MGT 403: Access and Functional Needs Preparedness …...Preparedness Planning for Rural Communities Course Design Document (CDD) ILT Revision-January, 2018 NWACC revision for v.10.0

January 2018 NWACC revision for v.10.0 Page 1

R

MGT 403: Access and Functional

Needs Preparedness Planning for

Rural Communities

Course Design Document (ILT) January 2018

Course Description

MGT 403: Access and Functional Needs Preparedness Planning for Rural Communities

Course Design Document (CDD) ILT

Revision-January, 2018


Overview The purpose of this course is to ensure the safety of older adults, particularly those residing in assisted-living and nursing homes, and people with access and functional needs during a crisis event by increasing knowledge among community emergency planners in the area of pre-planning and preparedness.

Scope This is a planning and management-level course. This course will assist in preparing communities to meet the assistance and safety needs of older adults, and people with access and functional needs during a crisis event in rural communities using an approach with the Department of Homeland Security’s (DHS) Whole Community initiative. Due to the expected diverse student population, general information regarding crisis planning and response (incident command system (ICS), National Incident Management System (NIMS), etc.) will be discussed, flowing into a narrower discussion regarding the needs and care issues of older adults. Included in the discussion are short- and long-term care, pet care, medication, and the need for durable medical equipment and healthcare. The issue of individuals from assisted-living and nursing homes will be emphasized in lessons learned from various disasters. In addition, information from subject matter experts (SMEs) of the American Red Cross of New Orleans will be shared.

Target Audience The course target audience includes the following: Emergency responders, city government, county government, state government, nongovernmental agencies, community leaders, health professionals, volunteers, local community groups, businesses and corporations with a local presence, professionals from retirement, nursing, and assisted-living facilities, and long-term care facilities.

Prerequisites All course participants must be U.S. citizens. Prior to attending this course, prospective students may attend or complete study regarding the following courses:

IS-0100.b—Introduction to Incident Command System

IS-0368—Including People With Disabilities and Others With Access and Functional Needs in Disaster Operations

IS-0200.b—ICS for Single Resources and Initial Action Incidents or IS-0200.HCa—Applying ICS to Healthcare Organizations

Course Description





Course Length This course is designed as a one-day course that will begin at 8:00 a.m. and conclude at 5:00 p.m. for a total classroom experience of approximately 8 hours.

Required Materials/Facilities

Facilities:

Equal access facility

Local facility classroom able to accommodate a minimum of 20 students and a maximum of 30 students with large whiteboard and markers

Tables and chairs to accommodate 43 people (40 students, 2 instructors, and an observer)

Instructor podium/table

Parking arrangements for a maximum of 43 personnel

Audio/Visual:

IBM-compatible computer with Microsoft PowerPoint (version 2000 or newer), Adobe Acrobat, and Microsoft Office

High-speed Internet connection

LCD projector compatible with computer and remote capability

Projection screen compatible with class size

Table to accommodate A/V equipment and power cords

Sufficient outlets/power cords/strips to support A/V equipment

Phones and active phone line connections

Classroom Materials:

Two instructor manuals

Maximum of 40 participant manuals

Attendance roster

Name tents/name tags

Maximum of 40 copies of each: o Pre- and post-tests o Course evaluation and registration forms

Course Description





Testing/Certification

DHS courses require each student to participate in a course pre-test in which there is no pass/fail; this is merely an experiential assessment tool. Each student is required to participate in and pass a course post-test with a score of 70% or better to meet the course completion requirements. Each student who meets all of the course completion requirements will receive a pre-approved, Rural Domestic Preparedness Consortium (RDPC) certificate of completion stamped with the U.S. Department of Homeland Security (DHS) logo.

