1. health and fitness
2. exercise

Table of Contents
Acronyms ……………………………………………………………..…………iii
Program Summary ………………………………………………………….….1
Section 1: The K-PREP Enhanced Program……………..………….…………...5
Section 2: Emergency Preparedness Staff Training.………….………………....15
Section 3: Building and Designing Exercises …………………………….…….19
Section 4: The Exercise Planning Process………………………………………27
Section 5: Exercise Control and Evaluation………………………………..……41
Section 6: Exercise Implementation……………………………………….…….47
Section 7: After Action Reviews and Documentation …………………….……..53
Section 8: Tool Kit.………………………………………………………………57

Appendix A………………………………………………………………………A-1

Appendix B……………………………………………………….…………..… B-1
 Appendix B-1…………………………………………….…….B-1-1
 Appendix B-2……………………………………………… … B-2-1
 Appendix B-3………………………………………………..…B-3-1
 Appendix B-4…………………………………………..………B-4-1

Appendix C…………………………………………………………….……..…C-1

Appendix D…………………………………………………….……………..…D-1

Appendix E…………………………………………………………..…………E-1
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
i
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
ii
Acronym List
AAR
After Action Review or Report
DEM
Department of Emergency Management
EEG
Homeland Security Exercise Evaluation Guides
FEMA
Federal Emergency Management Agency
HLS
Department of Homeland Security
HSPD
Homeland Security Presidential Directive
ICS
Incident Command System
IP
Improvement Plan
KPREP
Kitsap Practices Responsible Emergency Preparedness
OSPI
Office of the Superintendent Public Schools
NIMS
National Incident Management System
RCW
Revised Code of Washington
TCL
Homeland Security Target Capabilities List
TTX
Tabletop Exercise
WAC
Washington Administrative Code
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
iii
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
iv
Program Summary
Introduction
K-PREP (Kitsap Practices Responsible Emergency Preparedness) has been the foundational
training program for County school districts since the early 1990’s. The emphasis was and is allhazard planning with an earthquake being the primary disaster scenario. With the introduction of
terrorism planning by the Department of Homeland Security in the nation after the 9-11 disaster
and the additional Office of the Superintendent of Public Schools (OSPI) mandates that have been
put in place recently, the schools are being asked to plan and participate in scenario specific
exercises which need to include local emergency management and first responders.
One of the new mandates is adoption of the National Incident Management System (NIMS), a
consistent and effective approach to emergency response and recovery. It requires the
collaboration of jurisdictions and agencies to train and exercise together and improves response
coordination, communications, and command. NIMS compliance requires school districts to
develop comprehensive training and exercise programs in school preparedness.
As part of the KPREP Program, The Kitsap County Department of Emergency Management
(KCDEM) has developed the School District Emergency Preparedness Training and Exercise
Program to provide guidance and procedures to help school districts schedule, plan and exercise
their emergency response plans and teams. The intent is to minimize the time and financial
burden to the district, emergency responders, and KCDEM, work collaboratively, ensure all
requirements are met, and keep within the K-PREP structure.
Program Goals
The goals of the School District Emergency Preparedness Training and Exercise Program are to:
●
●
Establish a standardized exercise design methodology
To establish a county wide exercise calendar which meets annual and four year plan
requirements so that all county school districts can meet the mandates without excessive
burden on limited county and school resources.
● Create a committee which represents members from all school districts, emergency
management, law enforcement and fire departments to develop a planning cycle.
● Provide guidance, forms, checklists and templates that can be easily used or modified for
use during any exercise or real world event.
● To create an environment geared toward planning for, conducting and evaluating
exercise events
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-1-
Program Summary
Needs of the School District






Creating and sustaining an exercise and training team that meets regularly.
A program easily designed to be implemented in a 4-year cycle without the need for
institutional knowledge (stand alone).
The ability to coordinate with the different emergency responders for certain exercises
(i.e. rapid responder bomb squad, law enforcement).
Templates for tabletop, functional, and full scale exercises adaptable to different schools
and scenarios.
An internal evaluation/after action process with form.
Standard documentation to be submitted to OSPI with successful accomplishment.
Proposal
KCDEM can provide the following assistance to the districts to assist them in meeting their
obligations, ensure OSPI requirements are met, and stay within the K-PREP philosophy that
schools in Kitsap County have practiced for two decades.

Be the point of contact for coordination between school districts and local response
agencies.

Design an in house (among KCDEM staff) schedule to meet all district needs. This
schedule would support each district with one or two items, each year, based on district
requests/time constraints/commitment:
o
o
o
o
o

One full day K-PREP training
Coordination of a rapid responder exercise
Coordination support for a full scale exercise
Evaluation of a school or district-wide exercise
Review and or guidance in exercise design and implementation
Create a stand alone (does not require training) exercise and training packet to enable the
districts to plan their 4 year cycle.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-2-
Program Summary


Meet with each district on an annual basis to review obligations for each year of their 4year cycle and determine additional commitments in the community.
Offer a K-PREP school certification (good for 4 years) when district has met exercise and
training requirements of OSPI and KCDEM.
This document provides information on emergency preparedness training and the complete
exercise design and execution cycle. It is essential to the overall success of school emergency
preparedness and to insure your program meets the federal mandates established by the Secretary
of Homeland Security and OSPI for Washington State.
School districts should utilize OSPI’s direction to integrate these requirements into their staff and
individual school training and exercise programs.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-3-
Left Intentionally Blank
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-4-
Section 1
The Enhanced K-PREP Program
The Kitsap Practices Responsible Emergency Preparedness (KPREP) Program has been the
foundational training program for county school districts. Using an all-hazards planning
approach, the program focuses on an earthquake disaster to prepare schools for a worst case
scenario. The Columbine school event and other emergencies associated with school violence or
terrorism have forced us to look beyond natural disasters. Homeland Security Presidential
Directives and guidance from OSPI now requires schools to prepare their staffs for such
emergencies. These requirements are broad and somewhat confusing. As such, the KPREP
Program has been enhanced to include a county wide approach to disaster exercise scheduling,
planning, and implementation.
A County-wide Approach to School Preparedness
A County wide approach to emergency preparedness can eliminate scheduling conflicts, meets
the needs of all, reinforce relationships, provide cross-talk and lessons learned among districts,
and improve the effectiveness of an ongoing planning cycle of events.
A County Wide Approach includes the following:




Training and Exercise Committee to develop an all inclusive training and exercise
calendar
A method for determining the training needs of County jurisdictions and agencies
The integration of KPREP, Incident Command System, and mandated school exercise
requirements into one program
A progressive approach to exercising
The School Training and Exercise Planning Committee is made up of district representatives,
emergency management and local first responders. Together they develop and manage training
and exercise plans. These plans ensure all schools continue to receive information on emergency
preparedness, provide input into a four year exercise cycle, and manage their program at the
school district level. Additional information below outlines the roles and responsibilities and
makeup of the School Training and Exercise Planning Committee.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-5-
Section 1
The Enhanced K-PREP Program
KPREP and a Progressive Exercise Approach
The KPREP Program has been a successful program for school preparedness. In the past years, it has
integrated the Incident Command System (ICS) into the program, but still retains the “Circle of 9”
approach to school emergencies. The new guidelines for emergency exercises by OSPI provide the
structure for the essential training and exercise of these teams. As such, this program integrates these two
programs. For example, DEM will provide “Circle of 9” training along with National Incident
Management System/ICS training annually.
The 9 teams are as follows:









