New York State Office of Homeland Security

1220 Washington Ave

State Office Campus
Building 7a
Albany, NY 12242

ENHANCED SECURITY GUARD

TRAINING PROGRAM

Plan of Instruction
STATE OF NEW YORK
Office of Homeland Security

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PUBLIC SAFETY SENSITIVE

The 2006 edition is published by the

New York State

Office of Homeland Security
Albany, New York 12203

VERSION: 08/25/06

PRINTED IN THE UNITED STATES OF AMERICA

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ACKNOWLEDGMENTS

George E. Pataki
Governor,
State of New York

James W. McMahon
Director,
NYS Office of Homeland Security

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Foreword

Purpose: The Enhanced Security Guard Training Program is intended to support and complement the
existing security guard training and counter terrorism efforts in New York State by providing training and
education designed to…:

(i) improve observation, detection and reporting skillsi;

(ii) improve coordination with local police, fire and emergency servicesii;
(iii) provide and improve skills in working with advanced security technology including
surveillance and access control proceduresiii;

…consisting of instruction

(iv) requiring at least forty hours of training including 3 hours of training devoted to terrorism
awarenessiv; and
(v) has been certified as a qualified program by the state office of homeland securityv.

Eighty-five percent of the critical infrastructure in the United States belongs to private enterprise and
corporations. Thus, security guards are literally one of the nation’s first groups of defenders and play an
integral role in prevention and deterrence efforts. Success in prevention and deterrence of both general
crime, and terrorist acts as well, begins with the establishment of a baseline and maintenance of a robust
all-hazards and all-crimes management infrastructure. The professional security guard industry in New
York State with an excess of 140,000 certified security guards inhabit that baseline. This program will
provide security guards with the basic awareness of terrorism issues that can potentially affect
responsibilities within the purview of their employment. It will improve observation, detection and
reporting capabilities while enhancing coordination capability with other emergency response
professionals. Additionally, this program will elaborate on previously provided instruction, thereby
elevating participants’ familiarity with access control issues and security technology.

Topical areas include the following periods of instruction: Information and Intelligence Sharing;
Terrorism Indicators and Trends; WMD Standardized Awareness Training; Anti-Surveillance Strategies;
Prevention and Physical Security- Vulnerability Assessments; Safety and Security- Emergency Planning;
National Incident Management (NIMS) training to include, IS-700 National Incident Management System
- An Introduction; and ICS-100 Introduction to Incident Command System (ICS); the Fundamentals of
Patrol; Criminal and Civil Law – Powers and Limitations; Cooperation and Coordination in Public
Relations and Basic First Aid.

This program of instruction is consistent with and in recognition of “Homeland Security Presidential
Directive 8: National Preparedness (HSPD-8vi) which call for a National Preparedness Goal that
establishes measurable priorities, targets, and a common approach to developing needed capabilities.
The Goal utilized a Capabilities-Based Planning approach to help answer the questions “how prepared

i
§ 7. Paragraph (r)subdivision 2 of section 709
ii
§ 7. Paragraph (r)subdivision 2 of section 709
iii
§ 7. Paragraph (r)subdivision 2 of section 709
iv
§ 7. Paragraph (r)subdivision 2 of section 709
v
§ 7. Paragraph (r)subdivision 2 of section 709
vi
Homeland Security Presidential Directive 8, December 17, 2003, President
George Bush

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are we?” “how prepared do we need to be?” and “how do we prioritize efforts to help answer to close
the gap?” A central objective of Capabilities-Based Planning is the identification of target level of
capabilities that Federal, State, local, and tribal entities must achieve to perform critical tasks for
homeland security missions. Capabilities are combinations of resources that provide the means to
achieve a measurable outcome resulting from performance of one or more critical tasks, under
specified conditions and performance standards. Version 1.0 of the Target Capabilities List (TCL)
identifies 36 target capabilities.”vii

Additionally, this program recognizes and is consistent with the Universal Task Listviii (UTL) which
“defines what tasks need to be performed by Federal, State, local, and tribal jurisdictions and the
private sector to prevent, protect against, respond to, and recover from events defined in the National
Planning Scenarios” ix in the following areas:

Common
Planning (Training) (All Modules)

Prevent Mission Area

Information Gathering and Sharing, Section 3
Terrorism Indicators and Trends, Section 4
WMD Standardized Awareness, Section 10
Anti-Surveillance Efforts, Section 5
Prevention and Physical Security – Vulnerability Assessments, Section 6
Fundamentals of Patrol – Access Control, Section 8
Fundamentals of Patrol - Communications, Cooperation, and Public Relations; Section 9

Protect Mission Area

Information Gathering and Sharing, Section 3
WMD Standardized Awareness, Section 10
Prevention and Physical Security – Vulnerability Assessments, Section 6
Security and Safety Emergency Planning, Section 7
Fundamentals of Patrol – Communications, Cooperation, and Public Relations; Section 9

Respond Mission Area

WMD Standardized Awareness, Section 10
Security and Emergency Planning, Section 7
IS-700 National Incident Management System (NIMS), An Introduction, Section 11
ICS-100: Introduction to ICS, Section 12
Fundamentals of Patrol – Communications, Cooperation, and Public Relations; Section 9
Basic First Aid, Section 13

vii
U.S. Department of Homeland Security Fact Sheet
http://www.ojp.usdoj.gov/odp/docs/Target_Capabilities_List_041405.pdf
viii
Universal Task List, Version 2.1, U.S. Department of Homeland Security
ix
Universal Task List, Version 2.1, U.S. Department of Homeland Security

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In addition to compliance with and guidance obtained from HSPD-8, this program was developed in
accordance with compliance standards of Homeland Security Presidential Directive-5 (HSPD-5)x,
Management of Domestic Incidents, so as to ensure standardization and conformity with nationally
accepted practices and the National Incident Management System (NIMS).

Guidance was also obtained from the Office for Domestic Preparedness (Grants and Training),
Emergency Responder Guidelinesxi; Awareness Level, as follows:
1. Recognize Hazardous Materials Incidents.
2. Know the protocols used to detect the potential presence of weapons of mass destruction (WMD)
agents or materials.
3. Know and follow self-protection measures for WMD events and hazardous materials events.
4. Know procedures for protecting a potential crime scene.
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel.

Guidance was also obtained from 29 CFR 1910.120xii OSHA Compliance Regulations as follows:
29 CFR 1910.120xiii OSHA Compliance
1910.120(q)(6)(i)
First responder awareness level. First responders at 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 proper authorities of the release. They would take no further action
beyond notifying the authorities of the release.

Guidance was also obtained from the Office for Domestic Preparedness (Grants and Training),
Prevention and Deterrence Guidelines; June 2003
I. Jurisdictions seeking to improve “Collaborations” between and among public and private
sector agencies to prevent WMD terrorism should:
1. Recognize that there is a need for prevention act ivies and actions and that prevention is
critical to a jurisdiction’s preparation for terrorism.
2. Establish a system, center, or task force to serve as a “clearing house” for all potentially
relevant domestically generated terrorism data and information to ensure interpretation and
assessment of the data and information.
3. Prepare Memorandum of Understanding (MOUs) and formal coordination agreements
between appropriate agencies (public and private) describing mechanisms to exchange
information regarding vulnerabilities and risks, coordination of responses, and processes to
facilitate information sharing and multi-jurisdictional preemption of terrorist acts or events.
4. Use Community-policing initiatives, strategies, and tactics as a basis to identify suspicious
activities related to terrorism.
5. Explicitly develop “social capital” through collaboration between the private sector, law
enforcement and other partners so that data,

x
Homeland Security Presidential Directive/HSPD-5, February 28, 2003,
President George Bush
xi
Emergency Responder Guidelines, Office for Domestic Preparedness, August 1,
2002
xii
Hazardous Waste Operations and Emergency Response, 29 CFR 1910.120
xiii
Hazardous Waste Operations and Emergency Response, 29 CFR 1910.120

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information, assistance, and “best practices” may be shared and collaborative processes
developed.
6. Coordinate Federal, state, and local information, plans and actions for assessments, prevention
procedures, infrastructure protection, and funding priorities to address prevention.
7. Establish a regional prevention information command center and coordinate the flow of
information (in and out) regarding infrastructure.
8. Exercise prevention and collaboration measures.

