment 3, passage 350Response Training Considerations One Renaissance Boulevard Oakbrook Terrace, IL 60181-9887 2016 Response Training Guidelines – Page 360#
Attachment 3, passage 351Response Training Considerations Process Safety Management of Highly Hazardous Chemicals 29 CFR 1910.119 This section contains requirements for preventing or minimizing the consequences of catastrophic releases of toxic, reactive, flammable, or explosive chemicals. These releases may result in toxic, fire or explosion hazards. (a) Application (b) Definitions “Atmospheric tank” means a storage tank which has been designed to operate at pressures from atmospheric through 0.5 p.s.i.g. (pounds per square inch gauge, 3.45 Kpa). “Boiling point” means the boiling point of a liquid at a pressure of 14.7 pounds per square inch absolute (p.s.i.a.) (760 mm.). For the purposes of this section, where an accurate boiling point is unavailable for the material in question, or for mixtures which do not have a constant boiling point, the 10 percent point of a distillation performed in accordance with the Standard Method of Test for Distillation of Petroleum Products, ASTM D-86-62, which is incorporated by reference as specified in Sec. 1910.6, may be used as the boiling point of the liquid. “Catastrophic release” means a major uncontrolled emission, fire, or explosion, involving one or more highly hazardous chemicals, that presents serious danger to employees in the workplace. “Facility” means the buildings, containers or equipment which contain a process. “Highly hazardous chemical” means a substance possessing toxic, reactive, flammable, or explosive properties and specified by paragraph (a)(1) of this section. “Hot work” means work involving electric or gas welding, cutting, brazing, or similar flame or spark-producing operations. “Normally unoccupied remote facility” means a facility which is operated, maintained or serviced by employees who visit the facility only periodically to check its operation and to perform necessary operating or maintenance tasks. No employees are permanently stationed at the facility. Facilities meeting this definition are not contiguous with, and must be geographically remote from all other buildings, processes or persons. “Process” means any activity involving a highly hazardous chemical including any use, storage, manufacturing, handling, or the on-site movement of such chemicals, or combination of these activities. For purposes of this definition, any group of vessels which are interconnected and separate vessels which are located such that a highly hazardous chemical could be involved in a potential release shall be considered a single process. 2016 Response Training Guidelines – Page 361#
Attachment 3, passage 352Response Training Considerations “Replacement in kind” means a replacement which satisfies the design specification. Trade secret” means any confidential formula, pattern, process, device, information or compilation of information that is used in an employer’s business, and that gives the employer an opportunity to obtain an advantage over competitors who do not know or use it. Appendix D contained in 1910.1200 sets out the criteria to be used in evaluating trade secrets. (c) Employee participation (1) Employers shall develop a written plan of action regarding the implementation of the employee participation required by this paragraph. (2) Employers shall consult with employees and their representatives on the conduct and development of process hazards analyses and on the development of the other elements of process safety management in this standard. (3) Employers shall provide to employees and their representatives access to process hazard analyses and to all other information required to be developed under this standard. (d) Process safety information (d)(1)(i) through (d)(2)(i)(E). The employer shall complete a compilation of written process safety information to enable the employer and the employees involved in operating the process to identify and understand the hazards posed by those processes involving highly hazardous chemicals. (d)(2)(ii) Where the original technical information no longer exists, such information may be developed in conjunction with the process hazard analysis in sufficient detail to support the analysis. (d)(3)(i)(A) through (d)(3)(i)(H) These paragraphs outline the required information regarding the equipment to be used in the applicable processes. (d)(3)(ii) The employer shall document that equipment complies with recognized and generally accepted good engineering practices. (d)(3)(iii) For existing equipment designed and constructed in accordance with codes, standards, or practices that are no longer in general use, the employer shall determine 2016 Response Training Guidelines – Page 362#
Attachment 3, passage 353Response Training Considerations and document that the equipment is designed, maintained, inspected, tested, and operating in a safe manner. (e) Process hazard analysis (e)(1) Process hazard analysis shall be completed according to the following schedule: (i) No less than 25 percent of the initial process hazards analyses shall be completed by May 26, 1994; (ii) No less than 50 percent of the initial process hazards analyses shall be completed by May 26, 1995; (iii) No less than 75 percent of the initial process hazards analyses shall be completed by May 26, 1996; (iv) All initial process hazards analyses shall be completed by May 26, 1997. (v) Process hazards analyses completed after May 26, 1987 which meet the requirements of this paragraph are acceptable as initial process hazards analyses. These process hazard analyses shall be updated and revalidated, based on their completion date, in accordance with paragraph (e)(6) of this standard. (e)(2)(i) through (e)(5) These paragraphs outline the choice of methodologies of the hazards analyses, the items that the analyses must address, who should conduct the analyses, and the requirement to establish a system to address, implement and document the findings/recommendations resulting from the analyses. (e)(6) through (e)(7) At least every five (5) years after the completion of the initial process hazard analysis, the process hazard analysis shall be updated and revalidated. Employers shall retain process hazards analyses and updates or revalidation’s for each process covered by this paragraph for the life of the process. (f)(1)(i)(A) through (f)(1)(iii)(C) These paragraphs cover the requirement to document normal and emergency operating procedures as well as precautions to avoid or minimize physical contact with the process’ chemicals. (f)(1)(iii)(D) & (E) Quality control for raw materials and control of hazardous chemical inventory levels and any special or unique hazards. (f)(1)(iv) Safety systems and their functions. (f)(2) Operating procedures shall be readily accessible to employees who work in or maintain a process. 2016 Response Training Guidelines – Page 363#
Attachment 3, passage 354Response Training Considerations (f)(3) The operating procedures shall be reviewed as often as necessary to assure that they reflect current operating practice. The employer shall certify annually that these operating procedures are current and accurate. (f)(4) The employer shall develop and implement safe work practices to provide for the control of hazards during operations. These safe work practices shall apply to employees and contractor employees. (g)(1)(i) through (g)(3) Outlines the training required of employees and contractors and the documentation required. (h)(1) through (h)(3)(v) These paragraphs are requirements that apply to contractors performing maintenance or repair, turnaround, major renovation, or specialty work on or adjacent to a covered process only. (i)(1) through (i)(2)(iv) The employer shall perform a pre-startup safety review for new facilities and for modified facilities when the modification is significant enough to require a change in the process safety information. These paragraphs discuss the required elements of the pre-startup safety review. (j)(1)(i) through (j)(j)(6)(iii) These paragraphs detail the requirements of the employer to assure and document the continued mechanical integrity of the equipment used in covered processes. (k)(1) through (k)(2) Outline the requirements for Hot Work Permits on covered processes. (l)(1) through (l)(5) These paragraphs outline the management of changes within the covered processes. (m)(1) through (m)(7) These paragraphs outline the requirements and procedures for incident investigation. The employer shall investigate each incident which resulted in, or could reasonably have resulted in a catastrophic release of highly hazardous chemical in the workplace. Incident investigation reports shall be retained for five years. (n) Emergency planning and response. The employer shall establish and implement an emergency action plan for the entire plant in accordance with the provisions of 29 CFR 1910.38(a). In addition, the emergency action plan shall include procedures for handling 2016 Response Training Guidelines – Page 364#
Attachment 3, passage 355Response Training Considerations small releases. Employers covered under this standard may also be subject to the hazardous waste and emergency response provisions contained in 29 CFR 1910.120(a), (p) and (q). (o)(1) through (o)(5) Compliance Audits must be conducted by the employer at least every 3 years. Employers shall retain the two (2) most recent compliance audit reports. (p)(1) through (p)(3) ...Trade secrets...Employers shall make all information necessary to comply with the paragraph available to those persons responsible for compiling the process safety information, those assisting in the development of the process hazard analysis, those responsible for developing the operating, and those involved in incident investigations, emergency planning and response and compliance audits without regard to possible trade secret status of such information. Nothing shall preclude the employer from requiring the persons to whom the information is made to enter into confidentiality agreements not to disclose the information. Employees and their designated representatives shall have access to trade secret information contained within the process hazard analysis and other documents required to be developed by this standard. 2016 Response Training Guidelines – Page 365#