Incident Command
Damage Assessment
Parent Student Reunion
Disaster First Aid
Search and Rescue
Student Staff Supervision
Support and Security
Counseling Support
Fire and Utilities
In order to do it successfully, school exercise programs should be progressive, providing a stepping stone
to success.
 beginning with training and seminars to prepare or refresh your staff on emergency response;
 followed by drills and tabletop exercises to teach and evaluate knowledge and skills; and,
 finishing with functional and full scale exercises to evaluate coordination, communications,
command and control, and integration of other agencies.
A building block approach ensures all staff members receive the minimum skills and knowledge to
respond to an event and to learn by experience, through exercises, the importance of teamwork and
integration of numerous responding agencies.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-6-
Section 1
The Enhanced K-PREP Program
County-wide School Training and Exercise Planning Committee
Kitsap County Department of Emergency Management (KCDEM) will facilitate training and exercise
design planning by leading a School Training and Exercise Planning (STEP) Committee.
The purpose of the committee is to:
●
Develop a 4 year exercise planning cycle based on the needs and desires of the school districts.
●
Determine the need for annual formal and informal school staff training to include ICS classes and
KPREP training.
●
Act as a conduit between Kitsap County DEM and the school districts in all matters of school
emergency preparedness.
●
Assess the emergency preparedness of school districts and make recommendations to school
leadership. Ensure that the district is meeting the mandates imposed by OSPI.
●
Maintain school emergency preparedness training and exercise records if not already being done.
The committee will meet as determined by the committee members, but at least once annually, generally in
September. The minimum goal of the committee is to produce an exercise calendar to meet everyone’s
needs and maximize participation, and to determine the training needs for school districts.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-7-
Section 1
The Enhanced K-PREP Program
The committee will have the following representation:
●
●
●
Kitsap County DEM (Host and committee lead)
A minimum of one member from each school district
One fire and law enforcement member representing all agencies in the county
North Kitsap
School District
Bainbridge
Island School
District
South Kitsap
School District
KCDEM
Facilitator
Law
Enforcement
Agency or
SWAT
Bremerton
School District
Central Kitsap
School District
Fire Agency
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-8-
Section 1
The Enhanced K-PREP Program
Exercise Design Teams
It is strongly encouraged that each school district, and if possible each school, establish an exercise
design team. This exercise design team will facilitate planning, scheduling and oversight of local drills as
well as collaborate with other schools within their home district, and the school district administrative
offices. A school exercise design team may be as small as two staff members. They are responsible for
setting the school exercise schedule, developing the exercise, evaluation and control, and exercise
documentation.
This document can provide the structure for a do-it yourself successful ongoing emergency training and
exercise program or if needed, formal training is available. You may already have an effective means of
planning and executing your drill and exercise program. Members of the exercise design team will also
provide input for improvement in policies, procedures and response.
Planning the Four Year Exercise Cycle
Homeland Security Presidential Directive 5 requires that all Counties have a five year training and
exercise program. OSPI encourages a 4 year planning cycle for school districts to meet the exercise
criteria established in the Washington Administrative Code. In order to meet these requirements and deconflict district and agency calendars, a 4 year planning cycle is appropriate.
At a minimum, the planning cycle calendar will include the following:
●
●
●
All School and DEM/Homeland Security functional and full scale exercises
Any other exercise or event involving multiple agencies
County wide formal/informal NIMS/ICS or KPREP Training
The cycle will be agreed upon by the School Training and Exercise Planning Committee, developed
using the format provided in this plan and shared with all participating agencies. DEM will post the plan
on the DEM website along with other scheduled DEM/first responder training.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
-9-
Section 1
The Enhanced K-PREP Program
An example of a 4 year training cycle is provided in this section of the plan. Planning templates can
be found in Section 8: Exercise Tool Kit.
The planning cycle is imperative for organizations to plan for and manage the exercise design process
and continue to improve the capabilities of all county agencies to respond effectively to a school
emergency or disaster.
One example of a planning cycle includes these aspects. The requirements need not be this detailed
but can include what works best for each district.
Discussions
Full scale exercises
High Level
Actual operations
Functional exercises
Drills
Games
CAPABILITY
Tabletops
Workshops
Seminars
Low Level
Low
Level
PLANNING/TRAINING
KCDEM
School District Emergency Preparedness
Training and Exercise Program
High
Level
October 2009
- 10 -
Section 1
The Enhanced K-PREP Program
OSPI Training and Exercise Requirements
Based on HSPD-5, Washington State through OSPI, have established training and exercise
guidelines. Training guidelines are provided in Section 2 to this plan. The following is the exercise
requirements:
●
Each school district is required by RCW 28A.320.125 to conduct one table top exercise,
one functional exercise and two full scale exercises within a four year period.
●
Each school shall conduct no less than one safety related training drill each month that
school is in session to include:
o No less than six fire evacuation drills
o No less than one drill using school mapping program
o No less than one lockdown
o No less than one shelter in place
●
Schools shall conduct no less than one drill using the school mapping information system,
one drill for lockdowns, one drill for shelter in place, and six drills for fire evacuation in
accordance with the state fire code.
●
Schools should consider drills for earthquake, tsunamis or other high risk local events.
●
Schools shall document the date and time of such drills.
Schools may incorporate safety drill requirements into other exercises. Additionally, participation in
KCDEM bi-annual (April and September) Drop, Cover, and Hold drill can satisfy the requirements
for a school earthquake safety drill. Also note that the requirements are different for schools vis-àvis school districts.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 11 -
Section 1
The Enhanced K-PREP Program
School Training and Exercise Partners Roles and Responsibilities
The following defines the roles and responsibilities of those agencies participating in this training and
exercise program:
Department of Emergency Management
●
●
●
●
●
●
Manage the KPREP program including the promulgation of this plan and the training and
exercise calendars
Host and lead the School Training and Exercise Planning (STEP) Committee
Provide Exercise Design formal and informal training
Provide NIMS/ICS and “Circle of 9” training
Assist schools and school districts with exercise design and execution
Participate in School exercises as requested
School Districts
●
●
●
●
●
Meet the training and exercise requirements of OSPI
Participate in the School Training and Exercise Planning Committee
Plan and execute safety drills and exercises as required
Ensure schools in your care provide on-going emergency preparedness skills and knowledge
training to all staff
Document emergency preparedness training and exercises
Supporting Agencies
●
●
●
Participate in the School Training and Exercise Planning Committee
Participate in school exercises if requested.
Provide training if requested by school staff.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 12 -
Section 1
The Enhanced K-PREP Program
The following example illustrates a progressive approach toward a full scale earthquake exercise
for Bremerton High School but also how that exercise fits into the County Wide Calendar. Similar
schedules can be developed at different levels of the school district to manage an ongoing
emergency preparedness exercise program.
In the example, a local school Exercise and Training Team develops their annual exercise schedule.
The school district determines from these schedules, which ones are doing functional and full scale
exercises, and ensures district exercise requirements are planned. From these district schedules, the
County STEP Committee develops the annual full scale schedule and updates the 4 year plan.
Exhibit 1.1 (Example) County/School District/School
County Full Scale Exercise 4 Year Plan
Organization
DEM/HLS
2010
Terrorism
Bremerton
Bainbridge Island
2011
Earthquake
2012
Windstorm
2013
Terrorism
Earthquake
School Shooting
Earthquake
School Shooting
Explosion
Earthquake
School Shooting
Central Kitsap
North Kitsap
South Kitsap
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 13 -
Section 1
The Enhanced K-PREP Program
Example
Bremerton School District Exercise Schedule (2010)
School
Month
Exercise
Event
Bremerton High
April
Full Scale
Earthquake
Bremerton High
September
TTX
Earthquake
Mountain View
Middle
Armin Jahr Elem
April
TTX
Earthquake
April
Functional
Earthquake
Crownhill Elem
October
Seminar
School bomb
Kitsap Lake Elem
October
Mapping
View Ridge Elem
November
Seminar
West Hills Elem
December
Mapping
Comments
With Mapping
With Mapping
With Drill
Shooting
With Drill
Bremerton High School Exercise Schedule 2010
Type
Exercise
Full Scale
Sep
Oct Nov Dec Jan Feb
Mar
2011
Apr
May Jun Comments
XXX
Earthquake
Functional
Tabletop
XXX
Safety
Fire
Earthquake
Fire Fire
SIP Fire
LD
SIP
Mapping
X
Seminars
XXX
KCDEM
School District Emergency Preparedness
Training and Exercise Program
Fire
Fire
Earthquake
October 2009
- 14 -
Section 2
Emergency Preparedness Staff Training
The purpose of this section is to discuss the school emergency preparedness training available for
members of your staff and to meet Office of the Superintendent of Public Instruction (OSPI) and
National Incident Management System (NIMS) training compliance. In this section, we will
discuss the KPREP “Circle of 9” training and the NIMS requirements and ICS training.
Kitsap Practices Responsible Emergency Preparedness (KPREP) for Schools
The KPREP for Schools Program has been around for many years in Kitsap County. The school
program is designed to train and exercise the “Circle of 9” response teams assigned within each
school. In the past, KCDEM would work with a specific school district annually to conduct a day
of refresher training for all 9 of the school response teams. This option is still available, but
starting in 2010 DEM will be developing a training schedule that will include Response Team
Train-Trainer Courses for “Circle of 9” school trainers. KCDEM will host a training day biannually to conduct certification training for District/School Training and Exercise Teams. This
training will provide certification for school members to return to their schools and conduct
ongoing “Circle of 9” training to school staff. This training will be conducted in October and
March of each year.
NIMS/ICS for Schools
The Department of Homeland Security’s ICS training depends on the function and level of
supervision a responder is tasked to do during an emergency. OSPI has adopted the federal
guidelines noted below for K-12 schools. Exhibit 2.1 outlines that training guidance. For NIMS
compliance, the school principal must be certified in the completion of the ICS 100 or ICS 100SC
Introduction to the Incident Command System. Other courses are noted as optional for certain
members of the school staff who provide emergency response. Districts should refer to the OSPI
Washington School Safety Planning Manual for additional information on training and exercise
requirements.
Kitsap County DEM is responsible for making ICS training available to all emergency responders
in the County. Yearly, KCDEM publishes their Training and Exercise Calendar which includes
opportunities for basic and advance ICS training.
Additionally, the Federal Emergency Management Agency (FEMA) provides ICS self-study
online training for completion and certification. A resource list is provided in this section.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 15 -
Section 2
Emergency Preparedness Staff Training
Exhibit 2.1. FEMA Related Training Guidance for K-12
FEMA-RELATED TRAINING GUIDANCE FOR K-12 SCHOOLS:
COMPLIANCE WITH RCW 28.A.320.125
COMPREHENSIVE SAFE SCHOOLS PLANS
K-12 Public school district personnel are not required to be trained at the same level as professional emergency
responders. It has been recommended for several years that school district personnel complete the basic Incident
Command System (ICS) course (ICS-100) and the basic National Incident Management System (NIMS) course (NIMS700). SSB 5097, as of July 22, 2007, now requires all school principals to have completed the basic ICS course, which
has been expanded to include both ICS-100 and ISC-100SC. This can be done without cost on the internet at:
http://training.fema.gov/emiweb/emischool/, or via a free 3.5 hour class offered by OSPI and the Association of
Washington State Principals (AWSP); registration can be done at:
http://www.awsp.org/Content/awsp/ProfessionalDevelopment/Workshops/default.htm.
Only those districts that have received federal preparedness funds, or intend to receive these funds, are required by
federal regulations to be NIMS compliant. Federal guidance is available on the Department of Education’s Readiness
grant website: http://rems.ed.gov/index.cfm. A large portion of NIMS compliance is the completion of training and
drills that support the multi-hazard school safety plan. In general terms, the recommended training for NIMS
compliance for school personnel is:
Course
Content
School Officials Who Should Complete the Course
IS 700
Overview of NIMS and the Incident
Command System
All school administrators who are responsible for student welfare,
safety, or emergency response at both the district and building levels
IS 800
Overview of the National Response Plan,
federal ESF’s, & how federal and local
governments interact in disasters
All "personnel whose primary responsibility is emergency
management" or safety/security; school districts should have at least
one administrator trained at this level.
ICS 100
or ICS
100SC
Overview of the Incident Command
System, including roles &
responsibilities of different responders
Personnel who are involved in the Incident Command structure,
coordinating with emergency responders during an incident; this
typically includes principals, assistant principals, security officers,
custodians, office managers, school nurses, safety committee members
and similar district officials
ICS 200
ICS as applied to complex incidents
Same as ICS 800
IS 120.A
An introduction to exercises
Anyone who, after completion of ICS 100 or 100SC and NIMS 700,
wishes to conduct exercise or drill training for schools and their
partners.
ICS 362
Addresses how school can infuse ICS
into their safety plans.
Senior administrators and school safety and security planners
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 16 -
Section 2
Emergency Preparedness Staff Training
School District Disaster Ready Certification
As part of an ongoing program to maintain schools ready, school districts will be awarded the
designation as “Disaster Ready” by completing the following minimum requirements:
●
Meet the NIMS/OPSI training requirements
●
Have at least one person from the district certified to teach each of the Circle of 9 Team
training
●
Meet the intent of the Exercise program by completing one cycle of exercises to include
one tabletop exercise, one functional exercise, and one full scale exercise
●
Conduct two drop, cover and hold exercises district wide
●
Complete the School Mapping Program (Rapid Responder) for each school in the district
●
Meet the minimum standards for disaster supplies at each district school as set forth by
KCDEM
Emergency Preparedness Training and Exercise Resources
Exhibit 2.2 provides a list of resources available to you for emergency preparedness training and
to enhance your exercise program. This list is not all inclusive and there are certainly numerous
websites for finding school exercise programs, templates and tools. This document as well as the
templates, scenarios, and Power Point Slideshows can be found on the KCDEM website.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 17 -
Exhibit 2.2: Emergency Preparedness Training and Exercise Resources
Need
Resource
Location
NIMS/ICS
Training
Kitsap County DEM
NIMS/ICS Classroom
training
http://www.kitsapdem.org/default.asp?ID=180
IS-100 or IS-100sc Introduction to ICS
IS-200 ICS for Single Resource
IS-700 Introduction to NIMS
IS-800 National Response Framework
IS-360 Multi-Hazard Emergency Planning for Schools
FEMA online NIMS/ICS
Training
http://training.fema.gov/IS/
Click on NIMS Courses
IMS/ICS
Resources
FEMA’s National
Integration Center
http://www.fema.gov/emergency/nims/
NIMS
Compliance
NIMS Annual Report
Due Sept 30
https://fortress.wa.gov/doh/opinio//s?s=4253
OSPI K-12 FEMA
compliance
http://www.k12.wa.us/SafetyCenter/Planning/default.aspx
KPREP School Manuals
http://www.kitsapdem.org/default.asp?ID=75
KPREP Program and this
manual
http://www.kitsapdem.org/default.asp?ID=75
District/DEM
Exercise
Exercise Schedule
http://www.kitsapdem.org/
Exercise Design
Training
Wa Emergency
Management classroom
training
http://www.emd.wa.gov/training/training_index.shtml
FEMA Online Exercise
Course
http://training.fema.gov/IS/
IS-120 Introduction to Exercises
IS-130 Exercise Evaluation and Improvement
IS-139 Exercise Design
http://www.emd.wa.gov/preparedness/prep_schools_emergencypl
an_response_drills.shtmll
KPREP Program
Exercise
Information for
Schools
Wa Emergency
Management School
Exercise Information
Exercise Scenarios,
templates, forms
KCDEM
School District Emergency Preparedness
Training and Exercise Program
http://www.kitsapdem.org/default.asp?ID=75
October 2009
- 18 -
Section 3
Building and Designing Exercises
Building and Designing Exercises
The purpose of this section is to discuss the five types of exercises available, their planning
differences, methods of implementation, and what results to expect. You can use this section to
develop your desired exercise. This section discusses exercise design while Section 4 will discuss
the planning process and logistical support you will need to execute the event.
Types of Exercises
Before we begin a discussion on exercise design, it is first important to define the different types
of exercises. Each type of exercise is used for specific outcomes, requires different levels of
planning, and involves typically, a greater audience of involvement. In this section, we will
discuss the five types of exercises: orientation seminars, drills, tabletop, functional, and full
scale. The following shows the ascending complexity as you move from a seminar to a full scale
exercise. As we discuss each type, we will point out the factors noted in Exhibit 3.1.