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Enhanced Security Guard Training

Program of Instruction

Table of Contents

Plan of Instruction …………………………………………………………….................................Page 9

Periods of Instruction………………………………………………………………………………..Page 15

Section 1 - Course Introduction/Historical Perspectives………………...…………………………..Page 16

Section 2 – Criminal and Civil Law………………………………………………………………....Page 18

Section 3 – Information Gathering and Sharing ................................................................................ Page 20

Section 4 – Terrorism Indicators and Trends .................................................................................... Page 22

Section 5 – Anti-Surveillance Efforts ................................................................................................ Page 24

Section 6 – Prevention and Physical Security – Vulnerability Assessment Awareness .................... Page 26

Section 7 – Security and Safety Emergency Planning...................................................................... .Page 28

Section 8 – Fundamentals of Patrol – Access Control………………………………………… ……Page 30

Section 9 – Fundamentals of Patrol – Communications, Cooperation, and Public Relations ........... Page 32

Section 10 – WMD Standardized Awareness………..….……………………………....…………..Page 34

Section 11 – IS-700 National Incident Management System (NIMS) An Introduction...…………..Page 37

Section 12 – ICS-100: Introduction to ICS…………………….…………………………………....Page 39

Section 13 - Basic First Aid ………………………………………………………………………...Page 41

Appendices……………………………………………………………………………..……………Page 43

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Enhanced Security Guard Training Program

Plan of Instruction

Goals:

The Enhanced Security Guard Program is intended to support and complement the current security guard
training and counter terrorism efforts in the State of New York. Through this program, security guards
will gain an increased level of training and knowledge pertaining to security concerns and terrorism
related issues in support of their role as security specialists and the responsibilities inherent within the
purview of their profession.

Cognitive Goal: To provide participants with the basic knowledge and capability to detect and discern
potential criminal and terrorist related activities through a cohesive industry-wide effort, promoting a
robust environment of prevention and deterrence.

Affective Goal: To provide participants with an appreciation for the complexity and enormity of criminal
and terrorism-related activities, as well as an awareness of on-going counter terrorism efforts on local, a
state and national level.

General Course Learning Objectives:

Per § 7. Paragraph (r) subdivision 2 of section 709, The Enhanced Security Guard Program is intended to
provide attendees with the training and skills necessary to:

(i) improve observation, detection and reporting skills;

(ii) improve coordination with local police, fire and emergency services;
(iii) provide and improve skills in working with advanced security technology including
surveillance and access control procedures;

and will have attended training:

(iv) requiring at least forty hours of training including 3 hours of training devoted to terrorism
awareness; and
(v) has been certified as a qualified program by the state office of homeland security.

Target Audience: New York State “certified” Security Guard professionals and or supervisory or
management staff of a certified Security Guard Agency.

Basic Characteristics:

As it relates to the General Business Law §89-f (part 6) of the Security Guard Act:

“Security Guard” shall mean a person, other than a police officer, employed by a security guard
company to principally perform one or more of the following functions within the state:

a.) protection of individuals and/or property from harm, theft or other unlawful activity;
b.) deterrence, observation, detection and/or reporting of incidents in order to prevent any
unlawful or unauthorized activity including but not limited to unlawful or unauthorized
intrusion or entry, larceny, vandalism, abuse, arson or trespass on property;

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c.) street patrol service;

d.) response to but not installation or service of a security system alarm installed and/or used to
prevent or detect unauthorized intrusion, robbery, burglary, theft, pilferage and other losses
and/or to maintain security of a protected premises.

Provided, however, that a security guard who is otherwise subject to regulation with respect to
registration and training by the federal government in the performance of their duties, or a security guard
providing such services on a voluntary basis, shall not be subject to the provisions of this articlexiv.

The role of a security guard professional is to provide his/her client/employer with professional protective
services and is dedicated to the principle of maintaining order and security within the area of his/her
control. A security guard must be firm but fair and cognizant that his/her actions are geared to the safety
of people and their property. The primary responsibility of a security guard is to protect persons and/or
property from harm.

Target Audience Needs:

Because eighty-five percent of the critical infrastructures in the United States belong to private enterprise
and corporations and due to the current world environment with terrorist activity so highly publicized, it
is essential that the security guard industry be a knowledgeable component in our prevention and
deterrence efforts. Therefore, these individuals require the basic knowledge to enable them to discern,
recognize and take appropriate action to allow our other enforcement and intervention components to take
further action. Acquiring the knowledge does not ensure both effective or efficient prevention and
deterrence efforts. This knowledge must be combined not only with appropriate and timely two-way
communication avenues, but also a central focal point that allows for collection, analysis, and feedback of
information. This program will provide that knowledge and capability to access those mechanisms.

General Pre-Requisites:

All course participants must be Security Guardsxv as applicable to the New York State General Business
and Executive Laws, or supervisory/management/administrative staff within a certified Security Guard
Agency.

Pre-Requisite Knowledge, Skills and Abilities:

The New York State Office of Homeland Security Enhanced Security Guard Training Program is an
extension of previously provided training as governed by New York State Law. Therefore, security
guards participating within this course of instruction must have satisfied all previous training
requirements

This course is designed to support and complement counter-terrorism efforts currently underway
throughout New York State. As such, it provides basic information for professional security guards on
Terrorism Trends and Indicators, Information and Intelligence Sharing, Weapons of Mass Destruction
Awareness, Anti-Surveillance Efforts, Prevention and Physical Security - Vulnerability Assessments,
Emergency Disaster and Contingency Planning (an all-hazards approach), the National Incident
Management System (IS-700, & ICS 100 ), Access Control, Communications, Criminal and Civil legal
issues and Cooperation and Coordination in Public Relationships. The course consists of 13 sections

xiv
§89-f (part 6) of the Security Guard Act
xv
§89-f (part 6) of the Security Guard Act

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surrounding the aforementioned topics given in classroom sessions to be provided in blocks of training as
deemed appropriate to complete with minimal interruption of service. The entire program must be
completed within any time constraint proscribed by law in connection with any intended benefit for a
taxpayer.

Through this course, security guards will gain a basic terrorism awareness that may potentially affect
issues and responsibilities within the purview of their employment. It will improve observation, detection
and reporting skills while enhancing coordination capability with emergency response professionals.
Additionally, it is anticipated that access control issues and security technology familiarity on the part of
the security professional will be enhanced through the completion of this program.

Required Text/Materials

Enhanced Security Guard Instructor Manual (Version 1), New York State Office of Homeland Security

Enhanced Security Guard Participant Manual (Version 1), New York State Office of Homeland Security
(To be retained in ownership by student)

The Security Handbook, Second Edition; Purpura, Phillip P. (2003). Burlington M: Elsevier. (To be
retained in ownership by student)
Jane’s Workplace Security Handbook, First Edition, (Jane’s Information Group) (To be retained in
ownership by student)
IS-700 National Incident Management System (NIMS): An Introduction, (program support materials),
Federal Emergency Management Agency, Emergency Management Institute –
(http://training.fema.gov/emiweb/IS/is700.asp)
ICS-100 Introduction to ICS (program support materials), Federal Emergency Management Agency,
Emergency Management Institute – http://training.fema.gov/emiweb/IS/is100.asp
NIMS Training Guidelines for FY 2006: IS-700, IS-800, ICS-100-400

AWR-160 - WMD Awareness Instructor Manual, U.S. Department of Homeland Security, Office of State
and Local Government Coordination and Preparedness, National Domestic Preparedness Consortium.
AWR-160 - WMD Awareness Student Manual, U.S. Department of Homeland Security, Office of State
and Local Government Coordination and Preparedness, National Domestic Preparedness Consortium. (To
be retained in ownership by student)
2004 Emergency Response Guidebook, U.S. Department of Transportation, Research and Special
Programs Administration, Office of Hazardous Materials and Training. (To be retained in ownership by
student)
ATF Lethal Blast, Isolation, and Evacuation Distances Chart
ATF Bomb Threat Checklist
FBI Suspicious Package Brochure
VIDEO: Surviving the Secondary Device Video; (Department of Justice)

VIDEO: Shelter in Place, Know What to Do; (Agrium)

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VIDEO: Suicide Bombings: The New Chaos; (International Association of Fire Chiefs)

VIDEO: Letter Bomb; New Mexico Tech Video Clip

VIDEO: Physical Security, An Ever Changing Mission

American Red Cross, American Heart Association (or equivalents) Basic First Aid Student Manual, and
the appropriate and adequate supporting first aid equipment as determined by those agencies.