Course Description





Reference List Alzheimer’s Association. (2013, December). Disasters and evacuations present even higher risk

for those with dementia. Retrieved from https://www.alz.org/documents/colorado/Disaster-Evacuations- Alzheimers.pdf

American Red Cross. (2015). Multi-agency resource center (MARC) planning resource. Retrieved from https://njvoad.communityos.org/cms/system/files/Multi%20Agency%20Resource%20Center%20 Planning%20%5B2337173%5D.pdf

Association of Programs for Rural Independent Living. (n.d.). Retrieved from https://www.april-rural.org/

Baylor College of Medicine and American Medical Association. (2006, August). Recommendations for best practices in the management of elderly disaster victims. Retrieved from https://www.bcm.edu/ pdf/bestpractices.pdf

Cahalan, C., & Renne, J. (2007). Safeguarding independent living: Emergency evacuation of the elderly and disabled. InTransition, Spring, 15(1), 7-32. Retrieved from http://www.intransitionmag.org/ spring_2007/v14spring/evacuating_elderly_disabled.pdf

Cavanagh. J., & Malia, A. (2008, September). Older, wiser, safer: Emergency preparedness and the elderly. Retrieved from http://www.bridgemultimedia.com/eas/3030/files/involved_7.pdf

CBS Houston. (2017, August 28). Residents in photo of flooded nursing home doing fine. Retrieved from http://houston.cbslocal.com/2017/08/28/residents-photo-flooded-nursing-home/

Center on Aging, Stempel School of Public Health, Florida International University. Prepared for The Quantum Foundation. (2005, September). Disaster planning for older adults in Palm Beach County. Retrieved from https://www.researchgate.net/publication/266456077_DISASTER_ PLANNING_FOR_OLDER_ADULTS_IN_PALM_BEACH_COUNTY

CNN. (2017, October 7). Workers laid off at now-closed Florida nursing home where 12 died. Retrieved from http://www.cnn.com/2017/10/07/us/florida-hollywood-nursing-home/index.html

CNN. (2017, October 17). A spate of deadly disasters for the elderly. Retrieved from http://www.cnn. com/2017/10/17/health/disasters-elderly-fires-hurricanes/index.html

Kansas University (KU) Research and Training Center on Independent Living. The University of Kansas. (n.d.). Retrieved from http://www.rtcil.org/

Lauer, C., & Spencer, T. (2017, October 31). Longview News Journal. 2017 hurricanes force nursing homes to rethink evacuation procedures. Retrieved from https://www.news-journal.com/ news/2017/oct/31/2017-hurricanes-force-nursing-homes-to-rethink-eva/

Course Description





Reference List (Cont.)

Levine, J. A. (2013, June). Alzheimer’s Association, New York City Chapter. Disaster

preparedness for persons with dementia: Lessons from 9/11, Katrina & Sandy. [PowerPoint slides]. Retrieved from http://www.agingny.org/Portals/13/ACUU/2013%20ACUU/Handouts/E-1%20%20c)%20 Disaster%20Prepardness%20for%20Persons%20with%20Dementia.pdf

National Association of Area Agencies on Aging. (n.d.). Retrieved from http://www.n4a.org/

National Association of Area Agencies on Aging. (2017). Preparing for an aging nation. Annual Report 2016-2017. Retrieved from https://www.n4a.org/Files/Annual%20Report/n4a_2016-2017_ AnnualReport.pdf

Nichols, J. (2013, January). Preparing for disaster doesn’t have to be a calamity. Caring for the Ages, 14(1), 7. Retrieved from http://www.caringfortheages.com/article/S1526-4114(13)00008-5/pdf

Phillips, B. D. (2006, June 29). Evacuation: Why don’t (or can’t) people leave? [PowerPoint slides]. Oklahoma State University and Center for the Study of Disasters & Extreme Events.

Phillips, B. D. (2007, January). Special needs populations. [PowerPoint slides]. Oklahoma State University and Center for the Study of Disasters & Extreme Events.

Smart911™. (2017, July). Retrieved from https://safety.smart911.com/#smart911 Texas A&M University, Center on Disability & Development. (n.d.). Mobile tips for first

responders. Retrieved from http://disabilitytips.tamu.edu/

University of Florida, Cooperative Extension Service, Institute of Food and Agricultural Sciences. (1998, June). Disaster planning for elderly and special needs populations. (IFAS publication DH 209). Retrieved from http://disaster.ifas.ufl.edu/PDFS/CHAP02/D02-09.PDF

U. S. Census Bureau, News. (2015, May). Profile America Facts for Features: CB15-FF-10. 25th Anniversary of Americans with Disabilities Act: July 26. Retrieved from https://www.census.gov/ content/dam/Census/newsroom/facts-for-features/2015/cb15-ff10_ada2015.pdf