Attachment 3, passage 356Response Training Considerations Issues in Hazardous Materials Incident Recovery/Cleanup The addition of objectives that address tactical considerations for minimizing the recovery/ cleanup process has merit for several reasons. Improved Handling of the Incident The fundamental priorities for all emergency responders who respond to hazardous materials incidents are first, protecting life, second, protecting the environment, and last, protecting property and equipment. Because protection of the environment is second only to the protection of life, the tactical considerations used to handle a hazardous materials emergency must be selected based on the overall effect those tactics will have on the environment. In formulating tactical considerations aimed at minimizing impact to the environment, in many situations the emergency responders are simultaneously improving the recovery potential and minimizing the cleanup that is required. For example, an incident commander or hazardous materials group supervisor may choose to erect a portable sump to catch a leaking flammable liquid. This particular tactical action will: Prevent the spread of the flammable liquid into the environment, thus increasing the level of protection to the environment and minimizing the amount of environmental cleanup required; Reduce the hazards of the incident by allowing pooling of the material, thereby reducing the surface area that can evolve flammable vapors; Facilitate an improved recovery of the product by having a vacuum truck recover the spilled flammable liquid directly from the portable sump; and Allow for recycling of the recovered product, thus reducing the costs to the spiller. The tactical decisions of the incident commanders and hazardous material group supervisors can negatively affect both the environment and the recovery and cleanup process. The failure of an incident commander or hazardous materials group supervisor to make the correct decision is usually the result of lack of experience in alternative methods. It is common for incident commanders and hazardous materials group supervisors to use techniques based on their structural fire-fighting or flammable liquid and gas fire-fighting methods. These generally involves using water or foam, each of which provides a medium for increasing the size of the spill, spreading the spill, and increasing the damage on both the environment and the recovery/cleanup process. Unless terminal objectives are identified, incident commanders and hazardous materials group supervisors will make tactical decisions that negatively affect both the environment and the recovery and cleanup process. Instructional materials used to increase the skills of incident commanders and hazardous materials group supervisors should provide the basis for identifying and using the proper tactical decisions. 2016 Response Training Guidelines – Page 366#
Attachment 3, passage 357Response Training Considerations Emerging Legal Trends Another significant reason for using tactical considerations that minimize the impact on the recovery/cleanup process is the legal trend occurring in cost recovery litigation. Because the costs involved in handling a hazardous materials incident are routinely assessed against the spiller, lawyers defending spillers has developed tactics to provide relief to the spiller. This relief attempts to have some of the recovery and cleanup costs transferred from the spiller to the emergency responders when it can be demonstrated that the tactics used by the emergency responders resulted in increased costs. For example, an incident commander or hazardous materials group supervisor might choose to allow a leaking hazardous material to enter a storm drain instead of attempting to dike the product to keep the product above ground. As a result, the spiller now must have a cleanup company remove the product from the storm drain at a considerable cost. In the ensuing litigation, the attorney for the spiller demonstrates the difference between the actual costs incurred as a result of the actions taken by the emergency responders and those that would have been incurred had the emergency responders kept the product from entering the storm drain. In scenarios of this type, the courts are ruling, with increasing frequency, that the spiller is only responsible for the costs of the recovery/cleanup resulting from the emergency responders used nationally recognized practices. The difference between the actual cost and the costs assessed against the spiller are then transferred to the emergency response agency. Although this type of litigation action is occurring primarily in bellwether States like California, it is gaining recognition as a litigation technique that can be used effectively for defending and reducing the recovery and cleanup costs assessed against spillers. In addition, this type of litigation is resulting in the actions taken by emergency responders coming under increasing scrutiny to attempt to find errors and omissions that may be used to obtain relief for spillers. Emergency responders are no longer exempt and protected from legal action when it can be shown that the negative outcomes resulting from their actions can be defined as contributory negligence. Increasing Enforcement of EPA Regulations Another purpose for identifying response/recovery terminal objectives that will lead to the development of training in this area is the increasing enforcement by EPA of the Resource Conservation and Recovery Act (RCRA). RCRA clearly states that, after an emergency ends and the recovery and cleanup process begins, emergency responders are no longer exempt from compliance with the requirements of RCRA. As a result, after the emergency has ended, emergency responders must comply with RCRA or face a potential of a fine for noncompliance. An example is a situation where the emergency responders elect to sweep up an absorbed hazardous material that should be disposed of in a proper waste disposal site. Instead, the emergency responders choose to take the absorbent containing the regulated hazardous material and dispose of it in a common landfill dumpster. The recovery/cleanup objectives have been defined to: 2016 Response Training Guidelines – Page 367#
Attachment 3, passage 358Response Training Considerations Identify tactical considerations that minimize the effect of hazardous materials spills on the environment; Identify tactical considerations that minimize the financial impact on the recovery and cleanup process; Provide training that will protect emergency responders from litigation resulting from using improper tactics, based on past practices, in situations in which using more proactive techniques would have greatly reduced the cost of the recovery and cleanup; and Provide training that will protect emergency responders from litigation resulting from their engaging in practices that are not in compliance with RCRA. How Recovery and Cleanup Tactical Considerations Are Driven by the Risk/Benefit Analysis Process In addressing the tactical considerations that affect recovery and cleanup, the initial size-up and risk/benefit analysis of the tactical considerations identified early in an incident can have a major impact on the recovery/cleanup process later in the incident. A quality risk/benefit analysis begins by assessing what the outcomes would be if the emergency responders did absolutely nothing and allowed the incident to go through natural stabilization. The emergency responders must ask themselves at this time, “If I do nothing, what are the outcomes?” In time, the incident will stabilize, and the outcomes will possibly include the loss of life, negative impact on the environment, and damage or loss of property and equipment. After the emergency responders have identified the outcomes of natural stabilization, the next question they should ask themselves is, “Can I change the outcomes of natural stabilization?” If the answer to this question is “No,” the emergency responders should only isolate the hazard area, deny entry, and protect people, the environment, and adjacent property and equipment from exposure. If the answer is “Yes,” then the next question to ask is, “What is the cost of my intervention?” At this time the emergency responders must clearly identify the cost of their intervention in terms of potential loss of life and negative effect on the environment and weigh that cost against the possible benefits of intervention. If the risk/benefit analysis is conducted correctly, the tactical considerations used in tactical application should have a minimal effect on the recovery and cleanup process. If the risk/benefit analysis is either not conducted or is not conducted properly, the outcomes will have a major negative impact on life, the environment, property and equipment, and the recovery and cleanup process. Trainees shall identify the negative effect on the recovery and cleanup process resulting from the following: Failure to catch a leaking hazardous material to prevent it from spreading into the environment. 2016 Response Training Guidelines – Page 368#
Attachment 3, passage 359Response Training Considerations Failure to dike a leaking hazardous material to prevent it from spreading into the environment. Failure to dam a hazardous material that has entered a waterway to prevent it from spreading downstream into the environment. Failure to a redirect a leaking hazardous material away from a waterway to prevent it from entering the waterway and spreading downstream and affecting the environment. Failure to a redirect a leaking hazardous material away from an environmentally sensitive area to prevent it from entering the environmentally sensitive area and negatively impacting the environmentally sensitive area, e.g., a wetland. Failure to use absorbent materials to control a leaking hazardous material to prevent it from spreading into the environment. Engaging in foam application operations that result in spreading the spill when the product should have been allowed to continue to burn or fuel should have been added to the fire to increase the fire’s temperature, e.g., pesticide fires. Engaging in fire extinguishing operations that allow water to become a vehicle that spreads the spill before having confinement operations in place. Engaging in fire extinguishing operations that allow water to become a vehicle that spreads the spill when the product should have been allowed to continue to burn, such as a burning material that cannot be extinguished by water. Engaging in dilution operations, in an attempt to neutralize a corrosive, and allowing the water to become a vehicle that spreads the corrosive before having confinement operations in place. Engaging in dilution operations, in an attempt to neutralize a corrosive, and allowing the water to become a vehicle that spreads the spill without recognizing that the volume of water needed to truly dilute the spill cannot be managed by the emergency responders (e.g., to dilute one gallon of a corrosive with pH of 1 to a pH of 6 requires 111,110 gallons of water). Failure to protect the environment, by using salvage covers or visqueen to cover exposed soil, when redirecting a spilled material into a ditch or other area being used as a catch basin or holding pond. Failure to segregate spilled oxidizers from spilled fuels, such as diesel fuel, to prevent a chemical reaction that results in an ignition and subsequent negative impact on the environment from the intensity of the fire or the spattering that may occur. 2016 Response Training Guidelines – Page 369#