Resource Requirements:

NYS OHS Enhanced Security Guard Course Instructional Manual

NYS OHS Enhanced Security Guard Course Lesson Plans
NYS OHS Enhanced Security Guard Course Student Manual (to be retained in ownership by student)
2004 Emergency Response Guidebook (to be retained in ownership by student)
Jane’s Workplace Security Handbook (to be retained in ownership by student)
AWR 160 WMD Standardized Awareness Instructor and Student Manuals, (student version is to be
retained in ownership by student)
IS-700 Instructor and Student Manuals (student version is to be retained in ownership by student)
ICS-100 Instructor and Student Manuals (student version is to be retained in ownership by student)
Participant Handouts
CD Rom Instructional Materials and Videos
Laptop/Desktop Computer with the following minimum system requirements:
• Microsoft Windows XP (Home Edition) or Microsoft Windows 2000
• 4-M CPU 2.20GHz
• 512 megabytes of RAM
• DVD Player
• CD Rom Drive
• Windows Media Player 10
• External computer speaker port for sound amplification of video segments
• Microsoft Office 2000 Package consisting of MS-Word and PowerPoint
• Adobe Reader 7.0.5
External computer speaker system for sound amplification of video segments
LCD Projector
White Board/Flip Charts
Program Evaluations
Student Evaluations
Attendance Rosters

Certified Security Guard Schools participating in this program must have access to the internet to
download FEMA study materials for Sections 11, and 12, regarding National Incident Management
System and ICS courses. Electronic submission of a security guard’s final exam must be accomplished by
participating schools to validate and certify the participant’s study and partaking of the exam.

Arrangements for participation in a Basic First Aid course entail several options and potential resource
requirements to fulfill instruction by a Certified Security Guard School are enclosed in a separate
document which is attached as Appendix A.

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Course Structure

Methods of Instruction:

Lecture
Discussion
Demonstration
Performance
Evaluation

General/Overall Learning and Performance Objectives:

Upon completion of this program the attendee as directed by § 7. Paragraph (r)subdivision 2 of section
709 will have achieved and be able to:

(i) improve observation, detection and reporting skills;

(ii) improve coordination with local police, fire and emergency services;
(iii) provide and improve skills in working with advanced security technology including
surveillance and access control procedures;

And will have attended training:

(iv) requiring at least forty hours of training including 3 hours of training devoted to terrorism
awareness; and
(v) has been certified as a qualified program by the state office of homeland security.

Additionally participants will be able to:

a. identify/list information sharing strategies available within NYS

b. identify/list communication avenues within NYS to report suspicious or potential criminal or
terrorist related activity
c. distinguish/explain the difference between information and intelligence
d. describe/explain common methods of operation of terrorist groups
e. describe/explain potential indicators of a suicide/homicide bomb attack
f. describe/explain the importance of pre-operational surveillance
g. describe/explain the methods utilized to protect critical infrastructure and key assets
h. describe/explain what Risk and Vulnerability Assessments are
i. describe and explain the purpose of the National Incident Management System NIMS
j. describe and explain basic Incident Command System (ICS)
k. describe in detail the importance of Access Control
l. identify and list local resources available to professional security personnel for information
resources and support

Discussion Material: As events that may impact the role of security specialists are capricious and may
shift on a frequent basis, discussion will be generated on a daily basis (where appropriate), consistent with
current events to aid attendees in better understanding their evolving role as security specialists.

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Participant Evaluation and Responsibilities:

Participant’s successful achievement of goals will be evaluated through a combination of psychomotor,

cognitive, and affective evaluation consistent with the desired learning outcome of each individual section
and or module.

Additionally participants will be required to complete course evaluations consistent with Kirkpatrick’s
four-level modelxvi of evaluation (level one – reaction), and student evaluations that focus on:

• The participant’s knowledge at the beginning of this program;

• The participant’s knowledge at the conclusion of this program;
• The value of the materials, information and knowledge conveyed during this instruction; and
• The relevance of the instruction in relation to the participant’s duties and responsibilities at a
specified work location.

Participant Requirements:

All course participants must be Security Guardsxvii as defined in the New York State General Business
and Executive Laws or management/staff members working within, for, or with a licensed security entity.
The New York State Office of Homeland Security Enhanced Security Guard Training Program is an
extension of previously provided training as governed by New York State Law. Therefore, security
guards participating within this course of instruction must have satisfactorily completed all necessary
training requirements.

xvi
Kirkpatrick, D.L. (1994). Evaluating training programs: the four levels,
San Francisco, CA: Berrett-Koehler
xvii
§89-f (part 6) of the Security Guard Act

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ENHANCED SECURITY GUARD

TRAINING PROGRAM

Periods of Instruction

Sections 1 - 13

PUBLIC SAFETY SENSITIVE

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Section One: Introduction: Historical Perspectives 1.5 Hours

This section provides participants with a review of the development of the security guard profession in
America and the evolving responsibilities and challenges facing today’s security professional.

TCL/UTL Mission Area:

Common (Training)

Emergency Responder Guidelines; Awareness Level: N/A

Prevention and Deterrence Guidelines: N/A

Terminal Learning Objectives:

• Upon completion of this section the participant will be able to describe evolving challenges and
responsibilities facing today’s security professional in light of the profession’s history.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:
1. Discuss and describe the evolution of security in America
2. Describe/Explain the growth of private security companies in America
3. Describe/list the evolving challenges and responsibilities facing today’s security professional

Required Reading: Enhanced Security Guard Student Manual, (Version 1), New York State Office of
Homeland Security

The Security Handbook, Second Edition; Purpura, Phillip P. (2003). Burlington M: Elsevier

Assignment: The Security Handbook, Second Edition: Chapter 1, pages 3 - 20; NYS Enhanced Security
Guard Student Manual: Section 1.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• The Security Handbook, Second Edition; Purpura, Phillip P. (2003)
• Laptop or Desktop Computer
• External Computer Speaker System
• LCD Projector
• CD Rom instructional materials
• PowerPoint Presentation: Section 1
• DVD: Physical Security; An Ever Changing Mission (Historical Section)
• Course instructional notes

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• Participant Attendance Form

• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Two: Criminal and Civil Law – Theory and Application 2.0 Hours

This section provides a basic understanding of criminal and civil law to the security specialist. It is
intended to provide him or her with a deeper appreciation of the law, thereby enhancing their ability to
make informed decisions and judgments when encountering circumstances requiring such.

TCL/UTL Mission Area:

Common (Training)

Emergency Responder Guidelines; Awareness Level: N/A

Prevention and Deterrence Guidelines: N/A

Terminal Learning Objective:

• Upon completion of this section, participants will be able to explain sources of American law,
explain the difference between civil and criminal law, and describe the basic terrorism crimes in
New York State.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:

1. Define the term ‘law” and explain the four jurisprudential schools of thought.
2. List the primary sources of American law.
3. Explain the difference between criminal and civil law.
4. List and explain the remedies for violations of criminal and civil law.
5. Explain the authority a civilian security guard has to affect an arrest.
6. Define the term “tort” and explain the difference between intentional and unintentional torts.
7. List four (4) intentional torts and one (1) unintentional tort.
8. List at least 4 basic crimes relating to terrorism and/or support thereof in New York State
9. Define/List elements of those basic crimes and explain how they relate to terrorism

Required Reading: NYS Enhanced Security Guard Student Manual, (Version 1), New York State Office
of Homeland Security

The Security Handbook, Second Edition; Purpora, Phillip P. (2003). Burlington M: Elsevier

Assignment: The Security Handbook, Second Edition: Chapter 7, pages 149-170; NYS Enhanced
Security Guard Student Manual: Section 2.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

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Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• The Security Handbook, Second Edition; Purpura, Phillip P. (2003)
• Laptop/Desktop Computer
• LCD Projector
• CD Rom instructional materials
• PowerPoint Presentation: Section 2
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Three: Information Gathering and Sharing 2.5 Hours

This period of instruction will illustrate the critical need for sharing information and intelligence. It will
detail steps taken to enhance information sharing projects and initiatives with emphasis on a prevention
and deterrence approach. The instructor will discuss the role of security guards in that endeavor.
Information sharing initiatives will be identified and communication avenues will be addressed to ensure
communication paths are multi-directional. Additional discussion will focus on current information and
intelligence collection efforts within this state as well as nationally. While providing an overview, it will
distinguish the difference between information and intelligence and how the security guard industry can
support these efforts and identify various collection methods, programs and initiatives.

TCL/UTL Mission Area:

Common (Training)
Prevent
Protect

Emergency Responder Guidelines; Awareness Level: N/A

Prevention and Deterrence Guidelines: I; 1-7

Terminal Learning Objective:

• Upon completion of this section the participant will be able to describe/explain intelligence
collection and reporting avenues.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:

1. Explain the difference between intelligence and information.

2. Describe/Explain a fusion center.
3. Identify/list the elements of intelligence collection.
4. Describe/Explain Operation Nexus.
5. Describe/Explain Operation Safeguard.
6. Describe/Explain NYPD SHIELD.
7. Describe/Explain the role security personnel play in preventing criminal and terrorist acts.