U.S. Census Bureau, Newsroom Archive. (2012, July 25). Nearly 1 in 5 people have a disability in the U.S. Census Bureau Reports. Retrieved from https://www.census.gov/newsroom/releases/ archives/miscellaneous/cb12-134.html

U.S. Department of Health & Human Services. (n.d.). Emergency situations: Preparedness, planning, and response. Retrieved from http://www.hhs.gov/ocr/privacy/hipaa/understanding/special/emergency/ index.html

Course Description






U.S. Department of Health & Human Services, U. S. Department of Homeland Security. (2006, September). Post conference report, September 2006: Working conference on emergency management and individuals with disabilities and the elderly. Retrieved from https://www.hsdl. org/?view&did=479491

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA), Emergency Management Institute (EMI). (2013, October). IS-100B: Introduction to incident command system. Retrieved from https://training.fema.gov/is/courseoverview.aspx?code=IS-100.b

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA), Emergency Management Institute (EMI). (2017, October 23). National Incident Management System (NIMS) 2017 learning materials. Retrieved from https://training.fema.gov/nims/docs/nims.2017. instructor%20student%20learning%20materials.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (n.d.) Ready.gov. Individuals with disabilities. Retrieved from https://www.ready.gov/ individuals-access-functional-needs

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready. gov. (n.d.). Free Publications. Retrieved from http://www.ready.gov/publications

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2010, November). Developing and maintaining emergency operations plans comprehensive preparedness guide (CPG)101, Version 2.0. Retrieved from https://www.fema.gov/media-library-data/20130726-1828-25045-0014/cpg_101_comprehensive_preparedness_guide_developing_ and_maintaining_emergency_operations_plans_2010.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2010, November). Guidance on planning for integration of functional needs support services in general population shelters. Retrieved from https://www.fema.gov/pdf/about/odic/fnss_guidance.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready Campaign and Citizen Corps Program; the American Red Cross; and the Humane Society of the United States. FEMA News Desk. (2010). Community pet preparedness. Keep your pets safe! Retrieved from http://www.caloes.ca.gov/PlanningPreparednessSite/Documents/ PetPreparednessToolkit_100429.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2011, December). A whole community approach to emergency management: Principles, themes, and pathways for action. (FDOC 105-008-1). Retrieved from http://www.fema.gov/library/viewRecord. do?id=4941

Course Description






U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2013, March). Disability inclusive emergency management. Retrieved from https://sis.nlm.nih.gov/dimrc/ disabilityinclusiveness.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2013, July). Continuity guidance circular 1 (CGC1): Continuity guidance for non-federal entities (States, territories, tribal, and local government jurisdictions and private sector organizations). Retrieved from http://www.fema.gov/media-library-data/1386609058803-b084a7230663249ab1d6da4b647 2e691/CGC-1-Signed-July-2013.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2013, September). Continuity assistance tool (CAT): Continuity guidance for non-federal governments (States, territories, tribes, and local government jurisdictions). FEMA P-788. Retrieved from http:// www.fema.gov/media-library-data/1386609058830-b084a7230663249ab1d6da4b6472e691/ Continuity-Assistance-Tool.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2013, October). Continuity guidance circular 2 (CGC2): Continuity guidance for non-federal governments: Mission essential functions identification process (States, territories, tribal, and local government jurisdictions). Retrieved from http://www.fema.gov/media-library-data/1386609058826-b084a7230663249ab1d6da4b6472e691/Continuity-Guidance-Circular2.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2013, November). Threat and hazard identification and risk assessment information sheet. Retrieved from http://www.fema.gov/media-library-data/1388146249060-7b2abfe6be10c67c4070ed42deaaa df1/THIRA%20Information%20Sheet_20131104.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2014, September). Continuity website overview. http://www.fema.gov/media-library-data/1410876812848-2ecec9f5e280f0034b8dcf1e0c95231f/COOP%20Website%20Overview.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready. gov. (2014). Emergency supply list. Retrieved from https://www.fema.gov/media-library-data/1390846764394-dc08e309debe561d866b05ac84daf1ee/checklist_2014.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready.gov. (2014). Preparing your pets for emergencies makes sense. Get ready now. Retrieved from https:// www.fema.gov/media-library-data/1392389819026-75460345a2f4adcc5418a1da7cb25eef/2014_ PrinterFriendly_PetOwners.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready.gov. (2015). Pets and animals. Retrieved from http://www.ready.gov/caring-animals

Course Description






U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready.gov. (2015). Preparing makes sense for people with disabilities, others with access and functional needs and the whole community. Retrieved from https://www. fema.gov/media-library-data/1440775166124-c0fadbb53eb55116746e811f258efb10/ FEMA-ReadySpNeeds_web_v3.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Ready.gov. (2015). Seniors. Retrieved from http://www.ready.gov/seniors.