Attachment 3, passage 360Response Training Considerations Failure to segregate spilled materials that have oxidizing characteristics from spilled fuels, such as diesel fuel, to prevent a chemical reaction that results in an ignition and subsequent negative impact on the environment from the intensity of the fire. 2016 Response Training Guidelines – Page 370#
Attachment 3, passage 361Response Training Considerations Terrorism and Illicit Use of Hazardous Materials: First Responder Training Issues and Ramifications Introduction Terrorism is defined as the unlawful use of force or violence against persons or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political, or social objectives. Domestic terrorism involves groups or individuals whose terrorist activities are directed at elements of the United States government or population without foreign direction. International terrorism involves terrorist activities committed by groups or individuals who are foreign-based and/or directed by countries or groups outside the United States or whose activities transcend national boundaries. In the aftermath of the attacks of September 11, the nation’s emergency response community has been increasingly concerned about the risks posed to responders by hazardous materials-related weapons of mass destruction. The basic principles of safe response to incidents involving chemical, biological and radiological agents are generally the same as for any dangerous hazardous materials incident. However, the health risks to responders, the unique criminal dimensions to the incident that must be accommodated in the response, and the nature of some of the more esoteric chemicals and biological agents that might be involved in such an incident all require special attention to ensure a safe and effective response. The challenge to emergency responders of being ready to respond to incidents stemming from terrorist attacks has been present for many years, well pre-dating the dramatic events of September 11 and Anthrax incidents. For example, between the years 1980 and 1995, Federal Bureau of Investigation (FBI) statistics report a total of 249 terrorist incidents that occurred in the United States. The February 20, 1993, bombing of the World Trade Center in New York City and the April 19, 1995, bombing of the Alfred P. Murrah Federal Building in Oklahoma City, Oklahoma, illustrated several years ago that terrorism can occur anywhere within the United States. On March 20, 1995, the nerve agent sarin was released into the Tokyo, Japan subway system by a Japanese cult. This terrorist incident resulted in 12 fatalities and at least 5,510 injuries. One hundred thirty-five of the responders were injured after direct and indirect exposure to the nerve agent. Within the United States, incidents involving biological agents have been documented in major metropolitan areas as well as rural locations. These incidents have occurred on both the east and west coasts as well as central parts of the United States. In addition to terrorist acts, other criminal uses of hazardous materials - such as clandestine drug labs or illegal dumping of hazardous materials- pose an equally challenging threat to emergency responders and to the communities they serve. For example, incidents involving hazardous materials and hazardous wastes have threatened public health and the environment resulting in efforts to enhance control of these materials. Federal, state and local governments have adopted standards and legislation in an attempt to reduce the risks to the public and the environment. The controls adopted have increased the complexities and costs of storage, transportation and disposal of these materials. 2016 Response Training Guidelines – Page 371#
Attachment 3, passage 362Response Training Considerations The Challenge to Public Sector Responders Intentional releases of hazardous materials due to acts of terrorism or other criminal activities pose a unique challenge to public sector responders who respond to hazardous materials emergencies. Such intentional releases include, but are not limited to, illegal manufacture of drugs, improper disposal of hazardous materials and wastes, improvised explosive devices, manufacture and release of chemical agents and toxins, culture and dissemination of biological agents, and secondary events targeting public sector responders. Responders to such incidents who are trained to traditional hazardous materials response competencies may encounter unique exposure risks, emergency control challenges, unusual materials, and complex mass casualty situations that are beyond their experience and current training. For example, public sector responders have been trained traditionally to identify hazardous materials based on outward warning signs and detection clues. However, at incidents involving terrorism or other criminal use of hazardous materials where there is attempted deception about the materials involved, clues such as occupancy location, container shapes, markings, and colors may not be consistent with traditional hazardous materials training. Consequently, rapid identification of the materials and type of problem may be difficult. Responders to incidents involving terrorism may encounter unusual chemicals or biological agents or unusual uses of those hazardous materials that have not been addressed thoroughly in current hazardous materials training. For example, nuclear response training for first responders has traditionally been for major catastrophes (i.e., nuclear war and power plant emergencies), and not for small isolated terrorist events. As a second example, the high risk chemical and biological agents that might be involved in terrorist incidents may require unusual protocols and procedures for patient decontamination and treatment that are not addressed in current EMS training. As an additional example, some of the materials that may be involved have unusual dispersal characteristics that responders may not be trained to accommodate when determining of safe perimeters and public protection/evacuation requirements at the incident. Current training for community emergency planning and preparedness strategies and existing response plans use risk predictions based upon known vulnerabilities and hazard identifications, such as commodity flow studies, fixed facility storage of material, etc. This allows responders to plan for the response prior to an emergency and to assess whether the response capability and resources in the area are sufficient to meet potential emergencies. However, terrorist and other illicit acts involving hazardous materials may occur in untraditional locations that are not normally thought of as high risk hazardous materials locations, such as public gathering places or remote transportation areas. As a result, current protocols for allocating response resources and preparing for hazardous materials emergencies may not allow sufficient response capability for terrorist-related hazardous materials emergencies. Finally, hazardous materials emergencies involving terrorism or other illicit use of hazardous materials may involve additional and unusual risks to responders beyond those presented by the hazardous materials themselves. Public sector responders may be at additional risk due to secondary releases targeted at responders, primary releases that intentionally create extremely high risk rescue situations, and even to primary releases targeted at public response facilities. 2016 Response Training Guidelines – Page 372#
Attachment 3, passage 363Response Training Considerations The Challenge to Public Sector Response and Planning Organizations Public sector response and planning organizations should examine all facets of their response system to ensure preparedness for response to incidents of terrorism and illicit use of hazardous materials. This review should include existing plans, operating procedures, equipment, training and exercises. Plans should include: Consistency and interface with plans from all levels of government, specifically the Federal Response Plan (FRP) and the FRP Terrorism Annex; Presidential Decision Directive 39, specifically examining responsibility for crisis management and consequence management in their community; Unified command operations with all levels of government; and Thorough, in-depth plans for response to mass casualty chemical incidents. Operating procedures should include: Command post operations including command post security, responder accountability, and on-site responder identification; Protection against secondary explosive devices and other secondary events; Responsibility for and support to crime scene operations, evidence collection and chain of custody; and Emergency decontamination at mass casualty chemical incidents. Equipment should be evaluated to ensure appropriate protection and detection of nuclear, chemical and biological agents (NBC). Existing training, including annual refresher training, for all responders should be enhanced to include competencies for response to incidents involving terrorism or other illicit use of hazardous materials. Finally, agencies should identify a person or persons within their organization as their point of contact for issues regarding terrorism and the illicit use of hazardous materials. These persons should interface with appropriate response agencies to include EMS, fire, hazmat, and law enforcement. Training Strategies Training for public sector employees who respond to hazardous materials emergencies at the Awareness, Operations, Technician, EMS, and Incident Commander levels should include thorough instruction to prepare those responders to safely and efficiently respond to hazardous materials emergencies involving terrorism or other illicit use of hazardous materials. This additional hazardous materials response training can be accomplished either through additional courses or through enhancement of current hazardous materials courses. Extensive grants are being provided by the Department of Homeland Security to state and local organizations to support the training of responders. In addition, The Department of Homeland Security, the Department of Defense, the Department of Justice, and the United States Public Health Service provide in depth training and logistical support to assist public sector response organizations in preparing local responders to better prepare for terrorist-related hazardous materials emergencies. 2016 Response Training Guidelines – Page 373#
