FEMA Test Answers
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.
A. The Incident Command System (ICS).
B. The buddy system.
C. A declared emergency disaster.
D. Unified Command.
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.
A. Administration, Finance, and Logistics.
B. Concept of Operations (CONOPS).
C. Organization and Assignment of Responsibilities.
D. Purpose, Scope, Situation Overview, and Assumptions.
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.
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.
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.
A. Logistics Section
B. Operations Section
C. Planning Section
D. Finance/Administration Section
A. Emergency Operations Plan.
B. Concept of Operations (CONOPS).
C. Incident Command System (ICS).
D. Response and Recovery Mission.
A. Building safe rooms.
B. Using fire-retardant building materials.
C. Removing overhanging structures.
D. Anchoring bookcases.
A. Logistics Section Chief
B. Safety Officer
C. Incident Commander
D. School Principal
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.
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.
A. A specific hazard.
B. Academic response and recovery procedures.
C. Populations with functional needs.
D. Many different hazards.
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.
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.
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.
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.
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.
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.
A. Flexible responsiveness
B. Crisis intervention
C. Emergency planning
D. Conflict resolution
A. Pep rally for school State champion football team.
B. Destruction from a severe thunderstorm.
C. Oversight of the school budget.
D. Flu outbreak.
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.