Disaster Preparedness Plan

Transcription

1 Disaster Preparedness Plan Training Manual Program Support Services 1/1/2011 This manual is for public use and should be used as a guide to adjunct any existing or new plan.

2 SETA Head Start Disaster Plan/Center Training Topic: Content: Goals: Disaster Preparedness Plan Binder Site Supervisors This training provides an overview of the SETA Head Start Disaster Plan, Site Specific Binder. 1. Center Site Supervisor will become familiar with the content and structure of the Disaster Plan binder. 2. Center Site Supervisor will be aware of potential threats to their center. 3. Center Site Supervisor will be knowledgeable of disaster procedures. 5. Center Site Supervisor will be able to complete disaster forms. Objectives: 1.To provide an overview, rationale and history including participants of the SETA Head Start Disaster Plan 2. To provide an overview of the center specific disasters with disaster ratings and phases of the emergency (before, during, after) 3. To provide a clear description of evacuation and Shelter in Place procedures 4. To increase confidence and leadership skills in preparation of a disaster. Materials: Training: Disaster Preparedness Binder, Critical Box with forms Binder Review binder sections with Site Supervisor. Section 1: Center Review customized information for center Verify information with supervisor Discuss general disaster procedures at length and encourage to read Briefly review individual disasters Verify map and evacuation site information Review Licensing Emergency Disaster Plan Section 2: Administration Discuss each section of Administration

3 During Supplies/Equipment introduce Critical Box and discuss contents Discuss at length First Responder Information Tour Center Identify Supplies and Utilities Shut-offs Respond to questions. Provide address for additional concerns, questions, or comments. Communication Referrals Brenda Campos Questions, Concerns, Comments Valerie Powell Questions, Concerns, Comments Celia Lopez Supplies and Equipment Documentation Training Checklist/Evaluation Provide Evaluation form Complete and receive signature on Training Checklist Trainer Reflection Keep a notebook of trainings and write reflections on what went well and what could have been done better. Adjust training accordingly. Keep a list of FAQ s.

4 SETA Head Start Disaster Plan/Center Training Topic: Content: Disaster Preparedness This training provides an overview of the SETA Head Start Disaster Plan, Site Specific potential disasters and drill instructions and staff responsibilities during an emergency situation. Goals: 1. Center Staff will become familiar with the SETA Head Start Disaster Plan 2. Center Staff will be aware of potential threats to their center 3. Center Staff will be knowledgeable of disaster procedures 4. Center Staff will be prepared to implement three disaster drills a. Evacuation to parking lot b. Evacuation to off-site location c. Shelter-in-Place 5. Center Staff will have an understanding of First Responder responsibilities Objectives: 1.To provide an overview, rationale and history including participants of the SETA Head Start Disaster Plan 2. To provide an in-depth description of the center specific disasters with disaster ratings and phases of the emergency (before, during, after) 3. To provide a clear description of evacuation and Shelter in Place procedures 4. To inform staff of First Responder responsibilities and provide assistance with a home disaster plan Materials: Agenda Sign In Sheet Flip chart and pens/blackboard Site specific binder/request from Site Supervisor Large Map of All Centers

5 Crank Radio Pull Tabs Crank Radio Are You Prepared? Booklet (one for each staff member) Certificate of Completion Training Evaluation Training: 1. Welcome/Ice Breaker: Ask each staff member to introduce themselves and share an experience that they felt was an emergency/disaster. Ask them what they did in response to the emergency. Allow for two minutes each and summarize their response on a blackboard or flipchart making sure to add their name to their response. This topic will enrich the group by sharing personal stories. Each person has a chance to share their story and it manages storytelling later. This should take no longer than 15 minutes. 2. Plan Introduction and Overview Plan Administration o Administrative Phases of a Disaster o Plan Participants o Maintenance and Evaluation o Community Involvement Education and Training Incident Response Teams o Childcare Centers o Communications o Documentation o First Aid o Safety and Security o Student and Staff Accounting o Supplies and Equipment 3. Site Specific Overview Emergency Telephone Numbers (SETA and 911 most important) o Disaster Ratings/Site Potential Disasters

6 General Disaster Procedures o Before o During o After o Special Needs Children o Licensing Roles and Responsibilities How to Use Equipment o Fire Extinguisher o Hand Crank Flashlight/Radio o Pull Tabs 4. Disaster Scenarios Discussion Fire for onsite evacuation Earthquake - for offsite evacuation, backpack Chemical Spill - for Shelter-in-Place, bin Random Acts of Violence Lockdown Flood (Replace with Chemical Spill for those High Risk Centers) 5. First Responders Review rationale Summarize handbook 6. Are we ready? Interactive Review the responses staff had in an emergency. Pick a few names and ask them if they would do anything differently now. Respond to questions. Provide address for additional concerns, questions, or comments. Evaluation Review Trainer Reflection Keep a notebook of trainings and write reflections on what went well and what could have been done better. Adjust training accordingly. Keep a list of FAQ s.