Attachment 3, passage 364Response Training Considerations The National Fire Protection Association has released standards for the integration of terrorist- related response as part of the national competency requirements for hazardous materials response, and this integrated approach is also reflected in the U. S. Fire Administration’s curriculum strategies for terrorist-related training. As an alternative approach, the Office of Domestic Preparedness in DHS has issued draft guidelines for terrorist-related training for responders that treats WMD response training as separate from hazardous materials training, to be taken by responders in addition to taking hazardous materials training. The ODP Consortium of training schools provide a full set of stand-alone courses and curriculum materials supporting this approach. For many training providers, insufficient resources and limited access to responder training time may render impractical the use of additional, supplemental responder training courses addressing terrorism competencies. In that case, training providers may wish to consider addressing the needed training through modification to and enhancement of existing courses within their curriculums. As training providers develop updated modules and training resource materials for use in updating existing courses, information on these materials will be provided to HMEP grantees when available. Hazards to Responders The following is a brief review of the various biological and chemical agents and the hazards they present to responders, which should be addressed in responder training to better ensure the safety of responders to terrorist-related incidents. The reader is encouraged to also access the many, more detailed references that have become available in print and on the internet regarding these hazards. The possible routes of entry into the human body are potentially the same for both biological and chemical agents: inhalation, ingestion, injection, and absorption. The general rule for mass decontamination for both biological and chemical weapons is to use plain water, or if available, soap and water. Always check your protocols since they could contain more updated information. Biological Weapons These weapons or agents are of special concern because while many responders have had at least a hazardous materials awareness training program, few have had equivalent training in biological agents. Another reason for concern is the delay in recognizing exposure to biological agents – they usually have an incubation period of days to weeks and the responding public safety personnel might not know that they have come in contact with infected victims or with biological weapons substances for some time. The Centers for Disease Control and Prevention organizes the most hazardous of these agents, which include bacteria, rickettsia, viruses, and toxins, according to a three-category system with Category A being of the most concern. Most of the biological agents manifest themselves in their early phases as flu-like symptoms – which makes them difficult to diagnose, especially during flu season. 2016 Response Training Guidelines – Page 374#
Attachment 3, passage 365Response Training Considerations Category A Agents These agents include organisms that are hazardous to responders because they have high mortality rates, can be easily disseminated or transmitted from person to person; and have the potential for major public health impact. In addition, since these agents could possibly cause fear and panic in the American public we will cover them in much greater detail compared to the Category B and C ones. Anthrax: This is a disease that uses a bacteria to infect humans via their skin, respiratory system, or digestive system. If it is weaponized properly so that the natural static charge is removed and the individual spores are 1 to 5 microns in size this biological agent can be aerosolized quite easily – as was, unfortunately, apparent in the various incidents in 2001-2002 (the U.S. Congress, Postal Service, and American Media, etc.). Prior to these incidents it was believed that the case fatality rate for inhaled anthrax was 90%, even with treatment. The actual case fatality rate was considerably lower. Nonetheless, this agent remains a major concern. Treatment with antibiotics, if started early enough, is often effective. There is a vaccine available as a six inoculation series, but it is generally most effective before exposure. Botulism: Actually a group of related neuro-toxins this is the most poisonous naturally occurring substance known. It can be disbursed as an aerosol. However, since in its liquid form it is odorless, colorless, and tasteless probably it would be used to intentionally contaminate food or drinks. If your community has a dermatologist’s office you probably have a medically pure version of botulinum toxin, known as Botox, in your community already. The substance is used as a temporary “wrinkle remover.” There is an antitoxin to treat botulism, but the antitoxin is not widely available. Plague: Historically it was the bubonic plague, carried by infected fleas on rodents, which decimated Europe. The more deadly version is pneumonic plague, which results from inhaling these bacteria. While difficult to intentionally produce in this form (as a weaponized agent that can be aerosolized), the resulting pneumonic plague has a very high mortality rate. Treatment with antibiotics, again if begun early enough, can be quite effective. Smallpox: Declared eradicated by the World Health Organization in 1980 the last case in the United States is variously reported as occurring in 1947 or 1949. Regardless, it has been a long time since we have dealt with this disease. Routine vaccination of American civilians stopped in 1972; while the U.S. military ended vaccinations in the late 1980’s. The research indicates that most vaccinated people have a high degree of protection for three years after vaccination, followed by another 7 years of diminishing protection. Based on that data, the current American population has virtually no immunity to smallpox, since most people have not had a vaccination for over 30 years. Ongoing efforts are directed at a multi-phased approach: Phase I consists of vaccinating health and hospital personnel, and Phase II of first responders. Although the President originally announced that voluntary vaccinations of the public would be done it appears that in the absence of an actual smallpox outbreak that will not happen soon. Further comments about smallpox are included in the action planning steps below. Tularemia: While not nearly as deadly as plague, botulism, or smallpox the reason tularemia is in Category A is its high infectivity. It takes but one of its bacterium to cause infection. While the relative mortality rate of tularemia, compared to smallpox or plague, is low this biological agent could be used to “overwhelm” our pre-hospital and in-hospital health care system with many 2016 Response Training Guidelines – Page 375#
Attachment 3, passage 366Response Training Considerations extremely sick patients. Antibiotics are used in treating tularemia, and work is underway to develop an improved vaccine. Viral hemorrhagic fevers, such as Ebola: This is actually of grouping of four “families” – arenaviruses, bunyaviruses, filoviruses, and flaviruses. Of these the most troublesome are the filoviruses (which include Ebola and Marburg) and have high mortality rates, high infectivity rates, and no known effective treatments or vaccines. Category B Agents The next group of agents include those that have low to moderate mortality rates, are somewhat easy to disseminate; and require improvements to the Centers for Disease Control and Prevention’s diagnostic capacity and enhanced disease surveillance. These agents include Brucellosis, E. Coli, Ricin (the castor bean extract), and Q Fever. Category C Agents The final group of agents includes emerging pathogens, such as hantavirus respiratory syndrome. These could be used for mass dissemination in the future because of their availability and their ease of production. Although the recent cases of Severe Acute Respiratory Syndrome (SARS) and West Nile Virus seem to be natural occurrences the incidents point out our vulnerability to new viruses. Chemical Weapons In the following brief discussion about chemical weapons agents, the reader should bear in mind that to some extent most hazardous materials responders already know a great deal about chemical weapons. That is because historically many of these agents were developed for industrial use. Responders will immediately recognize them because of the industrial chemicals which are their civilian counterparts (the blood agents are cyanides, the nerve agents are organophosphates, etc.). In addition, unlike the biological warfare agents, the chemical ones usually cause signs and symptoms quickly: when you “roll up” to a scene you will often know immediately that you have a serious problem. The military has organized chemical weapons into five groups of agents: nerve, blister, blood, choking, and irritants. These names were originally believed to indicate the way the particular agent affected the human body. Blood agents were carried by and harmed the blood system, nerve agents were carried by and harmed the nerves, etc. We now know that a sufficient dose of any of these agents will produce a systemic result, but the old names persist. Another misnomer is the use of the term “gases” when discussing these agents. In their natural state they are usually liquids or solids. Also, note that there are other military agents that are infrequently seen, such as incapacitating agents like BZ (which causes mental disorientation), and vomiting agents like DA, DM, and DC. Nerve Agents The organophosphates are common ingredients in pesticides. Their military equivalents, which include Sarin, Soman, Tabun and VX; cause a recognizable set of signs and symptoms which can be remembered by using the acronym SLUDGEM: Salivation (excessive oral and nasal 2016 Response Training Guidelines – Page 376#