Required Reading: Enhanced Security Guard Participant Manual (Version 1) Student Manual, New
York State Office of Homeland Security

Assignment: NYS Enhanced Security Guard Student Manual: Section 3.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

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Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• Laptop/Desktop Computer
• LCD Projector
• CD Rom instructional materials
• PowerPoint Presentation: Section 3
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Four: Terrorism Indicators and Trends 2.0 Hours

This course of instruction will illustrate the importance of maintaining vigilance with respect to
terrorist/criminal indicators and suspicious activities. Emphasis will be placed on the integral role
security personnel can play in preventing a possible terrorist/criminal attack. The instructor will outline
recent terrorism trends; identify indicators of suspicious activity that could possibly be related to
terrorism. Communication avenues will also be provided to report suspected criminal and suspicious
activity.

TCL/UTL Mission Area:

Common (Training)
Prevent
Protect

Emergency Responder Guidelines; Awareness Level:

1. Recognize Hazardous Materials Incidents.

2. Know the protocols used to detect the potential presence of weapons of mass destruction (WMD)
agents or materials.
3. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
4. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel

Prevention and Deterrence Guidelines: I; 2,4,5,6,7

Terminal Learning Objective:

• Upon completion of this section the participant will be able to identify/describe protective
measures for facilities potentially targeted by criminals/terrorists.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:

1. Identify/Describe facilities targeted by terrorists.

2. Identify/Describe steps that should be taken to help prevent/deter attacks?
3. Describe/Explain indicators of an individual possibly conducting pre-operational surveillance.
4. Identify and list indicators of a potential suicide bomber.
5. Identify and list indicators of a potential Vehicle Borne Improvised Explosive Device (VBIED)
attack.
6. Identify and list the avenues/methods of communication to report suspicious activity.
7. Describe, explain, and implement suspicious packages protocols

Required Reading: NYS Enhanced Security Guard Student Manual, (Version 1), New York State Office
of Homeland Security, Jane’s Workplace Security Handbook: Chapter 2.

Assignment: NYS Enhanced Security Guard Student Manual: Section 4; Jane’s Workplace Security
Handbook: Chapter 2.

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Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• Jane’s Workplace Security Handbook (1st Edition)
• Laptop/Desktop Computer
• External Computer Speaker System for Video Segments
• PowerPoint Presentation: Section 4
• LCD Projector
• CD Rom instructional materials
• DVD: Suicide Bombings; The New Chaos
• Video Segments: Deathtrap, Montreal Suspicious Package
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Five: Anti-Surveillance Efforts 2.0 hours

This section discusses the importance of surveillance recognition by the security specialist and provides
an understanding of the basic tools/procedures utilized to help deter effective surveillance by terrorists or
criminals and discusses methods utilized to employ effective counter-surveillance practices.

TCL/UTL Mission Area:

Common (Training)
Prevent

Emergency Responder Guidelines; Awareness Level: N/A

Prevention and Deterrence Guidelines: I; 2,4,5,6,7

Terminal Learning Objective:

• Upon completion of this section, participants will be able to describe surveillance, counter-
surveillance, and interdiction of the terrorist attack cycle.

Enabling Learning Objectives: Upon completion of this section, participants will be able to:

1. Describe/Explain the terrorist/criminal objectives when conducting surveillance.

2. Define/Describe surveillance and counter-surveillance
3. Identify/Describe at least three types of surveillance techniques and list their indicators.
4. Explain the principles of surveillance detection.
5. Identify/list the appropriate procedures utilized to interdict a terrorist attack cycle.

Required Reading: NYS Enhanced Security Guard Student Manual, (Version 1), New York State Office
of Homeland Security; Jane’s Workplace Security Handbook (1st Edition).

Assignment: Enhanced Security Guard Student Manual: Section 5; Jane’s Workplace Security
Handbook: Chapter 2.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• Jane’s Workplace Security Handbook (1st Edition)
• Laptop/Desktop Computer
• LCD Projector
• CD Rom instructional materials

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• PowerPoint Presentation: Section 5

• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Six: Prevention and Physical Security–Vulnerability Assessment Awareness 2.0 hours

It has become increasingly important to protect the critical infrastructure assets in our country.
Preemptive and protective measures to mitigate vulnerabilities in our places of businesses are a must if we
are to deter criminal or terrorist efforts to exploit avoidable deficiencies. This requires an understanding
by security professionals of their infrastructure, and the vulnerability, assets, and possible threats that are
coupled with said infrastructures. There is an inherent responsibility on the part of the security
professional to assist law enforcement and security experts in the protection of critical infrastructure; thus
having a more comprehensive understanding of these elements will provide a deeper appreciation of the
appropriate measures that must be taken in securing critical infrastructures.

TCL/UTL Mission Area:

Common (Training)
Prevent
Protect

Emergency Responder Guidelines; Awareness Level: N/A

Prevention and Deterrence Guidelines: I; 1-7

Terminal Learning Objective:

• Upon completion of this section the participant will be able to explain what is meant by critical
infrastructure and key resources, as well as the security specialist’s role in their protection.

Enabling Learning Objectives: Upon completion of this section participants will be able to:

1. Define and explain crime prevention.

2. Define/Explain Critical Infrastructure and Key Resources.
3. Define/Explain Vulnerability Assessments.
4. Define/Explain Assets and describe methods to safeguard such.
5. Define/Explain Threats and provide examples of threats to be safeguarded against.
6. List and explain at least seven types of physical security methods.
7. List at least 5 intervention techniques in protecting assets.
8. Describe/List at least 4 protective measures requiring implementation at critical infrastructures.
9. Explain the security specialist’s role in the Vulnerability Assessment Process.

Required Reading: NYS Enhanced Security Guard Student Manual, (Version 1), New York State Office
of Homeland Security; Jane’s Workplace Security Handbook (1st Edition)

Assignment: NYS Enhanced Security Guard Student Manual: Section 6; Jane’s Workplace Security
Handbook (1st Edition), Chapter 2.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;

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• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• Jane’s Workplace Security Handbook (1st Edition)
• Laptop/Desktop Computer
• External Computer Speaker System for Video Segments
• PowerPoint Presentation: Section 6
• LCD Projector
• CD Rom instructional materials
• DVD: Physical Security; An Ever-changing Mission (Access Control Section)
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Seven: Security and Safety Emergency Planning 2.0 hours

This section will introduce participants to the four phases of emergency management (preparedness,
response, recovery, and mitigation) and how to organize planning efforts towards an overall Emergency
Operation Plan. Program highlights include planning development, implementation, revision, and
maintenance. Additionally, best practices for specialized plans outlining evacuation, shelter-in-place, or
combination practices are addressed. This module further emphasizes the continued contributions
participants may make if an emergency situation must be sustained for an extended period of time.

TCL/UTL Mission Area:

Common (Training)
Protect
Respond

Emergency Responder Guidelines; Awareness Level:

1. Recognize Hazardous Materials Incidents.
2. Know the protocols used to detect the potential presence of weapons of mass destruction (WMD)
agents or materials.
3. Know and follow self-protection measures for WMD events and hazardous materials events.
4. Know procedures for protecting a potential crime scene.
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel.

Prevention and Deterrence Guidelines: I; 1-7

Terminal Learning Objective - Upon completion of this section participants will be able to
describe/explain their role in the emergency management process.

Enabling Learning Objectives: Upon completion of this section participants will be able to:

1. Explain/List the four basic phases of emergency management

2. Identify and explain at least 2 emergency management roles
3. Describe/Explain the considerations given during the development of a safety plan for the
notification and communication of such to special needs populations.
4. List and describe several options for the communication of safety plans to occupants.
5. Explain/Describe the types of exercises that can be conducted to test a plan.
6. Explain/Describe the methods utilized to ensure plans remain up to date.

Required Reading: NYS Enhanced Security Guard Student Manual, (Version 1), New York State Office
of Homeland Security; Jane’s Workplace Security Handbook: Chapter 2, The Security Handbook, Second
Edition.
Assignment: NYS Enhanced Security Guard Student Manual: Section 7; The Security Handbook,
Second Edition: Chapter 12, pages 269-296, Jane’s Workplace Security Handbook: Chapters 2 and 6.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;

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• The participant’s knowledge at the conclusion of this period of instruction;

• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.
Instructional Resources Required:
• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• The Security Handbook, Second Edition; Purpura, Phillip P. (2003)
• Jane’s Workplace Security Handbook (1st Edition)
• Laptop/Desktop Computer
• External Computer Speaker System for Video Segments
• PowerPoint Presentation: Section 7
• LCD Projector
• CD Rom instructional materials
• DVD: Shelter In Place (Agrium)
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Eight: Fundamentals of Patrol – Access Control 2.0 Hours

This section focuses on the importance of effective access and exit control measures in regulating the
movement of people, vehicles, and items into, out of, and within a facility. To that end additional
discussion will involve guidelines and procedures utilized in the detection of fraudulent documents.