Orientation Seminar
An Orientation Seminar is an overview or introduction to familiarize participants with emergency
roles and responsibilities, plans, procedures, and/or equipment. It can also be used to resolve
questions on coordination and assignment of responsibilities. For a school setting, seminars can
be used for “Circle of 9” refresher training, to discuss exercise deficiencies, or to discuss any
specific topic related to emergency response in a school environment. Seminars are normally led
by a facilitator, may have a variety of audience sizes, and generally last for 1-3 hours. They are
fairly easy to prepare for and can use guest lecturers from outside agencies.

Drills
A drill is a coordinated, supervised exercise activity, normally used to test a single specific
operation or function. With a drill, there is no attempt to coordinate numerous organizations or
fully activate all “Circle of 9” teams. Its role is to practice and perfect one small part of the
response plan, or to improve a previously noted deficiency. They prepare staff for more extensive
exercises. Your safety drills (fire or shelter in place) are examples of a drill that tests one specific
item. Drills can also be used to train or evaluate a specific “Circle of 9” team.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 19 -
Section 3
Building and Designing Exercises
Another example would be to set up a drill on testing parent/student reunions. A drill may be
used to re-test deficient areas after training instead of running another full scale exercise.
Normally drills involve actual hands-on activities and can be led by a principal or “Circle of 9”
certified trainer/team lead. It may involve only one team or school and take approximately a half
hour to 2 hours to complete. There are three steps in executing a drill: prepare for the drill, set
the stage, and monitor the action.

Tabletop Exercises
A tabletop exercise is a facilitated analysis of an emergency situation in an informal, stress-free
environment. It is designed to elicit discussion as participants examine and resolve problems
based on existing plans and response procedures. A tabletop exercise is an excellent way to
prepare your school or district staff for a functional or full scale exercise. Tabletop exercises
provide the opportunity to validate existing emergency plans, and allow staffers to work as teams
in solving complex problems on paper without the need for field work or exercise simulations.
Tabletop exercises can target specific hazardous events, specific school groups, or a variety of
agencies. For example, a tabletop exercise can be used to evaluate communications,
coordination, and command issues among district leadership. A tabletop exercise may be used to
evaluate teams responding to a winter storm event. Annually, KCDEM uses a tabletop to prepare
numerous county agencies prior to the winter storm season and resolve any pending issues.
Tabletop exercises generally take 2-4 hours and require more intentional planning.