Attachment 3, passage 367Response Training Considerations secretions), Lacrimation (tearing of the eyes), Urination, Defecation, Gastrointestinal irritation (nausea and stomach cramps), Emesis (vomiting), Miosis (pinpointing of the pupils). Add “twitching, seizures, and convulsions” to that list and you have the classic signs of high dose contamination via nerve agents. Medical treatment after decontamination includes atropine, diazepam, and pralidoxime chloride (2-PAM). Blister Agents These chemical agents include Mustard, Distilled Mustard, Nitrogen Mustard, and Lewisite. The eyes are most susceptible to mustard vapor. The characteristic sign of vessicants or blisters on the skin takes from 2 to 24 hours to develop. Medical treatment after decontamination includes topical antibiotics, fluid replacement, and pain medications. Blood Agents These cyanides include Hydrogen Cyanide and Cyanogen Chloride. They cause extremely rapid respiratory and cardiac arrest, in seconds to minutes. Signs and symptoms include dyspnea (difficulty breathing), headache, confusion, decreased vision, convulsions, and coma. Medical treatment after decontamination includes sodium nitrite, amyl nitrite, and sodium thiosulfate (these are all contained in a pre-packaged pharmaceutical group known as the “Pasadena Cyanide Antidote Kit.”) Choking Agents These agents include chlorine and phosgene. An indicator of inhalation is a heavy sensation in the chest and difficulty breathing – the beginning of pulmonary edema or fluid in the lungs. Medical treatment after decontamination includes removing the victim to outside of the contaminated area, administering oxygen, and in the case of phosgene diuretics may be given to reduce fluid retention. Irritant Agents These agents, including Mace, CS, CN, and OC; are often employed by law enforcement agencies in crowd control situations. Signs and symptoms include a burning sensation on the skin, tearing and pain in the eyes, nausea, and occasionally vomiting. These agents generally do not cause serious short-term or long-term effects. However, a victim with pre-existing severe respiratory disease (such as emphysema) may experience life-threatening results upon exposure. Medical treatment for most other victims after decontamination may include a further decontamination with soap and water, or a baby shampoo and water solution. No other treatment is usually needed. 2016 Response Training Guidelines – Page 377#
Attachment 3, passage 368Response Training Considerations Alternative Fuels Background Since the oil embargo of the 1970’s, alternative fuel development for vehicles has gained a greater portion of the market share. In addition, many cities are faced with EPA clean-air standards, expressing the need to convert vehicles to alternative cleaner burning fuels. As legislation , such as the Clean Air Act, starts to become fully implemented and states such as New York and California implement their vehicle emission standards the demand for motor vehicles that operate on fuels other than gasoline and diesel fuel will significantly increase. Many vehicles today are operating on Liquefied Petroleum Gas (propane), Compressed Natural Gas (CNG), and Methanol or Ethanol fuels. The next major materials in the propulsion market will be electric power and Liquefied Natural Gas (LNG). Personal cars and fleets of all types ranging from taxi cabs, buses, delivery vehicles, and trains are operating today in most major cities and metropolitan areas on fuels other than the standard gasoline or diesel product. Manufacturers of cars, trucks, and buses using new fuels sources is on the increase. The flexible-fueled vehicles (FFV’s) can run on gasoline or ethanol, compressed natural gas (CNG), liquefied hydrogen, propane, as well as electric batteries. All vehicles, whether powered by alternative fuel or conventional gasoline, must be certified by the manufacturer to meet federal motor vehicle safety standards (FMVSS). Even though these standards for safety are met, there has been no method developed to identify the type of fuel the first responder would be faced with. Challenges for Public Sector Response Training The new systems pose a wide variety of new concerns to the emergency community of fire, police, and emergency medical personnel. Electric vehicles may be using large quantities of lead-acid batteries or generating electricity of 300 volts. Other vehicles may be using methanol or ethanol fuels which require special extinguishing agents to control fires. Compressed natural gas cylinders of 3,000 pounds pressure are now located in trunks of vehicles and railroad engines are now operating on Liquefied Natural Gas supplies being pulled behind the engine in a special tank car. Filling stations across the nation are installing compressor and cascade bottle fueling systems to fuel the natural gas vehicle. Small trailer mounted cascade systems are being pulled behind vehicles to provide roadside service to those vehicles that run out of natural gas. Utility companies in New York State will soon be marketing home compressors for vehicle owners to refuel their Compressed Natural Gas vehicle in their own garage. The National Highway Transportation Safety Board has found the issue of alternative fuels significant enough to publish a special awareness bulletin alerting responders of the potential dangers of the new fuels. Emergency response personnel need to be trained to recognize or identify vehicles with alternative fuel systems and be trained in the appropriate safety issues associated with each new fuel system. Since all the systems are using hazardous materials, it is most appropriate that the training be covered under hazardous materials curriculum. 2016 Response Training Guidelines – Page 378#
Attachment 3, passage 369Response Training Considerations Providers of hazardous materials responder training should develop training or enhance existing training at the Awareness, Operations, Technician and Incident Commander levels with additional material that addresses the following concepts: Recognition and identification of alternative-fueled vehicles Chemical and physical properties for the various fuels, i.e., LPG, LNG, LH, and electro-chemical cells (batteries) Special response procedures and operations needed for each alternative fuel, to include: Personal Protective Equipment (PPE) Suppressant Agents Container Breaches (i.e. fuel or battery leakage) Victim Extrication and Treatment Scene Evacuation Incident Management System (IMS) Special Considerations Mitigation and Clean-Up Requirements The potential for Boiling liquid/Expanding Vapor Explosion (BLEVE) 2016 Response Training Guidelines – Page 379#
Attachment 3, passage 370Response Training Considerations Carbon Monoxide Response Fire department units may encounter carbon monoxide in many different situations and incident types. These settings can range from small dwellings to large industrial facilities. CO gas will be produced from all forms of combustion that involve carbon-based fuels. Concentrations will be dependent on the type of fuel and the form or efficiency of combustion. In recent years, these incidents have been on the increase in urban as well as rural areas. Carbon monoxide is an invisible, odorless, tasteless, and colorless gas that has the same density as air and will not float or sink, but will disperse throughout a structure. Carbon monoxide gas is a chemical asphyxiant and will replace oxygen in the bloodstream, resulting in suffocation. This gas also has a wide flammable range; from a lower explosive limit of 12.5% in air to an upper explosive limit of 74% in air. It has an ignition temperature of 1128 degrees Fahrenheit. The National Fire Protection Association (NFPA) fire diamond will show CO as a 3 in health, a 4 in flammability, and a 0 reactivity. The primary hazard of carbon monoxide gas is that of an asphyxiant with relatively low levels producing adverse health effects. These effects can range from mild headache after two hours of exposure to 200 parts per million (PPM) to unconsciousness after 30 minutes exposure to 1600 PPM. OSHA has set a level of no more than 35 PPM as an allowable workplace standard for an 8-hour day, and the EPA has established that residential levels should not exceed 9 PPM over an 8-hour average. Symptoms from exposure to lower level concentrations include headache, nausea, dizziness, weakness, difficulty breathing, and other flu-like problems. Exposure to high levels will cause cyanosis, hallucinations, angina, and unconsciousness. Any patients suspected of having CO poisoning shall be moved to a fresh environment, placed on high flow O2 and transported to the closest medical facility. Residential CO problems can normally be traced to problems that include, but are not limited to, the use of gas furnaces, gas dryers, gas stoves, fireplaces, kerosene heaters, bar-b-que’s, or vehicle that are running in or near the structure. Indications of incomplete combustion from gas burning appliances include yellow flame, soot build-up on roof vents, and soot build-up on interior walls. All possible sources shall be checked, and certified repair technicians shall be called as necessary. Southwest Gas shall be notified if any signs or symptoms of CO poisoning are exhibited. Industrial CO problems can be associated with large furnace type operations, large scale equipment that utilize combustion type engines, or leaks from cylinders that contain compressed carbon monoxide gas. Any operation of an internal combustion engine in a confined space without adequate ventilation will create a highly dangerous and life-threatening environment. Residential CO detectors are available and will sound two types of alerts. The first is a warning chirp that notifies there is a developing or chronic CO problem that will produce a 4-7% carbon monoxide in blood hemoglobin level over time. In the event of a warning signal, the residence should be ventilated, the test button should be pushed, and all possible sources of CO shall be checked and adjusted or repaired. The warning level is set at 60 PPM CO for greater than 66 minutes. The second alert is a full alarm that warns of levels that will produce 8-10% carbon 2016 Response Training Guidelines – Page 380#