TCL/UTL Mission Area:

Common (Training)
Prevent
Protect

Emergency Responder Guidelines; Awareness Level: N/A

Prevention and Deterrence Guidelines: I; 2,4,5,6,7

Terminal Learning Objective - Upon completion of this section the participant will be able to describe
access control.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:

1. Define/Explain Access Control.

2. Describe/Explain the prime factor which influences the kind of access control system employed.
3. Describe/Explain an automatic access control system.
4. List the three fundamental components of an intrusion detection system.
5. Describe/List the attributes that constitute “appropriate” forms of identification
6. List and describe the information contained in an “appropriate” form of identification

Required Reading: NYS Enhanced Security Guard Program Student Manual, (Version 1), New York
State Office of Homeland Security; The Security Handbook, Second Edition; Purpora, Phillip P. (2003).
Burlington M: Elsevier; Jane’s Workplace Security Handbook (1st Edition).

Assignment: Enhanced Security Guard Program Student Manual: Section 8;

The Security Handbook, Second Edition: Chapter 4, pages 67-105; Jane’s Workplace Security Handbook,
pages 65-88.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• The Security Handbook, Second Edition; Purpura, Phillip P. (2003)
• Jane’s Workplace Security Handbook (1st Edition)

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• Laptop/Desktop Computer
• External Computer Speaker System for Video Segments
• PowerPoint Presentation: Section 8
• LCD Projector
• CD Rom instructional materials
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Nine: Fundamentals of Patrol – Communication 2.5 hours

Effective communication skills, which include but are not limited to direct exchanges, telephonic
communications, radio reports, interviews, or report writing, are the foundation of many professional
positions. A major function of the security specialist’s responsibility is to observe, identify, and report
events which may include criminal and or terrorist activity, unsafe or dangerous conditions, fire and life
safety hazards, and other site related events. This section is designed to provide the security officer with
skills to help enhance his or her communication skills. This module is designed to enhance the
communication and interpersonal skills of security guard professionals, their managers, and planners. As
a security guard professional, you must be a skilled communicator to achieve your objectives. You are
required to convey information to a broad audience that includes public and private sector organizations,
the media, disaster victims, and co-responders. Even during non-emergency situations, you will need to
rely on strong communication skills to coordinate with staff and to promote safety awareness.

TCL/UTL Mission Area:

Common (Training)
Prevent
Protect
Respond

Emergency Responder Guidelines; Awareness Level:

- 6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.

Prevention and Deterrence Guidelines: I; 2,4,5,6,7

Terminal Learning Objective: Upon completion of this section, participants will be able to describe
characteristics of effective communication, cooperation, and public relations, as well as be able to
describe ways in which they can enhance communication to better protect their facility.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:

1. Define/Explain Communication.
2. List/Explain the main components of the communication process.
3. Identify, describe, and interpret non-verbal behavior patterns.
4. Explain/Describe effective communication skills.
5. List/Explain the necessary skills for conducting effective interviews.
6. Identify and describe barriers to effective communication.
7. Explain/Define the value and importance of empathetic listening.
8. Explain/Describe the importance of tailoring your message to your audience.
9. Describe/Explain the significance of diversity.
10. Describe/List the means utilized to access the multicultural needs of your audience.
11. Describe/Explain the appropriate use of technology in enhancing the communication
process.
12. Understand/Explain how emergency communication needs differ from daily
communication and how to be most effective under emergency circumstances.

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Required Reading: Enhanced Security Guard Student Manual, (Version 1), New York State Office of
Homeland Security; The Security Handbook, Second Edition; Purpora, Phillip P. (2003). Burlington M:
Elsevier; Jane’s Workplace Security Handbook (1st Edition)

Assignment: The Security Handbook, Second Edition: Purpora, Phillip P. (2003), Chapter 3, 49-66;
Chapter 6, pages 130-148, Enhanced Security Guard Student Manual, Section 9, Jane’s Workplace
Security Handbook (1st Edition) pages 291-300; Section 10 Jane’s Workplace Security Handbook (1st
Edition), pages 300-313

Participant Feedback:

Participants will be required to complete an evaluation that focuses on

• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Enhanced Security Guard Instructor Manual
• Enhanced Security Guard Student Manuals
• Jane’s Workplace Security Handbook (1st Edition)
• Laptop/Desktop Computer
• External Computer Speaker System for Video Segments
• PowerPoint Presentation: Section 9
• LCD Projector
• CD Rom instructional materials
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Ten: WMD Standardized Awareness 6.0 hours

Developed by the National Domestic Preparedness Consortium (NDPC), this section is designed to
enhance the capabilities of participants to prevent, deter, prepare for, respond to, and recover from
incidents of terrorism involving Weapons of Mass Destruction (WMD) which may include chemical,
biological, radiological, nuclear, or explosives agents. The WMD Awareness Level Training is intended
to establish a common baseline to ensure statewide consistency in WMD education and training providing
attendees with awareness-level instruction on identification, avoidance, isolation, and notification
techniques necessary and appropriate in a WMD environment.

TCL/UTL Mission Area:

Common (Training)
Prevent
Protect
Respond

Emergency Responder Guidelines; Awareness Level:

1. Recognize Hazardous Materials Incidents.
2. Know the protocols used to detect the potential presence of weapons of mass destruction (WMD)
agents or materials.
3. Know and follow self-protection measures for WMD events and hazardous materials events.
4. Know procedures for protecting a potential crime scene.
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel.

29 CFR 1910.120 OSHA Compliance

1910.120(q)(6)(i)

First responder awareness level. First responders at 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 proper authorities of
the release. They would take no further action beyond notifying the authorities of the
release. First responders at the awareness level shall have sufficient training or have had
sufficient experience to objectively demonstrate competency in the following areas:

1910.120(q)(6)(i)(A)
An understanding of what hazardous substances are, and the risks associated with them in an
incident.
1910.120(q)(6)(i)(B)
An understanding of the potential outcomes associated with an emergency created when
hazardous substances are present.
1910.120(q)(6)(i)(C)
The ability to recognize the presence of hazardous substances in an emergency.
1910.120(q)(6)(i)(D)
The ability to identify the hazardous substances, if possible.

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1910.120(q)(6)(i)(E)
An understanding of the role of 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.
1910.120(q)(6)(i)(F)
The ability to realize the need for additional resources, and to make appropriate notifications to
the communication center.

Enabling Learning Objectives: Upon completion of this section participants will be able to:

1. Define terrorism and WMD

2. List actions indicating potential terrorist activity.
3. List potential terrorist targets.
4. Define/List general precautions for self protection if a WMD incident is witnessed or
encountered.
5. Define/List the four elements of the RAIN concept.
6. Describe/Explain toxic industrial chemicals used as weapons and the signs and symptoms
associated with them.
7. Discuss time, distance, shielding, and isolation zones as they apply to WMD agents.
8. Describe/Define biological agents.
9. Describe/Explain the general signs and symptoms of exposure to biological agents.
10. Describe/Explain the advantages and disadvantages of using biological agents for terrorism
11. Describe/Explain radiation and radioactive material.
12. Identify/List the signs and symptoms of exposure to radiation.
13. Define the difference between a Radiological Dispersal Device and a nuclear device
14. Define, Explain, identify, and list characteristics of explosives.
15. Recognize and list indicators of explosive manufacture.
16. Recognize and describe potential explosive indicators.

Required Reading: AWR-160 - WMD Awareness Student Manual, U.S. Department of Homeland
Security, Office of State and Local Government Coordination and Preparedness, National Domestic
Preparedness Consortium

2004 Emergency Response Guidebook, U.S. Department of Transportation, Research and Special
Programs Administration, Office of Hazardous Materials and Training.

ATF Lethal Blast, Isolation, and Evacuation Distances Chart

ATF Bomb Threat Checklist

FBI Suspicious Package Guidelines

Assignment: AWR-160 - WMD Awareness Student Manual: pages 1-105 inclusive

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;

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• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• AWR Standardized Awareness Instructor Manual
• AWR Standardized Awareness Student Manual
• Laptop/Desktop Computer
• External Computer Speaker System for Video Segments
• PowerPoint Presentation: Section 10 (AWR-160 Standardized WMD Awareness)
• 2004 Emergency Response Guidebook, U.S. Department of Transportation,
• ATF Lethal Blast, Isolation, and Evacuation Distances Chart
• ATF Bomb Threat Checklist
• FBI Suspicious Package Guidelines
• LCD Projector
• CD Rom instructional materials
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Extension Cord / Surge Protector

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Section Eleven IS-700 National Incident Management System; An Introduction 3.0 hours

Efforts among federal, state, local and private entities to conduct best practices in all-hazards
preparedness have spawned promise for a nation ready to handle any kind of significant incident in a
coordinated and efficient manner.