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2015, February).Tips for effectively communicating with protected populations during preparedness, response, and recovery. Retrieved from https://www.dhs.gov/sites/default/files/publications/tips-effectively-communicating-protected-populations-02-03-15.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2015, September). National Preparedness Goal (2nd ed.). Retrieved from https://www.fema.gov/media-library-data/1443799615171-2aae90be55041740f97e8532fc680d40/National_Preparedness_ Goal_2nd_Edition.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). Office of Disability Integration and Coordination. (2015, October). Integrating the access and functional needs of the whole community before, during, and after disasters. [PowerPoint slides]. Retrieved from http://www.un.org/esa/socdev/egms/docs/2015/sd-agenda2030/Rothppt.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2016, June). Emergency support function (ESF) #6-Mass care, emergency assistance, temporary housing, and human services annex. Retrieved from https://www.fema.gov/media-library-data/1470149820826- 7bcf80b5dbabe158953058a6b5108e98/ESF_6_MassCare_20160705_508.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2016, June). Emergency support function (ESF) #8-Public health and medical services annex. Retrieved from https://www.fema.gov/media-library-data/1470149644671-642ccad05d19449d2d13b1b0952328 ed/ESF_8_Public_Health_Medical_20160705_508.pdf

U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2016, June). National Disaster Recovery Framework. (2nd ed.). Retrieved from https://www.fema.gov/ media-library-data/1466014998123-4bec8550930f774269e0c5968b120ba2/National_Disaster_ Recovery_Framework2nd.pdf

Course Description






U. S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2016, June). National Response Framework (3rd ed.). Retrieved from https://www.fema.gov/media-library-data/1466014682982-9bcf8245ba4c60c120aa915abe74e15d/National_Response_ Framework3rd.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2017, October). National Incident Management System (NIMS). (3rd ed.). Retrieved from https://www. fema.gov/media-library-data/1508151197225-ced8c60378c3936adb92c1a3ee6f6564/FINAL_ NIMS_2017.pdf

U.S. Department of Homeland Security, Federal Emergency Management Agency (FEMA). (2017, August). 2017 National Preparedness Report. Retrieved from https://www.fema.gov/media-library-data/1503926640648-0b64216b808eb42a93ba96fe8888d113/2017NationalPreparednessRepo rt_508_COMPLIANT.pdf

U.S. Department of Justice, Civil Rights Division, Disability Rights Section. (2010). Revised ADA requirements: Service animals. Retrieved from https://www.ada.gov/service_animals_2010.htm

U.S. Department of Justice, Civil Rights Division, Disability Rights Section. (2015, June). Frequently asked questions about service animals and the ADA. Retrieved from https://www.ada.gov/ regs2010/service_animal_qa.pdf

U. S. Department of Labor. OSHA. (2017). Safety and health checklist for voluntary and community-based organizations engaged in disaster recovery demolition and construction activities. Retrieved from https://www.osha.gov/dts/oohn/disasterrecovery_shchecklist.html

Wisconsin Department of Health Services. (2017, August). Winter safety measures for healthcare providers. Retrieved from https://www.dhs.wisconsin.gov/climate/weather/winter.htm

Evaluation Strategy Observation of student participation during each module.

Course pre-test and post-test designed to evaluate participant retention and comprehension of course objectives.

DHS Level-1 student course evaluation form.

Module activities designed to check for understanding.