Attachment 3, passage 371Response Training Considerations monoxide in blood hemoglobin levels. The detector will alarm at these three points: 100 PPM will trigger an alarm within 90 minutes, 200 PPM will trigger an alarm within 35 minutes; and 400 PPM within 15 minutes. A full alarm indicates that dangerous levels of CO have been reached and that immediate action should be taken. These actions include evacuation, ventilation, investigation, and denying access until the source of the CO is secured. Additionally, the increased use of CO detectors has resulted in many local responders (fire, police, and EMS) being burdened with numerous calls but without a clear and definitive standard operating procedure (SOP) and proper training. Many published SOPs conflict with each other. It is reported by American Medical Association (AMA) that CO is responsible for 800 to 1,000 deaths per year and some 10,000 people seek medical attention. Challenges for Public Sector Responder Training Most current Awareness and Operations level training programs do not address this issue sufficiently. Provider of hazardous materials response training should enhance training for the first responder at the awareness and operations levels with material and competency instruction on the following topics: CO hazards and toxicity Limitations of home detectors Limitations of responder carried monitoring devices CO recognition and identification, including signs and symptoms of CO poisoning; Proper entry procedures and techniques, Evacuation, ventilation and source investigation procedures CO source control and management Post incident action and follow-ups. Training should also be supported by appropriate standard operating guidelines for first responder A sample of an SOP is provided below. All CO detector alarms shall be addressed as an emergency until no hazard has been identified. Steps taken shall include, but are not limited to: Verify detector is CO type Check for CO related symptoms and evacuate structure as necessary Check power supply to detector Assess scene for CO sources Determine need for additional resources: Haz mat or other units for CO meters, utility company, police department, etc. Utility company shall be notified if any signs or symptoms are present. 2016 Response Training Guidelines – Page 381#
Attachment 3, passage 372Response Training Considerations Clandestine Drug Lab Operations During routine emergency responses to fires or other emergencies it is possible that responders will discover the presence of a clandestine drub laboratory. Clandestine drub laboratories by their nature are disguised and are often encountered accidentally in a great variety of situations, including warehouses, store fronts, apartment buildings, single family dwellings, rural outbuildings and even truck trailer accidents. It should be generally understood that response to a clandestine drug laboratory is a hazardous materials incident. These types of incidents may expose you to toxic, flammable, explosive, and corrosive atmospheres. Without proper training, your health and safety are at risk. Proper personal protective equipment at a clandestine drub lab incident is absolutely critical for avoiding exposure. Structural fire fighting or EMS gear offers little, if any, protection in such situations. In order to be able to recognize when you are inadequately protected, you must be aware of the limitations of your clothing and SCBA. You must understand that clothing which is adequate in one situation may be inadequate or even dangerous in another. No one protective clothing system will protect you from all situations. In any emergency situation involving clandestine drub labs there is a risk of exposure to toxins; those materials that are capable of causing injury or death when absorbed. Through an understanding of the types of toxins, their effects, the various routes of entry, and specific biological hazards, emergency response agencies can take more appropriate actions to ensure their own health and safety during clandestine drug laboratory operations. In addition, it should be noted that effective clandestine drug lab incident response requires a well-functioning Incident Management System (IMS). Operating without an IMS or without a complete understanding of how an IMS works is inefficient and dangerous to all agencies involved. Listed in the guidelines are the current OSHA and NFPA laws and standards that apply to emergency response agencies who respond to hazardous materials incidents. Below is a discussion of the application of those hazardous materials competencies to the special hazardous materials response challenges posed by clandestine drug lab operations. Learning Objectives The following learning objectives should be the minimum in any Clan Lab Course. Upon completion of the course, participants will be able to: Discuss terminology associated with drug labs (glossary). Discuss history of clan labs. Demonstrate, through chemical reaction and/or video format, the possible catastrophic results of chemical interactions and reactions. Be familiar with the hazards associated with drug lab operations. Be familiar with some chemicals found at a drug lab operation. Explain the need for a personal protective equipment program for fire, police, and EMS personnel. 2016 Response Training Guidelines – Page 382#
Attachment 3, passage 373Response Training Considerations Explain the routes of exposure and toxicological effects of short term exposures (acute) to these precursor chemicals and the possible long term (chronic) effects of clan lab chemicals on the human body. Discuss the federal laws and national standards associated with the use of PPE and chemical response programs. List common locations of clan lab operations. Explain the needs for well-established standard operating procedures within the fire department and between other agencies. Describe, through generic standard operating procedures, the operational goals and objectives for each of the following organizations: Fire Department (First Responder) Fire Department HMRT (Hazardous Materials Response Team) Local Police EMS Speak to the issue of responsibility for clean-up and termination of a clan lab incident. Explain the importance of scene management at a clan lab incident. List the common components of an Incident Management System. Overview decontamination procedures. Overview termination procedures. Explain why post-incident analysis and evaluation are necessary elements of scene management. Competencies The student will be able to: Name at least three general hazards associated with drug lab operations. Select from a list of chemicals those most commonly found in drug lab operations. Name two catastrophic results of chemical interactions at drug lab operations. Describe his/her standard operating procedures for dealing with drug lab operations and name the contact personnel from at least one law enforcement agency that they would most likely deal with. Describe at least two key elements of a PPE program. Explain the biological side effects of exposures to precursor chemicals used in illicit drug labs and express the possible acute and chronic effects of exposures to these chemical environments. 2016 Response Training Guidelines – Page 383#
Attachment 3, passage 374Response Training Considerations Generally describe the overall operational goal and objectives of the following organizations: Fire Department (First Responder) Fire Department HMRT Units Local Police Department EMS Describe the need for establishing clean-up and termination responsibilities. Stimulants Stimulants are compounds which affect the central nervous system by accelerating its activities. Stimulants are either natural or synthetic. An example of a synthetic would be methamphetamine and a natural stimulant example would be adrenaline. A. Natural The first natural stimulant discovered was epinephrine (adrenaline), a substance found in adrenal glands of animals. Its effects were first discovered in 1899. B. Synthetic In 1919, a Japanese chemist developed the first synthetic stimulant, methlamphelaime. In 1927, a substance called 1-phenyl 2-aminopropane and its action were first described leading to the further research and development of benzedrine and dexedrine (common drugs used during the late sixties and early seventies for weight control). Clandestine Drug Labs The following general information is based on Drug Enforcement Agency (DEA) Special Agent Patrick Gregory’s testimony before the California Select Committee on Drug and Alcohol Abuse on November 15, 1985. On a national average, one of five (or twenty percent) of all clandestine laboratories result in, and/or are discovered through, fires and/or explosives. During 70 clandestine laboratory investigations, ten percent involved agents being confronted by suspects who had fully automatic and silenced weapons and some form of booby traps or explosive devices. In thirty percent of the cases, defendants were using electronic countermeasures, ranging from scanners to sophisticated video monitors to sound sensing devices. During the course of these investigations, thirteen firefighters and four police officers required medical treatment as a result of exposure to hazardous chemicals and chemical wastes. Minor injuries resulted from exposure to hazardous chemicals and chemical wastes. Because of exposure to caustic, corrosive, carcinogenic, irritating, explosive, and flammable substances encountered at lab sites, every agent has suffered minor injuries including burns, rashes, headaches, light headedness, and nausea. The first lab seized in California was in 1963 (amphetamine) in Santa Cruz. 1984 - 93 labs seized in California 2016 Response Training Guidelines – Page 384#
Attachment 3, passage 375Response Training Considerations 1985 - 215 labs seized in California 1986 - 325 labs seized in California Of the 325 labs seized in California, 293 were Methamphetamine. Of those 293 labs, 82.5% were using Ephedrine as the primary chemical. 1986 - 509 labs seized nationwide 1987 - 489 labs seized in California 1987 - 682 labs seized in the United States 1988 - Approximately 1,200 laboratories were seized by law enforcement agencies, federal, state, and local police nationwide. Clandestine Drug Laboratories remain the principle source for methamphetamine. States where most clandestine laboratories appear to be operating are: Southern and Northern California Florida Eastern Texas Pennsylvania Oregon and Washington New Jersey New Mexico Types of Labs and Hazards A. Extraction Labs This is where raw plant material is changed into a finished drug by the use of chemical solvents and/or acids. The chemical structure of the drug is not altered. Some examples of this are marijuana to hashish, opium to morphine. Also under this title are indoor or underground confined space marijuana grow farms. Marijuana grow farms have a high rate of booby trap. They grow marijuana in confined space grows so that they can reduce the oxygen levels in the grow area, making the plant produce more sap, which means more tetrahydrocannabinol (THC). This is accomplished by flooding the confined area with either carbon dioxide or propane. Both gases will displace the available oxygen, and, in the case of propane, produce a possible flammable and explosive atmosphere. Without instrumentation, the firefighter has no way of evaluating the hazard, which is O2 deficient and possibly flammable. If faced with a rescue, these confined spaces should be approached according to OSHA’s proposed Confined Space Protocol 29 CFR 1910.146. B. Conversion Labs Currently thought to be the most prevalent. In these labs, a raw or unfinished drug product is changed into a finished or refined drug. Here the chemical structure is changed. Examples of this are cocaine base to cocaine hydrochloride (the white powder sold on the streets as cocaine), 2016 Response Training Guidelines – Page 385#