As per Homeland Security Presidential Directive 5 (HSPD-5), the Federal Emergency Management
Agency’s (FEMA) development of the National Incident Management System (NIMS) has given agencies
at every level a universal standard to follow relating to terminology, incident command structure,
communication, and information and resource management. Training for our first responders on topics
such as NIMS and ICS has become a priority. This module is designed to provide the security guard
industry with a basic awareness of NIMS principles, requirements, and practices.

TCL/UTL Mission Area:

Common (Training)
Respond

Emergency Responder Guidelines; Awareness Level:

- 5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.

Enabling Learning Objectives: Upon completion of this section the participants will have the ability to:

1. Describe the key concepts and principles underlying NIMS.

2. Identify/List the benefits of using ICS as the national incident management model.
3. Describe/Explain when it is appropriate to institute an Area Command.
4. Describe/Explain when it is appropriate to institute a Multi-agency Coordination System.
5. Describe/List the benefits of using a Joint Information System (JIS) for public information.
6. Identify/Explain/List the ways in which NIMS affects preparedness.
7. Describe/Explain how NIMS affects resource management.
8. Describe/List the advantages of common communication and information management systems.
9. Explain/Describe how NIMS influences technology and technology systems.
10. Describe/Define the purpose of the NIMS Integration Center

Required Reading/Material: IS-700 National Incident Management System (NIMS): An Introduction,

(program support materials), Federal Emergency Management Agency, Emergency Management Institute
– (http://training.fema.gov/emiweb/IS/is700.asp)

Assignment: Instructor Facilitated Delivery: IS-700 National Incident Management System (NIMS): An
Introduction, (program support materials);

Internet Based Self Study: http://training.fema.gov/emiweb/IS/is700.asp

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;

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• The value of the materials, information and knowledge conveyed during this
instruction;
• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• Internet Based Self Study: http://training.fema.gov/emiweb/IS/is700.asp
Instructor Facilitated Delivery: IS-700 National Incident Management System
(NIMS): An Introduction, (program support materials);
• Internet Access Capabilities
• Laptop/Desktop Computer
• LCD Projector
• PowerPoint Presentation: Section 11 (IS-700 NIMS, An Introduction)
• CD Rom instructional materials
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Student Exam
• Extension Cord / Surge Protector
• FEMA IS-700 Student Exam

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Section Twelve: ICS-100 Introduction to Incident Command System 3.0 hours

ICS 100, Introduction to the Incident Command System, introduces the Incident Command System (ICS)
and provides the foundation for higher level ICS training. This course describes the history, features and
principles, and organizational structure of the Incident Command System. It also explains the relationship
between ICS and the National Incident Management System (NIMS).

TCL/UTL Mission Area:

Common (Training)
Respond

Emergency Responder Guidelines; Awareness Level:

5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel.

Enabling Learning Objectives: Upon completion of this section the participant will be able to:

1. Identify/Explain the requirements to use or implement ICS

2. Identify/List three purposes of ICS
3. Describe/List the basic features of ICS
4. Identify/List common incident tasks
5. Describe/List the six basic ICS facilities
6. Identify/List facilities that may be located together
7. Identify/Explain facility map symbols
8. Describe and list common responsibilities at an incident
9. List individual accountability responsibilities
10. Describe/List common mobilization responsibilities
11. Describe/List common demobilization responsibilities
12. Describe/Explain the role and function of the Incident Commander
13. Describe/Explain the role and function of the Command Staff
14. Describe/Explain the role and function of the Operations Section
15. Describe/Explain the role and function of the Planning Section
16. Describe/Explain the role and function of the Logistics Section
17. Describe/Explain the role and function of the Finance / Administration Section

Required Reading/Material: ICS-100 Introduction to ICS (program support materials), Federal

Emergency Management Agency, Emergency Management Institute –
http://training.fema.gov/emiweb/IS/is100.asp

Assignment: Instructor Facilitated Delivery: ICS-100 Introduction to ICS (program support materials);
Internet Based Self Study: http://training.fema.gov/emiweb/IS/is100.asp

• Internet Based Self Study: http://training.fema.gov/emiweb/IS/is100.asp

Instructor Facilitated Delivery: ICS-100 Introduction to ICS (program support
materials);
• Internet Access Capabilities

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• Laptop/Desktop Computer
• LCD Projector
• PowerPoint Presentation: Section 12 (ICS-100 Basic ICS)
• CD Rom instructional materials
• Course instructional notes
• Participant Attendance Form
• White Board/Flip Charts
• Dry Erase Markers
• Student Notepads
• Student Exam
• Extension Cord / Surge Protector
• FEMA ICS-100 Student Exam

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Section Thirteen: Basic First Aid 6.5 Hours

The American Red Cross First Aid/CPR/AED Program or Equivalent (based upon matched time frame,
course objectives, and recognition as an approved training curriculum) is a first aid and cardiopulmonary
resuscitation (CPR), training program which prepares individuals to respond to injuries and sudden
illnesses that may arise in the workplace. It is designed to provide participants with the knowledge and
skill necessary to prevent, recognize, and provide basic care for injuries and sudden illnesses until
advanced medical personnel arrive to provide care.

TCL/UTL Mission Area:

Common (Training)
Protect
Respond

Emergency Responder Guidelines; Awareness Level:

- 6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.

Enabling Learning Objectives: Upon completion of this section participants will be able to:

1. Explain how the EMS and 9-1-1 systems work

2. Determine the safe response to an emergency situation
3. Explain the emergency action steps to follow after an emergency
4. Recognize the signals of someone in need of first aid (shock, cardiac arrest, life-threatening
bleeding, stroke)
5. Provide care for injuries including severe cuts and burns, sprains and strains.
6. Provide care for sudden illnesses such as poisonings, bites and stings.
7. Recognize and caring for heat- and cold-related emergencies.
8. Recognize and care for life-threatening emergencies in adults, such as respiratory, choking and
cardiac problems.
9. Provide appropriate initial care to an unconscious adult
10. Provide CPR to an adult
11. Describe the necessary precautions when using an AED
12. Use an AED on an adult in cardiac arrest
13. Provide Emergency Cardiac Care utilizing Automated External Defibrillation (AED) information.
14. Conduct workplace emergency planning.

Required Reading: American Red Cross First Aid/CPR/AED Program Participant Book and Supporting
Materials or equivalent.
Assignment: American Red Cross First Aid/CPR/AED Program Participant Book: Pages 2-58 or
equivalent.

Participant Feedback:
Participants will be required to complete an evaluation that focuses on
• The participant’s knowledge at the beginning of this period of instruction;
• The participant’s knowledge at the conclusion of this period of instruction;
• The value of the materials, information and knowledge conveyed during this
instruction;

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• The relevance of the instruction in relation to the participant’s duties and responsibilities
at a specified work location.

Instructional Resources Required:

• American Red Cross (or equivalent) Instructor Manual
• American Red Cross (or equivalent) Student Manual
• CD Rom instructional materials
• Approved and Required First Aid Training Equipment and Materials
• Course instructional notes
• Participant Attendance Form
• Participant Exam

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Appendix A:
Bibliography and Resource Materials

§ 7. Paragraph (r) subdivision 2 of section 709

The Security Handbook, Second Edition; Purpora, Phillip P. (2003). Burlington M: Elsevier.

IS-700 National Incident Management System (NIMS): An Introduction, (program support materials),
Federal Emergency Management Agency, Emergency Management Institute –
(http://training.fema.gov/emiweb/IS/is700.asp)

ICS-100 Introduction to ICS (program support materials), Federal Emergency Management Agency,
Emergency Management Institute – http://training.fema.gov/emiweb/IS/is100.asp

NIMS Training Guidelines for FY 2006: IS-700, IS-800, ICS-100-400

AWR-160 - WMD Awareness Student Manual, U.S. Department of Homeland Security, Office of State
and Local Government Coordination and Preparedness, National Domestic Preparedness Consortium.

2004 Emergency Response Guidebook, U.S. Department of Transportation, Research and Special
Programs Administration, Office of Hazardous Materials and Training.