Functional Exercise
A functional exercise is a fully simulated interactive exercise that tests the capabilities of an
organization to respond to a simulated event. The exercise tests multiple functions of the
organization’s emergency response plan. This coordinated response to a situation is a timepressured and realistic simulation. The focus of a functional exercise is to focus on
communications, coordination, and organizational policies, procedures, and roles. In order to
delineate the difference between a functional and full scale exercise for schools, a functional
exercise is defined as an exercise involving only one school with no outside agency play. For
example, Bremerton High School is conducting an earthquake exercise with the evacuation of
students and activation of their “Circle of 9” teams. All other agencies (school district, Fire,
KCDEM, etc.) are simulated. Functional exercises can take anywhere from 2-4 hours depending
on the size and complexity of the exercise.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 20 -
Section 3
Building and Designing Exercises

Full Scale Exercise
A full scale exercise simulates a real event as closely as possible. It is an exercise designed to
evaluate the operational capability of the emergency response system in a stressful and time
sensitive environment using actual response conditions. A full scale exercise normally involves
several agencies with numerous coordinated activities being performed to resolve the situation.
Full scale exercises involve on-scene actions and decisions, the activation of operation centers,
simulated victims, and equipment deployment. For schools, a full scale exercise is defined as an
exercise that includes one or more schools, the school district, and/or county response agencies
like fire or law enforcement. For example, Kingston High School conducts an earthquake
exercise involving coordination with the North Kitsap School district command center and the
response of North Kitsap Fire and Rescue and Kitsap County Sherriff’s Office.
Full scale exercises take time to prepare for and normally require several meetings. They also
require exercise controllers and simulators to implement the exercise and an extensive scenario to
actively involve all teams and response agencies into the event. A full scale exercise can be
accomplished in generally 3-6 hours.
Exercise Progression
A school or district would build to a full scale exercise by performing any number of seminars,
drills, and tabletop exercises before the main event. Exercise progression is an opportunity to
take small steps, train and evaluate key groups, and ensure all are prepared. A districts’ 4 year
planning cycle and school focused exercise plans can help to layout this progression.
Progressive exercise programs require many facets, including, analysis of capabilities, costs,
scheduling, and long term goal setting. An established district and/or school training and exercise
team can help to develop this long term exercise plan to ensure all your needs are met and there
are stepping stones for improvement and success.
Exercise Design Steps
There are numerous steps in designing exercises. For schools the most important steps are as
follows:
1. Determine the current capabilities of your response teams
2. Determine the scope and purpose of the exercise
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 21 -
Section 3
Building and Designing Exercises
3. Develop the exercise using the templates and checklist in this manual
4. Implement the exercise
5. Conduct post exercise after action review and follow-up improvement activities
Remember, with the exception of exercise development all other steps should be performed
regardless of which type of exercise you wish to use.
1. Determine the Current Capabilities of Your Response Teams
The first item you need to know is what is the current skill level and experience of your Circle of
9 response teams. It does not make sense if your jump into the beginning of the school year with
a full scale exercise if you have not conducted a seminar or tabletop to get everyone refreshed in
response activities. Next, determine what hazard or risk that must be addressed and trained on by
your staff. For example, training and exercising on earthquake and school violence is paramount,
but conducting an exercise for a tornado hazard is not practical for schools in the Northwest.
Remember that an exercise for any hazard effectively develops response skills for all hazardous
events. It develops staff confidence and seasons them for understanding the importance of
response procedures, effective communication and coordination, and leadership in a stressful and
complex environment.
2. Determine the Purpose and Scope of your Exercise
The purpose of the exercise is a broad statement defining the exercise goal. It helps to govern the
selection of objectives, and clarifies the size, type and complexity of the exercise. An example of
a statement of purpose may be; the purpose of the Bremerton High tabletop exercise is to validate
roles and responsibilities of school and local responding agencies for a school shooting. Based
on this statement, I can ascertain that the school will be conducting a tabletop exercise with
selected leadership from the school and adjourning fire and law enforcement agencies, and will
be discussing a school shooting.
The scope of an exercise is determined by many factors. Here are the basic factors you need to
determine:
What type of hazard?
What functions will be exercised and/or evaluated?
Who are the participants?
What is the exercise type?
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 22 -
Section 3
Building and Designing Exercises
This particular step provides exercise focus and allows your planning team to move forward with
exercise development.
3. Develop the Exercise (using Templates and Checklists)
Based on the size and complexity of the event, you will determine the number of people involved
in the exercise, the extent of simulation needed, and the evaluation and control mechanisms
necessary to make the exercise successful. For complex exercises like functional and full scale, a
planning committee is paramount to the successful development and execution of the event.
Additionally, templates and scenarios are already designed to minimize the difficulty of putting
on a school exercise.
4. Implementing the Exercise
A seminar or tabletop exercise requires little planning short of soliciting and scheduling the event,
developing presentation and lecture materials, and providing effective and challenging encounters
through good facilitation. Keeping the group involved and forcing them to think “outside the
box” is important to measure the capabilities of your group during a disaster. A seminar or
tabletop should involve capturing response plans and equipment deficiencies, and role and
responsibility ambiguities by using an after action review and improvement plan.
During functional and full scale exercises, an informal (self-assessment) or formal evaluation will
be conducted to evaluate strengths and weaknesses observed. Functional and full scale exercises
normally involve more exercise personnel for:
a) Simulating mock-ups, or providing performers (i.e. parents)
b) Controlling the exercise to keep it on track
c) Assessing and evaluating the process
d) Safety monitors to ensure site and personnel protection
e) Escorts for observers
In order to keep the process simple, the tool kit contains scenarios with scripts and simulations to
support any exercise.
5. Post Exercise After Action Review and Follow-Up Improvement Activities
The final step in your exercise process is to capture strengths and weaknesses observed during the
exercise and develop an After Action Review (AAR) as part of the emergency response
improvement plan.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 23 -
Section 3
Building and Designing Exercises
After several exercises you may observe trends or a particular function that has ongoing response
issues due to equipment problems, lack of training, or inadequate procedures.
The AAR also documents your exercise and can be shared with other schools and districts that
can learn from these past lessons. The Columbine High AAR identified tactics used by
responding agencies that later required drastic changes when dealing with school intruders. A
template for putting together your AAR is provided in the Tool Kit.
Exhibit 3.1. Comparison of Key Activity Characteristics for Exercises
Comparison of Key Exercise Characteristics
Orientation
Format
Drill
Informal
discussion in
group setting
Actual field or
facility
response
Various
presentation
methods
Actual
equipment
Tabletop
Narrative
presentation
Problem
statements or
simulated
messages
Functional
Full-Scale
Interactive, complex
Players respond to
messages or setting
provided by
simulators.
Realistic but no
actual equipment.
Realistic event
announcement
Personnel gather at
assigned site
Group
discussion
No time
pressures
Conducted in real
time; stressful
Visual narrative
(enactment)
Actions at scene
serve as input to
EOC simulation
Leaders
Facilitator
Principal,
district lead or
drill designer
Facilitator
Controller
Controller(s)
Participants
School, “Circle
of 9 Team”
Personnel for
the function
being tested
Anyone with a
policy,
planning, or
response role
for the type of
situation used
Players (policy,
coordination, and
operations personnel)
Simulators
Evaluators
All levels of
personnel (policy,
coordination,
operations, field)
Evaluators
Facilities
Conference
room, lunch
room
School
building, field,
or EOC
Large
conference
room
School or other
operating center
(multiple rooms)
Realistic setting
School or other
operating center
Time
1–2 hours
½–2 hours
1–4 hours or
longer
3–8 hours or longer
3-5 hours
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 24 -
Comparing the Five Activities (Continued)
Comparison of Key Activity Characteristics (Continued)
Orientation
Preparation
Simple
preparation,
2 weeks
KCDEM
School District Emergency Preparedness
Training and Exercise Program
Drill
Tabletop
Exercise
Functional
Exercise
Full-Scale
Exercise
Easy to design,
1 month
Participants
need
orientation
1 month
preparation
Preceded by
orientation and
1 or more drills
Complex, 2 months
preparation
Preceded by simpler
exercises
Significant
allocation of
resources
Extensive time,
effort, resources
5 months
development
Including
preparatory drills,
tabletops, functional
exercises
October 2009
- 25 -
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 26 -
Section 4
The Exercise Planning Process
The purpose of this section is to discuss the planning process for an exercise. It will discuss how
to put the exercise together and how to use the tool kit provided in this manual.
We will briefly discuss seminars, tabletops and drills but concentrate more on functional and full
scale exercises. These types of exercises require a lengthy planning process, logistical support,
and funds to support participation. This section assumes you have determined what exercise is
appropriate based on your needs assessment and your established goals and objectives. Planning
an exercise consists of the following elements:
1. Define and receive commitment for agency and resource support
2. Develop a timeline for the exercise to include setup, pre-exercise training,
implementation, and post exercise review
3. Determine resource needs to support your exercise (people, equipment, food, etc.)
4. Determine costs
5. Prepare exercise materials (simulations messages, handouts, props, etc.)
6. Brief exercise teams and players
Your district or school may already have a process in place for conducting exercises and if it
works, I recommend a review of these processes to see how they can compliment what you
already have in place.
Exercise Design Team
If you don’t have one, put an exercise planning/design team in place. An ideal team should
include a representative from each participating school and district, who are experienced with the
operation of their facility and understand the exercise design process. For a school, four staff
members is sufficient for all exercises except a full scale. An example would be a “Circle of
9”team lead, a principal, another teacher and one facilities person. Schools or the district can
invite other agency representatives into the planning process, such as law enforcement or fire and
rescue. Once the team decides on the complexity of the exercise and the need for additional
controllers, simulators, and evaluators, it would also be necessary to invite them into the planning
process.
The following is an example of an exercise development checklist. The checklist can be used for
any type of exercise. In order to simplify your planning process, each exercise in the tool kit
contains a similar planning checklist.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 27 -
Section 4
The Exercise Planning Process
Exhibit 4.1 Sample Exercise Development Checklist
Sample Exercise Development Checklist
Mission
 Needs Assessment
 Scope
 Statement of Purpose
 Objectives






