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IS-362.A: Multi-Hazard Emergency Planning for Schools

1. The section of the basic plan that provides rationale for the development, maintenance, and implementation of the emergency operations plan (EOP) is: A. Organization and Assignment of Responsibilities.

B. Administration, Finance, and Logistics.

C. Purpose, Scope, Situation Overview, and Assumptions.

D. Concept of Operations (CONOPS).

2. One benefit of conducting training on emergency procedures is: A. The school can identify the costs of necessary equipment for emergency response.

B. School personnel and students are able to respond rapidly in times of stress.

C. The identification of potential hazards in the school and community.

D. The planning team can rate the performance of school staff.

3. The emergency operations plan (EOP) should be approved by: A. Identified planning team members.

B. Each staff and faculty member in the school.

C. The local emergency manager.

D. Every member of the planning team, core and expanded.

4. Tabletop exercises are: A. Multi-agency, multi-jurisdictional, multi-discipline exercises involving functional response.

B. Activities where a simulated scenario is discussed as if the scenario were happening.

C. Conducted in a realistic environment to practice current skills.

D. Operations-based exercises that simulate an emergency event.

5. Experience and lessons learned indicate that school planning should: A. Be performed by a team with a mix of knowledge and expertise.

B. Be used to procure funding for the school.

C. Include all school board members.

D. Only include the principal, school personnel, and school administrators.

6. An example of a mitigation measure for a nonstructural hazard is: A. Removing overhanging structures.

B. Building safe rooms.

C. Anchoring bookcases.

D. Using fire-retardant building materials.

7. The result of the planning team's review of hazards and identification of solutions is: A. The Incident Command System (ICS).

B. A plan for training and exercises.

C. An outline for the school's emergency operations plan.

D. The Continuity of Operations Plan (COOP).

8. Once an incident occurs your school will begin response activities. During response the first priority for the school is: A. Bringing damaged systems back on line.

B. Contacting FEMA to establish a revolving emergency response fund.

C. Protecting the health and safety of everyone in the school.

D. Protecting the school property.

9. After writing the emergency operations plan, the planning team should: A. Outline the hazards that are likely to affect the school.

B. Describe the actions to take for the identified hazards.

C. Review the plan to ensure compliance with laws and regulations.

D. Present the plan to the school board to vote on the components.

10. Hazard-specific annexes describe procedures for: A. Populations with functional needs.

B. A specific hazard.

C. Many different hazards.

D. Academic response and recovery procedures.

11. 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. Planning.

B. Preparation.

C. Evaluation.

D. Mitigation.

12. Which member of the Incident Command System (ICS) is responsible for assessing the situation, establishing objectives, making assignments, and ordering resources? A. Incident Commander

B. Logistics Section Chief

C. School Principal

D. Safety Officer

13. The following type of exercise is good for testing a single operation or function: A. Functional

B. Full-scale

C. Drill

D. Tabletop

14. What Incident Command System (ICS) section would be responsible for most student care tasks in a school emergency situation? A. Planning Section

B. Logistics Section

C. Finance/Administration Section

D. Operations Section

15. The school's overall approach, with a clear picture of what should happen, when, and at whose direction is described by the: A. Incident Command System (ICS).

B. Emergency Operations Plan.

C. Response and Recovery Mission.

D. Concept of Operations (CONOPS).

16. To identify hazards and threats for the emergency operations plan, the school planning team considers: A. Financial loss calculations to prioritize preparedness activities and resources.

B. Existing emergency plans, input from local emergency managers, and research results.

C. Hazards that have occurred in only the past 10 years.

D. Those hazards that would lead to catastrophic consequences.

17. Cascading events can occur when one hazardous event triggers another; they: A. Cannot be predicted so cannot be addressed in an emergency operations plan.

B. Will be prevented if an emergency operations plan is developed correctly.

C. Are outside the scope of an emergency operations plan.

D. Should be considered as part of the hazard identification process.

18. Which of the following is a key component of incident management to prevent emergencies from becoming crises? A. Emergency planning

B. Flexible responsiveness

C. Conflict resolution

D. Crisis intervention

19. After identifying hazards, planning teams should: A. Select at least three but no more than seven different hazards for mitigation efforts.

B. Exclude hazards that have never occurred in the school district.

C. Present the hazards to the school board for review.

D. Assess the hazards based on probability, time, and consequence.

20. Recovery from an incident can take a long time, so schools should: A. Include short-term and long-term procedures for recovery during planning because recovery needs to start soon after the incident.

B. Start planning for recovery when an incident occurs because you will know what needs to be accomplished.

C. Rely on the community plan to address recovery efforts for the school.

D. Focus planning on prevention and protection efforts because there will be time to address recovery after the incident occurs.

21. Every exercise should: A. Have full community participation.

B. Be conducted using the entire population of the school.

C. Be based on actual past school incidents.

D. Include an evaluation of the exercise.

22. The school Incident Commander may have a limited role under: A. A declared emergency disaster.

B. The Incident Command System (ICS).

C. Unified Command.

D. The buddy system.

23. The Incident Command System (ICS) can be used to manage all of the following, EXCEPT: A. Oversight of the school budget.

B. Pep rally for school State champion football team.

C. Flu outbreak.

D. Destruction from a severe thunderstorm.

24. One desired outcome of school emergency planning is: A. Schools develop a separate emergency operations plan with detailed procedures for every identified potential emergency that may occur at that site.

B. 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.

C. 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.

D. Community emergency responders understand that schools must receive a response within 1 hour of an emergency's occurrence no matter what the circumstances are.

25. To make the emergency operations plan user-friendly: A. Provide details for the entire community.

B. Use short sentences and active voice.

C. Repeat information in different sections.

D. Use jargon and acronyms.


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