Attachment 3, passage 376Response Training Considerations and cocaine hydrochloride to cocaine sulfate (aka crack or rock cocaine). Numerous flammable liquids, corrosives, acids, and bases, as well as oxidizing agents, are found at these sites. 2016 Response Training Guidelines – Page 386#
Attachment 3, passage 377Response Training Considerations Public and Private Sector Dispatch: Hazardous Materials Response Issues Introduction The role of public safety communication systems in the successful resolution of hazardous materials incidents has, until now, received relatively little attention beyond the U.S. Fire Administration’s 1998 Wingspread report. This section will address the following: The inter-relationship between public safety communication systems (also known as dispatch systems) and hazardous materials responders, The continuing challenges of public safety communication systems, The role of public safety communication professional associations, and Issues unique to private sector public safety communication systems. Each of these areas must be addressed if public safety and private sector organizations intend to positively manage their responses to hazardous materials incidents. Interrelationship between Public Safety Communication Systems and Hazardous Materials Responders Public safety and private sector organizations that respond to hazardous materials incidents have generally built an enviable record of responding to and managing these occurrences. However, these successes have, in part, been made possible by a hidden host of support services – training, supply, administration, maintenance, dispatch, and so forth. This section only focuses on one such service – dispatch systems – however, public safety and private sector organizations must carefully scrutinize all such support services if effective response and management of hazardous materials incidents is to continue. An instructive analogy for the inter-relationship between dispatch systems and hazardous materials responders is that of air traffic control systems and airlines. The air traffic control personnel— the controllers — use sophisticated electronic systems to “dispatch”, guide, assign alternative plans or routes of travel, activate additional resources if needed, etc., for aircraft. Yet, the work of the controllers occurs out of visual sight of those most actively involved in a given flight – the pilots, and the crew. The passengers, who have no active role in the flight, are analogous to the public; and have little conscious knowledge of the importance of the air traffic controllers to the safety of the flight. Consequently, there is a tendency to forget the important role of such hidden people and systems. The result is that resources for air traffic control equipment, and resources for training for controllers sometimes lag behind that which is actually needed. So too, unfortunately, with dispatch systems. “Out of sight, out of mind” often leads to “out of service” as needed dispatch equipment does not receive the preventative maintenance required, the purchase of new equipment is delayed, dispatcher training is downplayed or avoided, etc. Only by devoting effort and funding to dispatch can we continue to insure success operationally. 2016 Response Training Guidelines – Page 387#
Attachment 3, passage 378Response Training Considerations The Continuing Challenges of Public Safety Communication Systems What follows are several pressing issues that affect both public and private sector dispatch systems. In turn, each issue effects hazardous materials response capabilities. Each issue must be dealt with, both in the short term and in the future. Training While training is generally recognized as essential for effective performance there has been too little actual hazardous materials orientation training associated with dispatcher – or to use the more modern term, telecommunicator – initial training or continuing education. This is in spite of the outstanding efforts of both the National Fire Protection Association (NFPA) and the Association of Public-Safety Communications Officials International, Inc. (APCO). The NFPA has developed Standard 1061, which is essentially a voluntary compliance guide for the job performance of public safety telecommunicators. Meanwhile, APCO has developed (and in 1996 approved) a complimentary minimum training standard: Project 33, National Public Safety Telecommunicator Training Standard. The APCO standard recommends, as a minimum, training in each of eight areas: Module 1: Roles and Responsibilities Module 2: Legal Aspects Module 3: Interpersonal Communications Module 4: Technologies Module 5: Telephone Communications Techniques and Call Processing Module 6: Call Classification Module 7: Radio Communications (Dispatch) Techniques Module 8: Stress Management These eight modules total forty hours of instruction. However, the APCO Standard does not include an orientation on hazardous materials. But, it lists several optional subjects such as National Crime Information Center (NCIC), Emergency Medical Dispatch, and hazardous materials. Clearly, the APCO Training Standard will serve to further professionalize the telecommunicator field. Although the lack of required hazardous materials orientation training merits reconsideration, APCO does provide a video program on this subject. This program, entitled “Hazardous Materials Awareness for Dispatchers” includes a wealth of information, such as: Hazardous materials identification Proper information gathering Using the DOT Emergency Response Guidebook Response generation guidelines Coordination and support functions 2016 Response Training Guidelines – Page 388#
Attachment 3, passage 379Response Training Considerations Developing standard operating procedures Weapons of Mass Destruction (WMD) and Clandestine Drug Lab Incidents Both of these issues are more fully addressed as separate Special Topics. However, it bears repeating that both of these types of incidents hold special challenges for telecommunicators. First, and often overlooked, is the fact that the telecommunications center itself may be an infrastructure target of terrorists. To prepare for this eventuality requires knowledge of potential threat groups, physical security countermeasures and other methods of “hardening” the facility. In addition, both types of incidents require specialized knowledge of the types of hazardous materials that may predominate as WMD agents and/or as commonly used chemicals in drug production, whether at extraction labs or conversion labs. Without this knowledge telecommunicators may miss or fail to pass on to responders important “clues” that could potentially affect the outcome of the response. Since both types of incidents are criminal acts telecommunicators must have knowledge of, and use (as needed), any pertinent evidence preservation (of items such as dispatch logs and tapes) and documentation techniques. In addition, both terrorist groups and illicit drug manufacturers have a keen interest in the activities of public safety. This requires the telecommunicators to practice effective operations security (OpSec), such as maintaining confidentiality of raid information, proper securing of agency and individual public safety personnel contact information (for example, home telephone numbers and addresses of law enforcement officers). Non-Emergency Number Systems In order to process the ever-increasing emergency calls communications systems have begun to develop equivalent non-emergency incident systems. Two such systems, using 311 as the non- emergency number, are operational in Baltimore, Maryland, and Dallas, Texas. The actual number selected is immaterial. But, the development of such systems is necessary or emergency requests for assistance – including those that will result in hazardous materials responses – will be delayed. Funding Issues Many public safety communication systems are outdated and perennially under-funded. Traditionally, general fund taxes were the source of such systems. Now, however, alternative funding methods such as surcharges on intra-state long distance calls, and directory assistance fees are being implemented. But, without a firm financial footing no communication system can operate, perform preventive maintenance, invest in the on-going professional development of telecommunicators, research the specifications for new equipment, purchase and install said equipment, etc. Ultimately, this impacts on call dispatch, which impacts on response, including those involving hazardous materials. Communication Center Management Telecommunicators, like all other types of workers in structured organizations, have supervisors, who in turn have managers. These people all use managerial systems to accomplish tasks. Given the funding restraints common to many communications centers (see previous sub-issue 2016 Response Training Guidelines – Page 389#