Course Agenda




Course Overview

Introduction, course purpose, goals, and objectives

Administrative instructions and requirements

Course pre-test

Introduction: Review of Common Programs and Continuity Resources

Overview

National Incident Management system (NIMS) o Four Components of NIMS-2017 o Incident Command System (ICS)

National Preparedness Goal (NPG) Mission Areas o Recovery Stages o Emergency Management Cycle

Federal Standards Programs o Introduce voluntary programs: Emergency Management Accreditation Program

(EMAP) and Private Sector Preparedness Accreditation and Certification Program (PS-Prep)

Rural Considerations

Additional Continuity Resources

Introduction Review

Introduction Summary

Module One: Partnerships

Access and Functional Needs Overview

The Whole Community Overview o Whole Community Principles o Whole Community Themes

Getting Started With Partnerships o Recruit Partners o Prepare Partners

Module One Review

Module One Summary

Module Two: Individual Considerations

Overview

Encourage Participation o Address Psychological Barriers o Address Sociological Barriers

Provide Preparedness and Response Tools o Be Informed o Make a Plan


Course Agenda




o Get a Kit

Module Two Review

Module Two Summary

Module Three: Community Considerations

Overview

Engage the Public o Address Communication Barriers o Identify Emergency Media o Establish Communication Best Practices

Plan the Response o Addressing Response Barriers o Identify and Accommodate Evacuation Needs—Smart911™ o Establish an Evacuation Plan o Address Medical Matters o Determine Shelter Services o Equip a Shelter o Promote Safety and Security o Include Financial Planning

Module Three Review

Module Three Summary

Module Four: Care Provider Considerations

Overview

Build Reliable Communications o Identify Key Audiences o Identify Emergency Media o Follow Communication Best Practices

Evacuation Considerations o Identify Evacuation Barriers o Follow Evacuation Best Practices o Create Resident Bundles

Plan the Response o Work with Partners o Develop a Sheltering Plan o Manage Residents with Dementia

Module Four Review

Module Four Summary

Module Five: Preparedness and Response Tabletop Activity and Evaluation

Overview o Activity Purpose


Course Agenda




o Activity Methodology o Activity Roles and Responsibilities

Welcome to Troutville o Economy o Geography o Climate o Common Hazards o Government o Other Resources o Owl Creek Village o Troutville Fire Department o Troutville Map o What Do You Know About Troutville

Troutville Gets an Opportunity o The Rules o Project Plans o Sample Project List

Grant Awarded o Now what?

Troutville Faces a Crisis o Flooded Troutville Map o Situation Assessment o Tuesday Morning o Thursday Morning o Monday Morning, Week Two o Situation Assessment

Module Five Review

Module Five Summary

Appendices

Other Resources

Emergency Information Form

Evacuation Transportation Memorandum of Agreement

Smart 911™ Outreach Materials

Evacuation Preparedness/Response Checklist

Shelter Triage Examples

FEMA Inclusive Language Guidelines


Course Agenda




Overview: Introduction, Agenda, and Pre-Assessment This overview module reviews the course scope, course purpose, course goals, course objectives, assessment strategy, target audience, course prerequisites, and agenda. It provides administrative and housekeeping instructions and lists the course references. The course Pre-Test will be administered at this time.

Terminal Learning Objectives (TLO)

Upon completion of this course, participants will be able to develop emergency plans that include people with access and functional needs by working with them and their supporting organizations during the planning process for local communities.

Enabling Learning Objectives (ELO)

Upon completion of this course, participants will be able to:

Review the NIMS principles and concepts applied to preparedness efforts, the National Preparedness Goal, the Emergency Management Cycle, Emergency Management Accreditation Program (EMAP), and Private Sector Preparedness Accreditation and Certification Program (PS-Prep™), and recognize the applicability of this course to the functions of their organization.

Formulate roles and responsibilities for the evacuation and sheltering of people with access and functional needs.

Examine private/public partnerships that enable response efforts.

Explore response barriers and examine outreach tactics and strategies as they relate to people with access and functional needs living independently.

Develop community-level strategies designed to integrate responding to access and functional needs into existing programs.

Examine additional matters (medical, safety, security, financial, service animals, and pet care) as they relate to planning for populations with access and functional needs in rural communities.

Develop planning and response strategies tailored to the needs of individuals with access and functional needs and their personal assistance services.

Practical Activity (PE) Statement Participants will complete a course pre-test. DHS courses require each student to participate in a course pre-test in which there is no pass/fail; this is merely an experiential assessment tool.