Design Team
Controller or Facilitator
Players
Simulators
Evaluators
Management
 Safety
 Observers







Directives
Media
Public Announcements
Invitations
Community Support
Management Support
Timeline Requirements
Scenario
 Narrative
 Major/Detailed Events
 Expected Actions
 Messages
Logistics
 Safety
 Scheduling
 Rooms/Location
 Equipment
 Communications
 Phones
 Radio
 Computers
 Enhancements
 Maps
 Charts
 Other:
Evaluation
 Methodology
 Locations
 Evaluation Forms
 Post-exercise Debrief
Training/Briefings
 Train Simulators, Evaluators,
Controllers
 Players’ Pre-exercise Briefing
KCDEM
School District Emergency Preparedness
Training and Exercise Program
After Action Documentation/
Recommendations
 Evaluation Meeting
 Evaluation Report
 Follow-up Ideas for Next Exercise
October 2009
- 28 -
Section 4
The Exercise Planning Process
Seminars
There is very little preparation for a seminar. The quality of a presentation is all about
preparation, practice, and delivery. For a seminar, once the school team has determined the topic
for the seminar, it can be turned over to the appropriate person for delivery. Good seminars
capture the audience and keep them involved in the lecture. Small activities can be used to
address areas of concern, create teamwork, and challenge the participants. Power Point
presentations and handouts are essential to the seminar.
Seminars, depending on the topic can also include:
●
●
●
●
Hands on training
Small group activities
A review of resources such as plans, communications, etc.
Capturing any noted deficiencies in policies, plans or procedures
The tool kit contains a list of topics for seminars as well as a Seminar Plan Development
Checklist.
Tabletop Exercises
Planning for a tabletop does require some planning. The actual tabletop can run from 1-3 hours
depending on the subject matter and complexity. Depending on how your tabletop is structured
will also determine how much time will be devoted to the planning process. A simply designed
Power Point presentation with some unknown injects can be sufficient for a tabletop exercise.
You may decide to do a tabletop exercise that begins somewhere during the event and leads the
audience on a timeline as the emergency progresses; or develop a series of problem statements.
You Circle of 9 teams may be given a problem specific for their team and asked to develop
alternatives and resolutions. Typically for a school tabletop exercise, the staff is assigned to one
of Circle of 9 tables. The exercise provides challenges to each of the response teams who react to
the event.
The sample checklist is shown on the next page as Exhibit 4.2.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 29 -
Section 4
The Exercise Planning Process
Exhibit 4.2. Sample Tabletop Exercise Checklist
Tabletop Exercise Checklist
Design
 Needs assessment, scope, statement of purpose, and objectives developed
 Develop the presentation
 Power Point Presentation
 Select facilitator
 Event:
 Confirm location of exercise
 Room setup. Refreshments, table and chairs, projector, computer, easels
 Equipment needs. Plans and procedures, radios, maps, etc.
 Student Exercise Evaluation Form
 Expected actions:
 May involve identification of appropriate responses, identification of gaps in procedures,
reaching group consensus, developing ideas for change, etc.
 Write Messages or injects
 Limited number (e.g., 10-15)
 Involve everyone
 Tie to objectives
Facilitation
 Welcome Participants
 Briefing:










 Purpose and Objectives
 Ground rules and Procedures
Narrative presentation (printed, verbal, TV, radio)
Ice breaker questions directed at high-ranking officers
Messages organized to involve all organizations
Strategies to encourage the reluctant
Facilitatedon’t dominate
Model positive behaviors (eye contact, positive reinforcement)
Aim for in-depth problem solving
Strategies for sustaining action
After Action Report
Post AAR promulgation
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 30 -
Section 4
The Exercise Planning Process
NKSD Tabletop Exercise
Each team will address issues, with a facilitator in the front, directing the play step by step. In this
instance, each table was a “Circle of 9” team but each member was representing a different
school within the district.
Drills
You may already have an effective checklist for conducting a drill at your school. Drills
are designed to test skills and require actual response by staff members for a particular
incident. Your safety drills are composed of actual response by staff and students to
announcements, alarms and so on and require little planning, setup and execution. As
mentioned earlier, drills can also be used to test your “Circle of 9” teams individually by
defining a scenario, and through simulation, evaluating their response to a particular
situation. For example, the Fire and Utilities Team can be tested on using a checklist to
operate equipment that shuts down electrical power to the school. Regardless of the drill,
there is a development process that must be done in order to ensure a team or school is
safe when responding to the event. Exhibit 4.3 is a sample checklist for a drill.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 31 -
Section 4
The Exercise Planning Process
Exhibit 4.3. Sample Checklist for School Drills
Drill Exercise Checklist
Design
 Needs assessment, scope, statement of purpose, and objectives developed
 Determine a time and date for the drill
 Create the scenario and develop player handouts and safety brief
 Determine how the drill will be evaluated: self-assessment or formal evaluation
 Prepare evaluation sheet and assigned evaluators if needed
 Determine if you need controllers or safety monitors
 Determine simulation processes and who and what will be needed to cause the simulation
 Determine any equipment needs, clipboards, fire extinguishers, radios
 Setup for the drill
 Execute the drill
 Debrief exercise with Players
 After Action Review
 Distribute AAR
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 32 -
Section 4
The Exercise Planning Process
Functional Exercises
The functional exercise simulates an emergency in the most realistic manner possible with the
goal of testing one or more functions in the context of an emergency event. It normally involves
only one agency or organization while all other responses are simulated through controllers or a
simulation cell or “simcell.”
Unlike tabletops, a functional exercise tests actual response by staff in one or more of the
following areas:
●
●
●
●
●
●
●
●
●
●
●
Alert notification systems
“Circle of 9” team activation
Communications
Coordination and control
Emergency Public information
Damage Assessment
Mass Care
Student/staff safety
Engineering
Transportation
Resource Management
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 33 -
Section 4
The Exercise Planning Process
In a school setting, the objective would be to deploy the school response teams and test priority
management, communications, and coordination of these teams as they respond to the event. The
main characteristics of this exercise are:
●
●
●
●
●
●
As realistic as possible
Interactive; players respond to simulated problems
Tense, somewhat stressful for some
Formal or informal evaluation
Actual test of coordination and the decision-making process
Planning is involved and requires controllers to ensure simulation works as expected
Transportation problems can be monumental during a major disaster.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 34 -
Section 4
The Exercise Planning Process
Functional exercise planning and design for schools really depends on how you plan to execute
simulation for the exercise. For example, the school district command post could be exercised
using a simcell that “pretends” to be member schools sending in their status reports and requests.
Decisions are then communicated back to the simcell for resolution and updates. Since an actual
school event represents a disaster scene, it requires visual simulation to create response by your
staff. As such, the planning team would decide the degree and method of simulation to spark this
response by staff members.
The tool kit will provide two methods of simulation techniques; scenario response and visual
response simulation. The following describes each method.
Scenario Response
Scenario response is nothing more than providing as part of the briefing and scenario
handout, a list of issues or problems for each team to handle. The issues are descriptive
enough for the team to decide on the process and coordination required to complete their
tasks. The issues, from an execution standpoint, may also require visual cues (a picture
of the classroom) that will aid in defining the problems. Team leaders will confront these
problems; coordinate with other teams and the Incident Commander on resources, safety,
and support. Students and volunteers can provide the means for response based on what
is actually observed by response teams.
Visual Response Simulation
Visual response simulation is what you may be already using in your school. It requires a
simcell to organize the visual cues (a student with fake blood on them) that may happen
in a particular emergency, and then communicate those cues through actors/players.
Response teams will respond to what they see, and if they don’t see it, it did not happen.
This type of exercise requires additional planning and a timeline for managing the
sequence of events. This exercise provides the best realism and reaction by response
teams.
Regardless of which method you use, planning is essential. As mentioned earlier, school success
in an exercise is based on how well the exercise is run by the controllers. Poor implementation
will cause confusion, boredom, and will not meet the goals of the exercise. A generic checklist is
provided in Exhibit 4.4 to help guide your school through the design process. The tool kit
provides for checklists, templates, and forms to develop a functional exercise for your school.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 35 -
Exhibit 4.4: Functional Exercise Design Checklist
Functional Exercise Design Checklist
Facilities and Equipment for Exercise Team
 Sufficient work space for simulators and players
 Simulation room or control center (if needed)
 Observer space
 Communication equipment (telephones, radios, messages)
 Parking
 Adequate ventilation and lighting
Displays and Materials
 Displays easily visible or accessible
 Maps (local, district, school)
 Major events log
 Status boards
 Simulation plotting board
 Easels, chart paper
 Forms; message forms, handouts, name cards
Exercise Start:
 “No-notice” or scheduled (according to objectives)
 Actors in place
 Visual simulation ready
Briefing (short):
 Objectives
 Process
 Time period portrayed
 Ground rules and procedures
 Safety
Narrative:
 Verbal, print, TV, computer, slides, or dramatization
 Time-skips if needed
Messages:
 Pre-scripted (if used)
 Optional pre-scripted for adjusting flow
 Message delivery: written, phone, face to face, radio, etc…
Actors
 Brief, provide script
 Makeup for injuries ready
 Staged for start of exercise
Strategies for Adjusting Pace:
 Rescheduling
 Adding/Deleting messages
 Misdirecting messages
 Reassigning messages
 Manage the timeline
End exercise: when objectives are met, when timeline complete, time is up
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 36 -
Section 4
The Exercise Planning Process
Full-Scale Exercise
Full-scale Exercises are the most complex in response and design. These exercises are designed
to challenge the response and coordination of numerous agencies from all levels of governments
and across all lines of emergency functions. Key characteristics include:
●
●
●
●
●
●
●
Interactive; designed to challenge the entire emergency response under a stressful
environment
Tests and evaluates most emergency functions in the school district and local response
agencies
Strives to achieves realism; victims, on-scene action; equipment and personnel
deployment
Involves controllers, simulators, evaluators, and actors
Response will come from a variety of real or visual or simulated messages and scripted
actors
The event is in real time
Planning process will depend on size and length of the exercise and number of agencies
playing in the event
Full-scale exercises are designed to test the coordination, collaboration, communication, and
decision-making capabilities of the school district. Although response by “Circle of 9” teams is
essential for success, full-scale exercises (because your school performs them every two years)
must concentrate on those areas not often exercised in safety drills or tabletop exercises. The
Department of Homeland Security, through lessons learned from September 11, 2001 and
Hurricane Katrina, has discovered that cooperation and coordination among responders, and
thorough and timely decision making by leadership are essential to saving lives and managing
long term student security.
Your full-scale exercise may include schools and district play only, which is the least expensive,
but requires detailed preparation by the district planning team. Once you pull in outside resources
like fire, police, and local government, planning gets more comprehensive and needs to begin at a
minimum of a year from the exercise date. For example, a full-scale exercise on explosive device
in a school with intruders may involve fire, law, SWAT, Bomb Disposal, local governments,
EMS, and other response agencies in order to ensure response is realistic and all teams have an
opportunity to exercise.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 37 -
Section 4
The Exercise Planning Process
As the exercise complexity grows, so must exercise control, execution, and safety. Should you be
involved in a Kitsap County sponsored full-scale exercise, experienced exercise planners will
lead the exercise process and your school or district will meld into the exercise development
team.
They will bring their experience and expertise to the planning table with the resources needs to
successfully execute the exercise.
Exhibit 4.5 provides a checklist for a full-scale exercise. This checklist provides a generic list to
ensure your team captures all the needs of your exercise. Your district/school exercise with
minor outside response by local responders can be planned within 6 months for an exercise that
does not take more than 4-5 hours.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 38 -
Exhibit 4.5: Full Scale Exercise Checklist
Full-Scale Exercise Planning Checklist
Participants:
 Controller(s)sufficient to manage all event sites
 Simulators (mock victims)different age groups, body types, physical characteristics
 Players (most functions, all levelspolicy, coordination, operation, field)
 Evaluators
 Safety Officer
Site Selection:
 Adequate space for number of victims, responders, and observers
 Space for vehicles and equipment
 As realistic as possible without interfering with normal traffic or safety
 Credible scenario and location
Scene Management:
 Logistics (who, what, where, how, when)
 Believable simulation of emergency
 Realistic victims
 Preparation of simulators to portray roles realistically
 Number of victims consistent with type of emergency, history of past events
 Types of injuries consistent with type of emergency, history of past events
 Victim load compatible with local capacity to handle
 Props and materials to simulate injuries, damage, other effects
Personnel and Resources:
 Number of participants
 Number of volunteers for scene setup, victims, etc.
 Types and numbers of equipment
 Communications equipment
 Fuel for vehicles and equipment
 Materials and supplies
 Expenses identified (wages, overtime, fuel, materials and supplies)
Response Capability
 Sufficient personnel kept in reserve to handle routine non-exercise events
Safety
 Safety addressed through development
 Each design team member responsible for safety in own discipline
 Hazards identified and resolved
 Safety addressed in pre-exercise briefing, simulator and evaluator packets
 Each field location examined for safety issues
 Safety officer designated, given authority
Legal Liability