Attachment 3, passage 380Response Training Considerations about funding issues) the need for efficient and effective management systems and managers is critical. APCO has worked with the Commission on Accreditation for Law Enforcement Agencies, Inc. (CALEA) to expand CALEA’s certification process for communications centers. In the process of becoming certified by CALEA an already excellent public safety communication system should become even better. Communication Hardware and Software Changes One of the greatest challenges for communications systems is changing technology. The Federal Communications Commission is now actively researching frequency availability, wireless Enhanced 911 systems, etc. However, for the individual public safety communications system each potential technological change – such as common air interfaces (CAI) to improve interoperability, microwave radio systems, mobile satellite services, etc. – must be analyzed, and if useful, funded, installed, and integrated into the existing system. The task is never-ending. Yet, if not done, or done poorly, the dispatch of emergency calls, including those for hazardous materials incidents, will suffer. The Role of Public Safety Communication Professional Associations Anyone reviewing the historical background of American public safety communication systems is immediately struck by the importance of professional associations in the development of these systems. In particular, the Association of Public-Safety Communications Officials International, Inc. (APCO) has played a seminal role in professionalizing the field. Since its inception in 1935 APCO has developed and completed a series of practical projects that have addressed major issues: the “ten signal” cards and other aural brevity methods, frequency coordination, advising the Federal Communications Commission, universal computer aided dispatch standards, etc. While APCO’s role is critical to the success of these systems, it has worked with many other related associations to improve public safety communication. These organizations include the National Association of State Telecommunications Directors, and the National Emergency Number Association. Each of these associations is to be commended. And, each must be challenged to examine its awareness of hazardous materials response issues and develop effective methods to manage those issues. Issues unique to private sector public safety communication systems It should be clear that private sector systems share the same continuing challenges – training, funding, communication hardware and software changes, etc. — which were identified earlier in this document. In addition to them, however, there are several other issues that are unique to the private sector that may impact on hazardous materials response. Here are two: Continuity of Services Invariably one of the major concerns with any private sector function that was originally performed by government is the long-term survivability of the private company. In an environment where businesses fail – sometimes spectacularly – the concern is quite reasonable. The best indicator of continued endurance is prior successful existence, and the longer that prior existence the better. In addition, the specific track record of the private sector company in other jurisdictions 2016 Response Training Guidelines – Page 390#
Attachment 3, passage 381Response Training Considerations should be carefully examined. Companies that survive do so for a reason: they’re carefully managed. Confidentiality Concerns Historically, law enforcement has had to be careful about information that, if it fell into the wrong hands, could compromise an on-going investigation or operation. For example, a planned raid on a suspected clandestine drug laboratory perhaps could require the pre-positioning of fire service hazardous materials personnel and emergency medical units. But the dilemma can be that including the public safety communication center in the planning process is sometimes viewed as increasing the risk of inadvertent release of critical information. Good operations security (OpSec) is a constant concern. When a private company operates the communication center it can increase concerns about OpSec. Only close coordination between the involved agencies, and the building of a track record (discussed earlier in the “Continuity of Services” section) of confidentiality will ultimately change this situation. Summary This Special Topic section has attempted to describe what heretofore has been little discussed – the role of communication systems in hazardous materials response. Numerous challenges – for agencies, communication systems, telecommunicators, etc. — were identified. Each of these challenges must be addressed if public safety and private sector organizations intend to positively manage their responses to hazardous materials incidents. 2016 Response Training Guidelines – Page 391#
Attachment 3, passage 382Response Training Considerations Flammable Liquid Unit Trains The National Challenge With an increase in the production and movement of commodities such as crude oil and ethanol by rail and highway, it is important that the risk of incidents be minimized through a strategic approach. U.S. crude oil production averaged 8.5 million barrels per day in 2014 and in 2015, according to Energy Information Administration projections, it will average 9.0 million barrels per day. This is a considerable increase since 2008 when the U.S. crude oil production fell to 5.0 million barrels. Along with the increase in production, the volume of crude oil moving by rail quadrupled in less than a decade. According to the Association of American Railroads, 9,500 carloads of crude oil were transported in 2008 compared to 407,761 carloads in 2013. Recent derailments involving crude oil shipments renewed focus on the safe transportation of bulk hazardous materials by rail. Denatured fuel ethanol, also referred to simply as “ethanol”, is also routinely transported by rail. Ethanol preparedness and response information is included to round out this information resource. With the increased production of oil from shale reserves in states such as North Dakota and Texas, there has been a dramatic increase in the transportation of crude oil by rail. Rail shipments of crude oil from these regions are typically made using unit trains. Unit trains of crude oil are single commodity trains that generally consist of over 100 tank cars, each carrying approximately 30,000 gallons of crude oil. Unit trains typically move from one location (e.g., shipper’s production facility or transloading facility) to a single destination (e.g., petroleum refinery). Given the usual length of these trains (over a mile long), derailments can cause road closures, create significant detours, and require response from more than one direction to access the scene of the incident. In the event of an incident that may involve the release of thousands of gallons of product and ignition of tank cars of crude oil in a unit train, most emergency response organizations will not have the available resources, capabilities or trained personnel to safely and effectively extinguish a fire or contain a spill of this magnitude (e.g., sufficient firefighting foam concentrate, appliances, equipment, water supplies). Responses to unit train derailments of crude oil will require specialized outside resources that may not arrive at the scene for hours; therefore it is critical that responders coordinate their activities with the involved railroad and initiate requests for specialized resources as soon as possible. These derailments will likely require mutual aid and a more robust on- scene Incident Management System than responders may normally use. Therefore, pre- incident planning, preparedness and coordination of response strategies should be 2016 Response Training Guidelines – Page 392#
Attachment 3, passage 383Response Training Considerations considered and made part of response plans, drills and exercises that include the shippers and rail carriers of this commodity. Two sets of program materials are discussed below that can assist in addressing this important risk and response challenge: The DOT Transportation Rail Incident Preparedness and Response Flammable Liquid Unit Trains Resources Materials, and the Commodities Preparedness and Incident Management Reference Sheet for Petroleum Crude Oil. TRIPR The DOT Transportation Rail Incident Preparedness and Response Flammable Liquid Unit Trains Resource Materials The Transportation Rail Incident Preparedness and Response Flammable Liquid Unit Trains resource materials provide critical information on best practices related to rail incidents involving Hazard Class 3 flammable liquids such as petroleum crude oil and ethanol. A key component of this initiative is to learn from past experiences and to leverage the expertise of public safety agencies, rail carriers, and industry subject matter experts in order to prepare first responders to safely manage rail incidents involving commodities such as crude oil and ethanol. The information and resources found in the TRIPR modules and scenarios supplement the information outlined in the “Commodities Preparedness and Incident Management Reference Sheet for Petroleum Crude Oil.” This U.S. Department of Transportation, Pipeline and Hazardous Materials Safety Administration (PHMSA) led program resulted from collaborative efforts to expand awareness on incident management lessons learned related to rail incidents involving Hazard Class 3 flammable liquids such as ethanol and crude oil. These resources offer a flexible approach to increasing awareness of first responders and emergency services personnel in pre‐incident planning and response. The resources supplied are not intended to be a standalone training program but are offered to supplement existing programs. All of the information is easily downloadable for public safety organizations and instructors. Each module contains a PowerPoint presentation, Student Workbook, and Instructor Lesson Plan. In addition to these materials, there are three interactive scenarios with animation and introduction videos to help instructor’s lead tabletop discussions. All information can be edited and modified to suit the instructor’s needs. The following is the url for the website: http://dothazmat.vividlms.com/. 2016 Response Training Guidelines – Page 393#
Attachment 3, passage 384Response Training Considerations The Commodities Preparedness and Incident Management Reference Sheet for Petroleum Crude Oil A sample page from this reference sheet is on the following page. This 17 page reference sheet may be accessed from PHMSA at: https://www.transcaer.com/docs/resources/PHMSA/Petroleum%20Crude%20Oil%20CERG_Fina l%20Approved_090114.pdf. 2016 Response Training Guidelines – Page 394 Response Training Considerations 2016 Response Training Guidelines – Page 395 Response Training Considerations 2016 Response Training Guidelines – Page 396 Response Training Considerations Page Intentionally Left Blank 2016 Response Training Guidelines – Page 397#
This material provides agency context. It does not replace binding regulatory text, and its legal effect depends on the underlying authority and facts.