Course Agenda




Introduction: Review of Common Programs and Continuity Resources This module provides an overview of the National Incident Management System (NIMS) and the National Preparedness Goal Mission Areas, followed by brief introductions to the Emergency Management Accreditation Program (EMAP) and Private Sector Preparedness Accreditation and Certification Program (PS-Prep™). Terminal Learning Objectives (TLO) Upon completion of this module, participants will be able to identify the concepts of NIMS, the Emergency Management Cycle, Emergency Management Accreditation Program (EMAP), and Private Sector Preparedness Accreditation and Certification Program (PS-Prep™) and recognize the applicability of this course to the functions of their organization.

Enabling Learning Objectives (ELO) Upon completion of this module, participants will be able to:

0-1. Explain the purpose of each NIMS component: Fundamentals and Concepts of NIMS, Resource Management, Command and Coordination, and Communication and Information Management.

0-2. Describe the Emergency Management Cycle.

0-3. Describe two voluntary standards programs that encourage public- and private-sector organizations to develop all-hazards programs.

Lesson Topics Overview

National Incident Management System (NIMS) o Four Components of NIMS 2017

Incident Command System (ICS)

National Preparedness Goal (NPG) Mission Areas o Recovery Stages

The Emergency Management Cycle

Federal Standards Programs o EMAP o PS-Prep

Rural Considerations

Additional Continuity Resources

Introduction Review

Introduction Summary

Instructional Strategy This module will be an instructor-led course to ensure participation from both the public and private sectors, allowing for cooperative planning and the sharing of information.


Course Agenda




Practical Activity Statement Participants will analyze a carefully designed description of a problem situation, written specifically to provoke systematic analysis and discussion of best practices.

Assessment Strategy

Participants will be assessed using these strategies:

• Observation of student participation. • Instructor-facilitated review of module content throughout the duration and at the

conclusion of the module.


Course Agenda




Module One: Module Partnerships

This module examines private and public-sector partnerships for populations with access and functional needs.


Upon completion of this module, participants will be able to formulate roles and responsibilities for the evacuation and sheltering of individuals with access and functional needs, and examine private/public partnerships that enable planning and response efforts.


1-1. Define the term “access and functional needs” according to FEMA’s Office of Disability Integration and Coordination.

1-2. Describe the Whole Community approach to planning with individuals with access and functional needs.

1-3. Identify roles and responsibilities for different constituency groups, individuals, and planning partners (emergency responders, health professionals, nursing home staff, volunteers, nongovernmental agencies, people with access and functional needs, etc.).

1-4. Outline possible partnerships with public and private-sector groups regarding shelter, food, medication, and other supplies required for local individuals with access and functional needs.

Lesson Topics

Access and Functional Needs Overview

Whole Community Overview o Whole Community Principles o Whole Community Themes

Getting Started With Partnerships o Recruit Partners o Prepare Partners

Module One Review

Module One Summary

Instructional Strategy

This module will be an instructor-led course to ensure participation from both the public and private sectors, allowing for cooperative planning and the sharing of information.


Course Agenda




Assessment Strategy


Observation of student participation.

Instructor-facilitated review of module content throughout the duration and at the conclusion of the module.

Practical Activity Statement

Participants will analyze a carefully designed description of a problem situation, written specifically to provoke systematic analysis and discussion of best practices.


Course Agenda




Module Two: Individual Considerations

This module focuses on outreach to individuals with access and functional needs living independently. It uses information from www.ready.gov to illustrate what communities need to communicate so that people with access and functional needs can plan their own response to an emergency.


Upon completion of this module, participants will be able to explore response barriers and examine outreach tactics and strategies as they relate to individuals with access and functional needs living independently.


2-1. Evaluate and overcome barriers to response efforts.

2-2. Provide information to people with access and functional needs living independently on how to prepare their own response to an emergency.

2-3. Develop individual communication plans needed before and during an incident.

2-4. Identify animal and pet care considerations of individuals with access and functional needs in response to an incident and recommend solutions.


Encourage Participation o Address Psychological Barriers o Address Sociological Barriers

Provide Preparedness and Response Tools o Be Informed o Make a Plan o Get a Kit

• Module Two Review • Module Two Summary


Course Agenda






Assessment Strategy







Course Agenda




Module Three: Community Considerations

This module focuses on community-level efforts and considerations needed to develop a coordinated and integrated response to individuals with access and functional needs during an emergency.


Upon completion of this module, participants will be able to develop community-level strategies designed to integrate access and functional needs preparedness and response into existing programs, and examine additional matters (medical, safety, security, financial, service animals, and pet care) as they relate to planning with individuals with access and functional needs in rural communities.