ATF Lethal Blast, Isolation, and Evacuation Distances Chart

ATF Bomb Threat Checklist

American Red Cross, Basic First Aid Student Manual, and the appropriate and adequate supporting first
aid equipment as determined by the American Red Cross

Homeland Security Presidential Directive 8, December 17, 2003, President George Bush

Homeland Security Presidential Directive/HSPD-5, February 28, 2003, President George Bush

National Incident Management System (NIMS)

Universal Task List, Version 2.1, U.S. Department of Homeland Security, May 23, 2005

Target Capabilities List Version 1.0, Interim National Preparedness Goal

Emergency Responder Guidelines, Office for Domestic Preparedness, August 1, 2002

U.S. Department of Homeland Security Fact Sheet

http://www.ojp.usdoj.gov/odp/docs/Target_Capabilities_List_041405.pdf

Prevention and Deterrence of Terrorist Acts by Law Enforcement, NCBRT, New Mexico Tech

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Appendix B:
Glossary of Terms

A
AAR After-Action Report/Review
APPL Area Police-Private Security Liaison Program
ASIS American Society for Industrial Security
ADMIN Administration
ALS Advanced Life Support
AO Area of Operations
AOC Area of Concern
AOR Area of Responsibility
AP Assembly Point
B
BLS Basic Life Support
C
CA Chemical Agent
CAD Computer Aided/Assisted Dispatch
CAMEO Computer Aided Management of Emergency Operations
CBRNE Chemical/ Biological/ Radiological/ Nuclear/ Explosive
CC Coordination Center
CCC Crisis Coordination Center
CCT Critical Care Transport
CDP Center for Domestic Preparedness
CEC Chief Exercise Controller
CEM Certified Emergency Manager
Comprehensive Emergency Management
CEMP Comprehensive Emergency Management Plan
CEOC County Emergency Operations Center
CERT Community Emergency Response Team
Computer Emergency Readiness Team
CERT/CC Community Emergency Response Team/Coordination Center
CFE Certified Fraud Examiners (Association of)
CFR Code of Federal Regulations
CI Critical Infrastructure
CII Critical Infrastructure Information
CIMRT Critical Incident Management Response Team
CIMS Critical Incident Management Support
CIS Community Information System
CISD Critical Incident Stress Debriefing
CISM Critical Incident Stress Management
CMC Crisis Management Center
Crisis Management Coordinator
CMT Crisis Management Team
CO Communications Officer
COOP Continuity of Operations
CP Command Post
Control Point
Coordination and Planning
CPL Criminal Procedural Law
CPLR Criminal Procedural Law and Rules
CPX Command Post Exercise

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D
DHHS Department of Health and Human Services
DHS Department of Homeland Security (ESF-13)
DMAT Disaster Medical Assistance Team
DMNA Division of Military and Naval Affairs
DMORT Disaster Mortuary Operational Response Team
DOH Department of Health
DOS Department of State
DP Disaster Preparedness
DPC Disaster Preparedness Commission (NYS)
DSP Division of State Police (New York State)
E
EAP Emergency Action Plan
ECC Emergency Communications Center
ECCV Emergency Command and Control Vehicle
EFO Emergency Field Office
EIO Emergency Information Officer
EMA Emergency Management Agency
EMI Emergency Management Institute
EMRT Emergency Medical Response Team
EMS Emergency Medical Services
EMT Emergency Management Team
Emergency Medical Technician
EMT-P Emergency Medical Technician-Paramedic
EOC Emergency Operations Center
ERN Emergency Response Network
ERP Emergency Response Plan
ERPG Emergency Response Guidelines
ERT Emergency Response Team
F
FBI Federal Bureau of Investigation
FE Functional Exercise
FEMA Federal Emergency Management Agency
FSE Full Scale Exercise
H
HSAS Homeland Security Advisory System
HSEEP Homeland Security Exercise Evaluation Program
HSOC Homeland Security Operations Center
HSPD-5 Homeland Security Presidential Directive-5
HSPD-8 Homeland Security Presidential Directive-8
HVAC Heating, Ventilating, and Air Conditioning
I
IA Individual Assistance
Information Analysis
Inter-agency
IACP International Association of Chiefs of Police
IAP Incident Action Plan
IC Incident Command
Incident Commander
ICP Incident Command Post
ICS Incident Command System
IED Improvised Explosive Device
IIMG Interagency Incident Management Group
IMAT Incident Management Action Team

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ISAC Information Sharing and Analysis Center

J
JFO Joint Field Office
JIC Joint Information Center
JIS Joint Information System
L
L Locality
LAC Local Assistance Center(s)
LAN Local Area Network
LAN/WAN Local Area Network/Wide Area Network

LEM Local Emergency Management

LEMA Local Emergency Management Authority
LEOC Local Emergency Operations Center
LEPC Local Emergency Planning Committee
LEPPC Local Emergency Prevention and Preparedness Council
LETS Law Enforcement Telecommunications System
LHD Local Health Department
LIMS Laboratory Information Management System
LLEA Local Law Enforcement Agency
LNO Liaison Officer
LRN Laboratory Response Network
LS Logistics Support
LSS Laboratory Scientific Services
Life Support System
M
MAA Mutual Aid Agreement
MAC Multi-Agency Command
MACC Multi-Agency Coordination Center
MACS Multi-Agency Coordination System
MST Management Support Team
N
NCISP National Criminal Intelligence Sharing Plan
NCPC National Crime Prevention Council
NDMS National Disaster Medical System
NEMT National Emergency Management Team
NIMS National Incident Management System
NRP National Response Plan
NYC New York City
NYPD New York Police Department
NYS New York State
NYSDEC New York State Department of Environmental Conservation
NYSDOH New York State Department of Health
NYSOHS New York State Office of Homeland Security
NYSP New York State Police
O
OEM Office of Emergency Management
OFPC Office of Fire Prevention & Control
OHS Office of Homeland Security
P
PDA Personal Digital Assistant
PFO Principal Federal Official
PL New York State Penal Law
PPE Personal Protective Equipment

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PTE Potential Threat Element

Q
R
RDD Radiological Dispersal Device
S
S&R Search and Rescue
SEMO State Emergency Management Office (NYS)
SEOC State Emergency Operations Center
SITREP Situation Report
SITSTAT Situation Status
SOG Standard Operating Guide
SOP Standard Operating Procedure(s)
SPI Society of Professional Investigators
SWAT Special Weapons and Tactics
T
TCL Target Capabilities List
TCV Total Containment Vessel
TTX Tabletop Exercise
U
UC Unified Command
UC/IC Unified Command/Incident Command
UCP Unified Command Post
UTL Universal Task List
V
VA Vulnerability Assessment
VBIED Vehicle Borne Improvised Explosive Device
W
WMD Weapons of Mass Destruction

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Appendix C:
ATF Lethal Blast, Isolation, and Evacuation Distances Chart

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APPENDIX D: ATF BOMB THREAT CHECKLIST

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APPENDIX E:
Universal Task List: Addressed Categories
Training
Com.A 9 Develop and conduct training to improve all-hazard incident management capability
Com.A 9.2 Develop standardized training courses
Com.A 9.2.1 Develop standardized training courses on incident command and
management, structure, coordination, processes and procedures
Com.A 9.2.1.1 Facilitate the development and dissemination of national standards,
guidelines and protocols, for incident management training and exercises
Com.A 9.2.1.2 Review and approve discipline-specific requirements and courses
Com.A 9.2.4 Develop training for non-responder personnel
Com.A 9.3 Implement standardized training courses
Com.A 9.3.1 Coordinate training of responders, emergency staffs, health care providers and trainees
Com.A 9.5 Facilitate the definition of general training requirements and approved
training courses for all NIMS users
Sections: All
One through Fourteen

Prevent
Pre.A.1 1 Plan and direct intelligence and surveillance activities
Pre.A.1 1.1 Determine intelligence and surveillance issues
Pre.A.1 1.2 Determine and prioritize intelligence and surveillance requirements
Pre.A.2 4 Promote intelligence and surveillance development at State, local and tribal levels
Pre.A.5 1 Develop processes and procedures for sharing security related information with State,
local and tribal government, the private sector and the public, as appropriate
Pre.B.1 1 Facilitate the development of processes to improved security at key points and access
to critical infrastructure
Sections:
3, Information Gathering and Sharing
4, Terrorism Indicators and Trends
5, WMD Standardized Awareness
6, Anti-Surveillance Efforts
7, Prevention and Physical Security – Vulnerability Assessments
11, Fundamentals of Patrol – Access Control
12, Fundamentals of Patrol - Communications