 Legal questions of liability researched by local attorney
Emergency Call-Off
 Call-off procedure in place, including code word/phrase
 Call-off procedure tested
Media
 Role of media addressed in planning, used as a resource to gain favorable exposure
 Media and observers considered in logistical planning
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 39 -
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 40 -
Section 5
Exercise Control and Evaluation
The need for control on events will depend on the type, size and complexity of the exercise. This
is particularly essential to large exercises involving your students. Anytime you conduct an
exercise, the safety of everyone in a school is paramount. During complex exercises with
numerous responding agencies and tactics, it is particularly important to take time to brief
personnel about safety when dealing with simulated events and to post staff in specific locations
whose only job is to monitor safety. In exercise design, we refer to these individuals as Exercise
Controllers.
This section will also discuss the evaluation of exercises. Exercise evaluation can be simple or
complex depending on your need for formal observation. All exercises should be considered
training first, a “no fault” event to ensure staff are learning and providing feedback for
improvements. In this section, we will discuss two methods of evaluations for schools, selfassessments and formal observations. Evaluation forms are provided in the Tool Kit.
IED Exercise 2009
Exercise Control
Exercise control is important to ensure the exercise is going in the right and focused direction.
For functional or full scale exercises safety is paramount to the event. As the event gets more
complex, more control is required. The exercise planning team generally will become the
Exercise Controllers during the event. In this section, we will touch on seminar, tabletop and drill
facilitators, but will concentrate on controlling functional and full scale exercises.
Seminar, Tabletop and Drill Control
Seminars and Tabletop Exercises
Seminars and tabletop exercises are normally conducted in a controlled environment and require
little handling of the event. The most important piece is good facilitation.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 41 -
Section 5
Exercise Control and Evaluation
A strong facilitator with the appropriate expertise can motivate and challenge your staff. This
individual can manage the exercise, know where to provide focus, and keep the event on time. In
summary, the facilitator will:
●
●
●
●
Set the stage
Involve everyone-stimulating discussion and drawing answers and solutions from the
group
Facilitate in-depth problem solving
Control the pace and flow of the exercise
Drills
You already have a plan to control your required safety drills. Drill controllers keep the drill on
time and ensure that everyone is safe while conducting the drill. For your drill, as a minimum,
the lead controller (or principal) should do the following:
●
●
●
●
●
Brief personnel to include:
o Drill timeline including execution and completion
o Safety
o Simulation activities
o Methods for stopping the drill if a unsafe environment develops
o Evaluation
o Drill inject (i.e. observing an incorrect method and correcting the situation or
inserting an action so that the drill may continue)
Post safety monitors in areas that may cause a hazard during the exercise
Execute the drill
Conduct a Hot Wash (term used to describe how the drill went, immediately after play,
with evaluators, controllers, and if appropriate players
Complete after action review
Functional and Full Scale Exercise Control
Functional and full-scale exercises require significant planning for a successful exercise. It is not
just about player performance. The control of the exercise involves knowing what actions are
expected by players, managing artificialities, keeping the exercise focused and not confusing
players.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 42 -
Section 5
Exercise Control and Evaluation
Again, large and complex exercises will increase the risk of things going wrong. Safety is
paramount. For full scale exercises, planners from a variety of agencies will come together to
develop the event. These planners generally act as the exercise controllers, providing expertise
and knowledge of expected exercise actions to ensure the exercise is under control and safe. A
lead controller needs to be selected. For larger exercises you may require a controller command
center and handbooks for all controllers. For most of your school exercises your controller will
also be the evaluator. This minimizes the number of staff members you have to take out of play
for the event.
The main duties of the lead controller are:
●
●
●
●
●
●
●
●
Ensure that the actors and evaluators are properly trained and briefed before the exercise.
Prepare participants for the exercise by developing the narrative (what is going on) and
starting points to the event
Oversee the sequence of events and supervise any exercise injects
Adjust the pace of the exercise, if needed
Make final decisions in the event of unanticipated actions or resource requirements.
Maintain order and professionalism throughout the exercise
Direct the exercise team
Ensure safety measures are adhered to during the event
Controllers should wear a hat or badge or vest that identifies them, i.e., a red ball cap or brightly
colored vest. They are normally considered invisible to the exercise players and only inject when
required by the exercise for simulation or to provide an instruction/teaching point, or if an event
becomes unsafe.
In summary, the responsibilities of a functional or full scale exercise controller are similar to a
drill controller. For these complex events, coordination and communication among controllers is
important as well as everyone understanding the exercise sequence of events and timeline for
exercise enhancements and simulations.
Exercise Evaluation
In this section, again, we will focus on functional and full scale evaluation. Seminars, tabletops
and drills should also be evaluated. In most cases the evaluation is informal with the group prior
to the conclusion of the event and results in action to complete deficiencies in equipment, plans
and procedures, or policies. The Tool Kit provides evaluation forms for these exercises.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 43 -
Section 5
Exercise Control and Evaluation
Evaluation is the process of observing and recording exercise activities, comparing the
performance of the participants against the objectives, and identifying strengths and weaknesses.
Good evaluations can help the school identify:
●
●
●
●
●
●
If the exercise achieved its objectives
The exercise was conducted successfully
Needed improvements in school plans, procedures and policies
Needed improvements for the “Circle of 9” responses
Training and staff deficiencies
Insufficient operational or emergency response equipment
For functional and full scale exercises, your staff would most likely play a duel role of
controller/evaluator. For larger full scale exercises involving outside agencies and if funding is
available, controller and evaluators should be separate functions due to the complexity of the
exercise. Regardless, the role of the evaluator is the same and that is to observe, record, and
compare results against organizational policies and procedures.
Often, evaluators should be characterized as having the appropriate expertise, ability to see the
relationship between the event and objectives, ability to adjust to changing situations, are
objective and familiar with exercise design. You may not have this luxury in your school staffs.
The most important piece to evaluation is to understand what you are required to evaluate and
being objective. Tell it like it is observed and provide genuine feedback to the players. The
evaluation form will provide those observations important to the exercise. For schools, there are
two types of evaluations: self-assessment and formal evaluation. Additionally, each player
should have the opportunity to fill out an exercise assessment form that provides feedback on
exercise execution and their personal observation of strengths and weaknesses. A template is
provided in the evaluation tool kit.
Self-Assessment Evaluations
Self-assessment allows team leaders to evaluate their own performance. In this case, each “Circle
of 9” team leader is given a self-assessment packet containing team evaluation and player
assessment forms. The evaluations are completed and returned to the lead controller. This
process is simple, and provides valuable feedback on exercise outcomes. The Evaluation Tool
Kit contains these evaluation forms.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 44 -
Section 5
Exercise Control and Evaluation
South Kitsap School District 2008 Exercise
Formal Evaluation
For full scale exercises, you may be conducting a formal evaluation of the exercise. If you are
involved in a county exercise, evaluations will be based on national standards in order to identify
gaps in local emergency response. These evaluations will be provided to you by the exercise
planning team. If not, the evaluation forms provided in the tool kit will provide adequate
evaluation of your district/school exercise. During your planning you may recognize additional
items to evaluate which are important to the school. These may be items set forth in school plans
like a specific time to complete evacuation of a school, the use of formal and informal
communications, notification processes, and so on. A template is provided to support additional
evaluation objectives.
The evaluation process is not complete until observations are reviewed against plans and policies,
and documented in an after action review and report. In section 7, we will discuss exercise
debriefing, after action reviews and exercise documentation. It is important for exercise players
to understand that evaluations are not meant to punish. It is an opportunity to recognize the
strengths in emergency response and student safety and to identify deficiencies with the insight to
improve staff performance.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 45 -
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 46 -
Section 6
Exercise Implementation
In this section, we will discuss the execution of an exercise to include the simulation process and
exercise enhancements. This section will discuss the exercise setup process through completion.
It will focus on functional and full scale exercises, but will provide a brief discussion about
tabletop exercise implementation.
Tabletop Exercise
Tabletop exercises are simple to conduct depending on how the scenario is presented to the
audience. The exercise can be simple by managing the event and challenging the audience with
power point slides, or providing scenario handout and using easels for groups to develop
responses and solutions. Effectiveness is determined by staff participation and good facilitation.
In the tool kit, scenarios are provided. A Power Point slideshow can be found on the DEM
website at www.kitsapdem.org
The tool kit also provides a checklist for setup, execution, and completion of the exercise.
Carrying out the tabletop exercise can be enhanced by providing student visuals of the events,
providing maps of school grounds and school buildings, and injecting messages during the
tabletop to force alternative decision making and discussions. A good tabletop exercise employs
the use of:
●
●
●
●
●
Good facilitation
Enhancing the scenario with unknowns
Providing props for the exercise (maps, messages, reports, visuals)
Challenging everyone in the group to force coordination
Motivating staff members to be prepared and trained
Generally, the facilitator will include the following during the exercise:
●
Brief the audience on exercise rules which may include:
o Purpose and objectives of the exercise
o Audience etiquette and expectations
o Props and equipment available to them during the event
o Documenting any issues noted in existing plans and procedures
o Exercise evaluation forms
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 47 -
Section 6
Exercise Implementation
●
●
●
●
●
Set the exercise stage, such as when and where does the exercise begin
Facilitate the exercise through a series of activities consistent with an expected sequence
of response
Summarize the exercise
Conduct a question and answer session
Review any action items or major deficiencies noted during the event
The following slides are an example of a tabletop exercise briefing (exhibit 6.1)
Exhibit 6.1: Sample briefing slides for a Tabletop Exercise
Objectives
Purpose