3-1. Develop communication strategies needed before and during a crisis event.

3-2. Evaluate and overcome barriers to response efforts.

3-3. Evaluate community needs (evacuation, tracking system) specific to the individuals with access and functional needs through a community self-assessment.

3-4. Construct plans and adopt tactics adapted to the access and functional needs requirements of the whole community.

3-5. List physical and cognitive conditions that affect the ability of individuals with access and functional needs to evacuate and shelter.

3-6. Prepare for potential security threats to evacuating and sheltering everyone in the community, including people with access and functional needs.

3-7. Use methods that protect evacuating and sheltered individuals with access and functional needs.

3-8. Identify alternate sources of revenue, and anticipate new expense types.

3-9. Use established tactics to gain maximum financial support and receive full value from the funds to support Whole Community preparedness and response.


Engage the Public o Address Communication Barriers o Identify Emergency Media o Establish Communication Best Practices

Plan the Response o Addressing Response Barriers o Identify and Accommodate Evacuation Needs—Smart911™ o Establish and Evacuation Plan


Course Agenda




o Address Medical Matters o Determine Shelter Services o Equip a Shelter o Promote Safety and Security o Include Financial Planning

Module Three Review

Module Three Summary



Assessment Strategy







Course Agenda




Module Four: Care Provider Considerations

This module addresses the specific needs of assisted-living facilities as they relate to communication, evacuation, and sheltering.


Upon completion of this module, participants will be able to develop planning and response strategies tailored to the needs of access and functional needs care providers.


4-1. Develop care provider communication strategies needed before and during a crisis event.

4-2. Evaluate and address barriers to evacuation efforts.

4-3. Appraise special personalized medical-needs requirements for evacuation and sheltering.

4-4. Develop evacuation and sheltering plans based on personalized medical-needs requirements.


Build Reliable Communications o Identify Key Audiences o Identify Emergency Media o Follow Communication Best Practices

Evacuation Considerations o Identify Evacuation Barriers o Follow Evacuation Best Practices o Create Resident Bundles

Plan the Response o Work With Partners o Develop a Shelter Plan o Manage Residents With Dementia

Module Four Review

Module Four Summary


Course Agenda






Assessment Strategy



Instructor-facilitated review of module content throughout the duration and at the conclusion of module.




Course Agenda





In this module, participants will practice and apply course concepts presented in the earlier modules during the hands-on activity. In addition, participants will receive immediate feedback from the instructor.


Upon completion of this module, participants will be able to develop tasks and projects to mitigate the effects of a simulated emergency on a local population with access and functional needs, including providing support to and coordinating with local individuals with access and functional needs during a crisis event.


5-1. Develop preparedness plan components (evacuation, identification, vendors, shelters, and other details).

5-2. Evaluate access and functional needs preparedness plan effectiveness during an event.


o Activity Purpose o Activity Methodology o Activity Roles and Responsibilities

Welcome to Troutville o Economy o Geography o Climate o Common Hazards o Government o Other Resources o Owl Creek Village o Troutville Fire Department o Troutville Map o What Do You Know About Troutville

Troutville Gets an Opportunity o The Rules o Project Plans o Sample Project List


Course Agenda




Grant Awarded o Now what?

Troutville Faces a Crisis o Flooded Troutville Map o Situation Assessment o Tuesday Morning o Thursday Morning o Monday Morning, Week Two o Situation Assessment

Module Five Review

Module Five Summary



Assessment Strategy



Instructor facilitated review of module content throughout the duration and at the conclusion of module.




Course Agenda




Appendices

Other Resources

Emergency Information Form

Evacuation Transportation Memorandum of Agreement

Smart 911™ Outreach Materials

Evacuation Preparedness/Response Checklist

Shelter Triage Examples

FEMA Inclusive Language Guidelines

Agenda

Overview: Introduction, Agenda, and Pre-Assessment

Introduction: Review of Common Programs and Continuity Resources

1.0 Hour

Module One: Partnerships 1.0 Hour

Module Two: Individual Considerations 1.0 Hour

Module Three: Community Considerations 2.0 Hours

Module Four: Care Provider Considerations 0.50 Hour

Post-Assessment 0.50 Hour


2.00 Hours

Total Contact Hours 8.0 Hours