Protect
Pro.B.1 1 Develop guidelines for physical protection of infrastructure
Pro.B.1 1.1 Develop standardized guidelines for physical security programs
Pro.B.1 1.1.1 Coordinate development of standard guidelines for physical security programs
Pro.B.1 1.3 Develop partnerships for physical infrastructure protection and contingency planning
Pro.B.2 2 Implement deterrence and defense protection measures
Pro.B.2 2.1 Direct and conduct actions necessary to deny access or entry into designated regions,
areas, installations, and critical infrastructure sites
Pro.C.2 1 Develop public safety and security plans, programs and agreements
Pro.C.2 1.1 Develop community outreach initiatives, strategies and tactics
Pro.C.2 5 Implement public safety and security prevention activities
Pro.C.2 5.1 Direct crime prevention activities

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APPENDIX E: (continued)
Universal Task List: Addressed Categories

Pro.C.2 5.2 Maintain security awareness programs

Pro.C.2 5.3 Direct public safety and security education programs
Pro.C.2 5.4 Conduct public safety and security training and education programs
Pro.C.3 3 Develop and conduct training courses for citizen participation in incident management
Pro.C.3 3.1 Plan, conduct and evaluate public education programs for prevention,
preparedness, response and recovery
Pro.C.3 4 Distribute public education materials identifying hazards and threats
Pro.C.3 4.1 Address additional public education needs
Pro.C.3 5 Train the public to be aware and report suspicious items and behavior
Sections:
3, Information Gathering and Sharing
5, WMD Standardized Awareness
7, Prevention and Physical Security – Vulnerability Assessments
8, Security and Safety Emergency Planning
12, Fundamentals of Patrol – Communication

Respond
Res.A.3 2 Coordinate incident site communications
Res.A.3 2.1 Coordinate with the response organization and other responders to share information
Res.A.3 2.1.1 Develop NIMS compliant incident site communications plan
Res.A.3 3 Communicate internal incident response information
Res.A.3 3.1 Utilize established common terminology
Res.B.1 2 Activate the Incident Command System
Res.B.1 2.1 Activate incident command system and/or unified command system
Res.B.2 2.2.1 Develop and implement training related to detection and reporting of hazardous
material
Res.B.2 6.1.2 Conduct an initial reconnaissance of the area
Res.B.3 3.1 Assist evacuation of special populations
Res.B.3 4.2 Implement shelter-in-place procedures
Sections:
5, WMD Standardized Awareness
8, Security and Emergency Planning
9, IS-700 National Incident Management System (NIMS), An Introduction
10, ICS-100: Introduction to ICS
12, Fundamentals of Patrol – Communication
14, Basic First Aid
15, IS-800 National Response Plan (NRP) An Introduction

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Appendix F: Emergency Responder Guidelines

Awareness Level Categories Addressed

Section One: Course Introduction, N/A

Section Two: Information Gathering and Sharing, N/A
Section Three: Terrorism Indicator and Trends, N/A
Section Four: N/A
Section Five: Capabilities 1-6
1. Recognize Hazardous Materials Incidents.
2. Know the protocols used to detect the potential presence of weapons of mass destruction (WMD)
agents or materials.
3. Know and follow self-protection measures for WMD events and hazardous materials events.
4. Know procedures for protecting a potential crime scene.
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel.
Section Six: N/A
Section Seven: N/A
Section Eight: Capabilities 1-6
1. Recognize Hazardous Materials Incidents.
2. Know the protocols used to detect the potential presence of weapons of mass destruction (WMD)
agents or materials.
3. Know and follow self-protection measures for WMD events and hazardous materials events.
4. Know procedures for protecting a potential crime scene.
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response
personnel.
Section Nine: Capabilities 5-6
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.
Section 10: Capabilities 5-6
5. Know and follow agency/organization’s scene security and control procedures for WMD and
hazardous materials events.
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.
Section 11: N/A
Section 12: Capability 6
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.
Section 13: Capability 6
6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.

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Section 14: Capability 6

6. Possess and know how to properly use equipment to contact dispatcher or higher authorities to
report information at the scene and to request additional assistance or emergency response personnel.

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Appendix G
NIMS Training Matrix The NIMS Integration Center
www.feme.gov/nims
Federal Emergency Management Agency
Department of Homeland Security
December 2005

Fact Sheet
NIMS TRAINING GUIDELINES FOR FY 2006: IS-700, IS-800, ICS-100—400

PERSONNEL REQUIRED TRAINING

Entry level first responders & disaster workers
Federal/State/Local/Tribal/Private Sector & Non- • FEMA IS-700: NIMS, An Introduction
governmental personnel to include:
• Emergency Medical Service personnel • ICS-100: Introduction to ICS or equivalent
• Firefighters
• Hospital staff
• Law Enforcement personnel
• Public Health personnel
• Public Works/Utility personnel
• Skilled Support Personnel
• Other emergency management response, support,
volunteer personnel at all levels

First line supervisors

Federal/State/Local/Tribal/Private Sector & Non- • FEMA IS-700: NIMS, An Introduction
governmental personnel to include:
Single resource leaders, field supervisors, and other • ICS-100: Introduction to ICS or equivalent
emergency management/response personnel that require a
higher level of ICS/NIMS Training. • ICS-200: Basic ICS or equivalent

Middle management
Federal/State/Local/Tribal/Private Sector & Non- • FEMA IS-700: NIMS, An Introduction
governmental personnel to include: • FEMA IS-800: National Response Plan
Strike team leaders, task force leaders, unit leaders,
division/group supervisors, branch directors, and multi- (NRP), An Introduction*
agency coordination system/emergency operations center • ICS-100: Introduction to ICS or equivalent
staff. • ICS-200: Basic ICS or equivalent
• ICS-300: Intermediate ICS or equivalent
(FY07 Requirement)

Command and general staff

Federal/State/Local/Tribal/Private Sector & Non- • FEMA IS-700: NIMS, An Introduction
governmental personnel to include: • FEMA IS-800: National Response Plan
Select department heads with multi-agency coordination (NRP), An Introduction
system responsibilities, area commanders, emergency • ICS-100: Introduction to ICS or equivalent
managers, and multi-agency coordination system/emergency • ICS-200: Basic ICS or equivalent
operations center managers. • ICS-300: Intermediate ICS or equivalent
(FY07 Requirement)
• ICS-400: Advanced ICS or equivalent (FY07
Requirement)

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Appendix H
Target Capabilities

36 Target Capabilities as Listed in 36 Target Capabilities as Listed in

Target Capabilities List 1.0 Interim National Preparedness Goal
(and Draft Goal)

1. All Hazards Planning Planning

2. Animal Health Emergency Support (same)
3. Criminal Investigation and Intervention Terrorism Investigation and Intervention
4. Critical Infrastructure Protection and Risk Management Critical Infrastructure Protection
5. Critical Resource Logistics and Distribution (same)
6. Economic and Community Recovery (same)
7. Emergency Evacuation Citizen Protection: Evacuation and/or In-Place Protection
8. Emergency Operations Center Emergency Operations Center Management
9. Emergency Public Education Emergency Public Information and Warning (?)
10. Emergency Public Information Emergency Public Information and Warning
11. Emergency Response Communications Interoperable Communications (?)
12. Engineering Structural Damage Assessment and Mitigation (?)
13. Environmental Health and Vector Control (same)
14. Explosive Device Detection and Response Operations Explosive Device Response Operations
15. Fatality Management (same)
16. Firefighting Operations/Support (same)
17. Food and Agriculture Safety and Security Food and Agriculture Safety and Defense
18. Hazard and Vulnerability Analysis Risk Analysis (?)
19. Hazardous Materials (HAZMAT) WMD/Hazardous Materials Response and
20. Information Collection and Threat Recognition Decontamination (?)
21. Information Sharing and Collaboration (same)
22. Intelligence Fusion and Analysis (same)
23. Isolation and Quarantine (same)
24. Mass Care (Sheltering, Feeding, and Related Services) (same)
25. Mass Prophylaxis and Vaccination (same)
26. Medical Supplies Management and Distribution Mass Prophylaxis
27. Medical Surge (same)
28. On-Site Incident Management (same)
29. Pre-Hospital Triage and Treatment (same)
30. Public Health Epidemiological Investigation and (same – Triage and Pre-Hospital Treatment)
Laboratory (same)
Testing (same)
31. Public Safety and Security Response (same)
32. Restoration of Lifelines Search and Rescue
33. Urban Search and Rescue (same)
34. Volunteer Management and Donations Search and Rescue
35. Water Search and Rescue (same)
36. Worker Health and Safety NEW:
CRBNE Detection
Citizen Preparedness and Participation

Source: Target Capabilities List Version 1.0, Interim National Preparedness Goal

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