Exercise the school’s emergency
response teams in response to an
earthquake.



Train on Response to an Earthquake
Evaluate the School’s Response Plan
Evaluate the School’s response team roles and
responsibilities
Exercise coordination among the School’s response
teams
Train on the use of the School’s Mapping Program
3
2
Lets Begin……
Exercise Rules






October, Tuesday, 9:15 am
Weather





Cloudy (rain threatening around noon),
45 degrees, light winds
You begin in your normal school assignment
Work within your group role assignment
Coordinate your activities and issues with other
teams and the command post
5
4
KCDEM
School District Emergency Preparedness
Training and Exercise Program
Set the Stage

A scenario with situational statements will be
used to generate discussion on response
activities
Participants will provide situational responses
based on established plans and procedures
All ideas and input are encouraged
Capture issues and action items for
improvements
October 2009
- 48 -
Section 6
Exercise Implementation
Activity
Initial Response
An earthquake has just struck.
Ground shakes for 45 seconds and you can hear
significant noise in your classroom/office as
equipment, supplies, lights start falling around you.
Students are screaming.
 You announce to the students “Drop, cover, and
hold”
 You crawled under your desk
 Power goes out


Top 3 actions after you get out
from under your desk
6
7
Functional and Full Scale Exercise Implementation
As noted in earlier sections, successful execution of functional and full scale exercises will
depend on exercise realism, good simulation of the event, and timely execution. When an
exercise begins will depend on the objectives of the exercise. Here are some examples:
Objective: Evaluate response to an earthquake
Exercise begins: with simulated shaking from an earthquake
Objective: Evaluate actions after the evacuation of a damaged school
Exercise begins: with students and staff outside and response teams activated
Objective: evaluate long-term post earthquake recovery
Exercise begins: with damaged buildings evacuated, students are in a safe facility or outside, and
half of the student body has gone home
Again, the objective of the exercise will dictate the beginning. The players are given a briefing
and maybe a handout so they understand at when in the event they will begin and what has
happened to this point.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 49 -
Section 6
Exercise Implementation
Some exercise can begin with nothing more than:
Its 1:00 pm, Tuesday, October, school is in session and it is raining outside. Obviously, a lot of
good information for players in this statement, but no clue as to when the event will to begin.
A large full scale exercise will have a player’s handbook for everyone participating in the
exercise. This may not be necessary for most school exercises unless the full scale exercise
involves many agencies in the county. Regardless, for your full scale or functional exercise, you
should provide a packet to each player with the following information:
●
●
●
●
●
●
●
●
●
●
●
●
●
Safety brief
A description of the props used in the exercise including
○ Visuals like strips of tape representing cracks on the wall to simulate damage.
○ Outside agency simulation. For example, the district is not playing so calls will
need to be made from a simulation cell or just notionalized (addressed but not
carried out).
○ Pretend use of equipment like fire extinguishers
Communication protocol during the exercise
Identification of controllers and evaluators
Player exercise self assessment form
Any other information that is an exception to normal response
Where all exercise personnel will be for start of exercise
Start times
Evaluation criteria, responsibilities, player inputs
End times
Hot wash expectations with individual groups
After action review meeting
Final report distribution
For a school functional exercise, this list would be shorter and require less preparation. A full
scale exercise hosted by the district with only minor outside agency play will require a few
planning meetings, a script, player handouts, and evaluation review and documentation. The
exercise tool kit provides all the tools you would need to accomplish a district wide full scale
exercise.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 50 -
Section 6
Exercise Implementation
Functional and Full Scale Exercise Enhancements
Sometimes creativity is the difference between an adequate exercise design and one that really
gets the participants excited and involved. You want your staff to walk away from an earthquake
exercise with a renewed understanding of the importance of plans, procedures, and coordination
in the midst of chaos. A simple school evacuation for a fire can be enhanced by conducting the
drill with local fire and simulating smoke at an exit point to complicate an evacuation. County
sponsored full scale exercises may involve simulated news broadcasts, make-up and props to
simulate injuries, loss of communications and/or normal facility power, etc. The more realism in
an exercise, the more likely the players will “get into” the action and get the most out of the
exercise. The tool kit provides a series of exercise enhancements for schools. Consider this list
as you start putting together your exercise.
Some organizations have developed an exercise simulation kit. Briefing staff members on the kit
and what each item means can help staff members recognize a represented hazard as the exercise
occurs. For example, the kit may include red Christmas lights. This light, when plugged in and
extended, would simulate a fire. Staff members would see the lights and respond as if it was a
fire. Blue cloth may simulate water gushing from a pipe or water in a hallway. Just another way
to standardize a school’s approach to conducting realistic exercises.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 51 -
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 52 -
Section 7
After Action Review and Documentation
This section discusses the importance of closing out your exercise with an after action review and
ensuring your exercise is documented. Let’s begin by discussing after action reviews.
After Action Reviews (AAR)
You should make an attempt to review your exercise (seminars through full scale) with all those
who participated in the event. Feedback is essential to improving your staff’s performance and
correcting any issue with plans, procedures, policies, processes, and resources. AARs may take
several forms depending on the size and complexity of the exercise. Exhibit 7.1 shows
recommendations for post exercise briefings vs. the type of exercise. AARs are important to the
documentation of your exercise and follow-up actions. Additionally they may reveal significant
gaps in district/school response particularly in equipment shortages.
Exhibit 7.1: Recommendations for Post Exercise Briefings, Reports and Improvement Plans
Seminar
Drill
Tabletop
Functional
Full Scale
Review with
Immediate hot
Immediate hot
Immediate hot
Immediate hot
audience and
wash* with
wash* with
wash* with
wash* with
identify
players
players
players
players
corrective
actions
Fix identified
Complete drill
Complete
Complete
Complete Full
action items
AAR form
Tabletop AAR
Functional AAR Scale AAR form
(optional)
Form (optional)
Form
or submit results
as required
Post on website
Post on website
Share review
Share review
Or brief staff
or brief staff
with staff
with staff
Fix identified
Fix identified
Complete
Complete
action items
action items
improvement
improvement
plan and correct
plan and correct
any action items any action items
*Hot Wash is an immediate exercise briefing of major strengths and weaknesses observed during
the event. The Lead Controller will determine how the hot wash will be accomplished.
For each exercise, a tailored written after action report should be generated to serve as the basis
for planning future exercises and taking corrective action.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 53 -
Section 7
After Action Review and Documentation
A seminar or tabletop may warrant only a brief summary with action items, while a full scale
exercise may result in a formal report with specific and comprehensive points of view. There is
no set format for an after action report, but we have included in the tool kit, templates that can be
used to complete your findings. Exhibit 7.2 provides a sample report outline.
In the future, AARs can be scrubbed and posted to a centralized website for all schools and
districts to review. This provides the best means to improve preparedness throughout all school
districts.
Exhibit 7.2: Sample AAR Outline

Introduction
Main purpose of the report, why it is being submitted, preview of main topics, evaluation
Methodology used, and perhaps a general summary of significant issues and recommendations

Statement of the Problem
Purpose of the exercise

Exercise Summary
Goals and Objectives
Pre-exercise Activities
Participants and Agencies
Description of Exercise Scenario

Accomplishments and Shortfalls
Evaluation Findings
Summary of Post-exercise Debriefing

Recommendations
Training Needs
Changes in the Emergency Plan
Other Corrective Actions
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 54 -
Section 7
After Action Review and Documentation
Documentation
It is important to document your exercise. Documentation is required to demonstrate you met the
safety standards imposed by OSPI and federal NIMS mandates. You must, at a minimum,
maintain a log of exercises performed by the school. Exhibit 7.3 provides a list of recommended
documentation for your program. The tool kit contains forms necessary to document your
exercise, after action reviews, and any follow-up corrective items. We want to keep the process
simple and you may already have one in place. But if not, one is provided in the tool kit.
Exhibit 7.3: Recommended Documentation for School Exercises
Seminars
Tabletops
Drills
Functional
List of attendees List of attendees List of attendees List of attendees
Scenario
Scenario
Scenario
Scenario
After Action
After Action
After Action
After Action
Review
Review
Review and
Review and
improvement
improvement
plan
plan
Emergency Drill Evaluation forms
Report
Full Scale
List of attendees
Scenario
After Action
Review and
improvement
plan
Evaluation forms
Safety drills, such as your fire
drills, can also be recorded using
this method. You may want to
review the OSPI website for drill
and exercise document
recommendations. The Emergency
Drill Reporting Form is located in
the School Safety Planning Manual
for documentation in support of
Fire Code Revisions in WAC 5154-000.
.
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 55 -
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 56 -
Section 8
Exercise Tool Kit
This section provides information for planning and executing your district/school exercise. The
Exercise Tool Kit is designed to provide you with the checklist, templates and forms for each
type of exercises. It also contains evaluation forms and after-action-review templates.
Appendix A contains information on general exercise planning and other documents to support
your exercise program evaluation. Follow the stepping stones to decide which exercise fits the
needs of your district or school. That part also provides a chart to help guide you through the full
exercise cycle from planning to post exercise improvement plans.
Subsequent appendices are broken down by exercise elements each containing job aids for
developing, conducting, and documenting your exercise.
The final appendices contain templates for exercise after-action-reviews, follow-up improvement
plans, and exercise documentation. There is no requirement to use any of the scenarios or
templates in this section. There are certainly many different creative methods for putting together
your exercise program, and any recommendations you may have to improve the process are
encouraged.
Exhibit 8.1 provides a chart to guide you through the Appendices below as you determine
exercise needs, type, scenario, and recovery options.
Appendix A
Appendix B
Exercise Planning Tools
Exercises Development
B-1 Classroom Exercises: Seminars and Tabletops
B-2 School Safety Drills
B-3 Onsite School Disaster Exercises: Drills, Functional, and Full Scale
B-4 Onsite School Disaster Exercise Examples and Templates
Appendix C
Appendix D
Exercise Evaluation
After Action Reviews
After Action Review Briefing
After Action Report
Improvement Plan
Documentation
Appendix E
Exercise Enhancements
Functional and Full Scale
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 57 -
Exercise Planning Guide
Begin Your Exercise
Design
Appendix A
● Planning Team
● Planning Cycle
Chose an Exercise
Evaluation Form
based on exercise
type
Appendix C
KCDEM
School District Emergency Preparedness
Training and Exercise Program
Determine your
Needs and
Capabilities
Appendix A
● Staff Capabilities
● Emergency Type
● Past Deficiencies
Use the Exercise
template based on
your Exercise Type
Located in
Appendix B-4 or on
the DEM Website
Enhance your Exercise
Appendix
- 58 - E
Determine Exercise Scope
and Objectives
Choose an
Exercise Type
Appendix A
● Size/ Complexity
● Number of Agencies
● Time Restraints
● Major Focus
● Past Deficiencies
Select an Exercise
Scenario for exercise
type:
● Earthquake
● School Safety Drill
● Terrorism
● Major Fire
Start Exercise Checklist for
Exercise Type
Seminar
App B-1
Tabletop
App B-1
Drill
App B-3
Functional
App B-3
Full Scale
App B-3
October 2009
Execute the Exercise
Appendix B
Continue the
Exercise Checklist
● Players/ exercise team
in place
● Handouts
● Briefings
● Stage Set
Conduct Hot Wash and
After Action Review
Appendix D
● Briefing
● Capture observations
● Recover from exercise
Complete After
Action Report and
Improvement Plan
Appendix D
Based on type of
exercise
Return to
Step 1
Determine next
exercise in the Cycle
District/School
Planning Schedule
KCDEM
School District Emergency Preparedness
Training and Exercise Program
Document the
Exercise
Appendix D
October 2009
- 59 -
KCDEM
School District Emergency Preparedness
Training and Exercise Program
October 2009
- 60 -