FEMA IS-362.A: Multi-Hazard Emergency Planning for Schools Answers 1. After identifying hazards, planning teams should: A. Exclude hazards that have never occurred in the school district. B. Assess the hazards based on probability, time, and consequence. C. Select at least three but no more than seven different hazards for mitigation efforts. D. Present the hazards to the school board for review. 2. The school Incident Commander may have a limited role under: A. The Incident Command System (ICS). B. The buddy system. C. A declared emergency disaster. D. Unified Command. 3. Once an incident occurs your school will begin response activities. During response the first priority for the school is: A. Contacting FEMA to establish a revolving emergency response fund. B. Protecting the school property. C. Bringing damaged systems back online. D. Protecting the health and safety of everyone in the school. 4. The section of the basic plan that provides a rationale for the development, maintenance, and implementation of the emergency operations plan (EOP) is: A. Administration, Finance, and Logistics. B. Concept of Operations (CONOPS). C. Organization and Assignment of Responsibilities. D. Purpose, Scope, Situation Overview, and Assumptions. 5. To make the emergency operations plan user-friendly: A. Use short sentences and active voice. B. Use jargon and acronyms. C. Provide details for the entire community. D. Repeat information in different sections. 6. To identify hazards and threats for the emergency operations plan, the school planning team considers: A. Existing emergency plans, input from local emergency managers, and research results. B. Those hazards that would lead to catastrophic consequences. C. Financial loss calculations to prioritize preparedness activities and resources. D. Hazards that have occurred in only the past 10 years. 7. The result of the planning team’s review of hazards and identification of solutions is: A. A plan for training and exercises. B. The Continuity of Operations Plan (COOP). C. The Incident Command System (ICS). D. An outline for the school’s emergency operations plan. 8. What Incident Command System (ICS) section would be responsible for most student care tasks in a school emergency situation? A. Logistics Section B. Operations Section C. Planning Section D. Finance/Administration Section 9. The school’s overall approach, with a clear picture of what should happen, when, and at whose direction is described by the: A. Emergency Operations Plan. B. Concept of Operations (CONOPS). C. Incident Command System (ICS). D. Response and Recovery Mission. 10. An example of a mitigation measure for a nonstructural hazard is: A. Building safe rooms. B. Using fire-retardant building materials. C. Removing overhanging structures. D. Anchoring bookcases. 11. Which member of the Incident Command System (ICS) is responsible for assessing the situation, establishing objectives, making assignments, and ordering resources? A. Logistics Section Chief B. Safety Officer C. Incident Commander D. School Principal 12. Cascading events can occur when one hazardous event triggers another; they: A. Will be prevented if an emergency operations plan is developed correctly. B. Should be considered as part of the hazard identification process. C. Cannot be predicted so cannot be addressed in an emergency operations plan. D. Are outside the scope of an emergency operations plan. 13. Experience and lessons learned indicate that school planning should: A. Be used to procure funding for the school. B. Only include the principal, school personnel, and school administrators. C. Be performed by a team with a mix of knowledge and expertise. D. Include all school board members. 14. Hazard-specific annexes describe procedures for: A. A specific hazard. B. Academic response and recovery procedures. C. Populations with functional needs. D. Many different hazards. 15. Incident management includes five key areas that occur and overlap during more than one phase or time period of an incident. These key areas are prevention, protection, response, recovery, and: A. Preparation. B. Mitigation. C. Planning. D. Evaluation. 16. Recovery from an incident can take a long time, so schools should: A. Start planning for recovery when an incident occurs because you will know what needs to be accomplished. B. Focus planning on prevention and protection efforts because there will be time to address recovery after the incident occurs. C. Include short-term and long-term procedures for recovery during planning because recovery needs to start soon after the incident. D. Rely on the community plan to address recovery efforts for the school. 17. One desired outcome of school emergency planning is: A. Schools develop the capability to be self-reliant until response personnel can help, because emergency responders may not be available to help the school immediately. B. Community emergency responders understand that schools must receive a response within 1 hour of an emergency’s occurrence no matter what the circumstances are. C. Schools develop a separate emergency operations plan with detailed procedures for every identified potential emergency that may occur at that site. D. Community emergency responders establish protocols for communication with school personnel in case of an emergency so that they are sufficiently prepared for any possible emergency. 18. The emergency operations plan (EOP) should be approved by: A. Each staff and faculty member in the school. B. Every member of the planning team, core and expanded. C. Identified planning team members. D. The local emergency manager. 19. Tabletop exercises are: A. Activities where a simulated scenario is discussed as if the scenario were happening. B. Operations-based exercises that simulate an emergency event. C. Multi-agency, multi-jurisdictional, multi-discipline exercises involving functional response. D. Conducted in a realistic environment to practice current skills. 20. One benefit of conducting training on emergency procedures is: A. School personnel and students are able to respond rapidly in times of stress. B. The planning team can rate the performance of school staff. C. The school can identify the costs of necessary equipment for emergency response. D. The identification of potential hazards in the school and community. 21. Every exercise should: A. Be conducted using the entire population of the school. B. Include an evaluation of the exercise. C. Have full community participation. D. Be based on actual past school incidents. 22. Which of the following is a key component of incident management to prevent emergencies from becoming crises? A. Flexible responsiveness B. Crisis intervention C. Emergency planning D. Conflict resolution 23. The Incident Command System (ICS) can be used to manage all of the following, EXCEPT: A. Pep rally for school State champion football team. B. Destruction from a severe thunderstorm. C. Oversight of the school budget. D. Flu outbreak. 24. The following type of exercise is good for testing a single operation or function: A. Full-scale B. Tabletop C. Functional D. Drill 25. After writing the emergency operations plan, the planning team should: A. Describe the actions to take for the identified hazards. B. Present the plan to the school board to vote on the components. C. Outline the hazards that are likely to affect the school. D. Review the plan to ensure compliance with laws and regulations.