7 SETA Head Start Disaster Plan/Home Base Training Topic: Content: Disaster Preparedness This training provides an overview of the SETA Head Start Disaster Plan, Home Base Specific potential disasters and drill instructions and staff responsibilities during an emergency situation. Goals: 1. Home Base Staff will become familiar with the SETA Head Start Disaster Plan 2. Home Base Staff will be aware of potential threats in the field 3. Home Base Staff will be knowledgeable of disaster procedures 4. Home Base Staff will be prepared to a. Identify Exits in the home b. Evacuation to on-site location c. Evacuation to off-site location d. Shelter in place c. Utility Shut-offs 5. Home Base Staff will have an understanding of First Responder responsibilities Objectives: 1.To provide an overview, rationale and history including participants of the SETA Head Start Disaster Plan 2. To provide an in-depth description of the home specific disasters 3. To provide a clear description of evacuation and Shelter in Place procedures 4. To inform staff of First Responder responsibilities and provide assistance with a home disaster plan Materials: Agenda Sign In Sheet Flip chart and pens/blackboard Critical Box

8 Disaster supplies Home map (site specific) Are You Prepared? Booklet (one for each staff member) Certificate of Completion Training Evaluation Training: 1. Welcome/Ice Breaker: Ask each staff member to introduce themselves and share an experience that they felt was an emergency/disaster. Ask them what they did in response to the emergency. Allow for two minutes each and summarize their response on a blackboard or flipchart making sure to add their name to their response. This topic will enrich the group by sharing personal stories. Each person has a chance to share their story and it manages storytelling later. This should take no longer than 15 minutes. 2. Plan Introduction and Overview Purpose of the plan Plan participants/seta and Community Maintenance and Evaluation Training Communication Chain of Command (must be clear!) List of disasters covered. 3. Site Specific Overview Emergency Telephone Numbers (SETA and 911 most important) Phases of a disaster Prepare Respond Recover

9 Evaluation Review Trainer Reflection 4. Disaster Scenarios Discussion One for onsite evacuation One for offsite evacuation One for Shelter-in-Place Utility shut off 6. Family Violence Prepare Respond Recovery 5. First Responders Review rationale Summarize handbook 6. Are we ready? Interactive Review the responses staff had in an emergency. Pick a few names and ask them if they would do anything differently now. Respond to questions. Provide address for additional concerns, questions, or comments. Keep a notebook of trainings and write reflections on what went well and what could have been done better. Adjust training accordingly. Keep a list of FAQ s.

10 SETA Head Start Disaster Preparedness Training Evaluation Form I am a: Site Supervisor Family Service Worker Teacher Associate Teacher Other Please indicate your impressions of the items listed below. Strongly Agree Agree Neutral Disagree Strongly Disagree 1. I will be able to apply the knowledge learned. 2. The training objectives for each topic were identified and followed. 3. The content was organized and easy to follow. 4. The materials distributed were pertinent and useful. 5. The trainer was knowledgeable. 6. The quality of instruction was good. 7. The trainer met the training objectives. 8. Class participation and interaction were encouraged. 9. Adequate time was provided for questions and discussion. 10. How do you rate the training overall? Excellent Good Average Poor Very poor 11. What aspects of the training could be improved? 12. Other comments? THANK YOU FOR YOUR PARTICIPATION!

11 SETA Head Start Disaster Preparedness Plan Administration Tabletop Exercise Introduction The purpose of a tabletop exercise is to facilitate a learning environment where Incident Response Teams can come together, face to face, to collaborate on implementing an integrated response to a specific emergency situation. During the tabletop exercise, center based emergency plans are not activated. This exercise is an excellent format for learning, discussing, and identifying issues that may not be as obvious when HS responders are not physically connected as would be the case during an actual disaster or emergency. This exercise will also provide an opportunity to compare what responders actually expect to do and how they plan to do it with what is written in the emergency plan allowing for changes that may need to be made. Guidelines Planning for the tabletop exercise is key to ensure a productive and useful event for responders. The following is a list of important elements: Identify the Incident Response Team members Distribute copies of the Disaster Preparedness Plan to Team Develop a script for the exercise, including surprise elements, which may not be addressed in the Disaster Preparedness Plan Provide a timeline for the exercise to play out (the time will most likely be less than an actual event) Identify reviewers who will watch the exercise and take notes Provide time to review the exercise Modify the plan based on what was learned Participants The facilitator will be someone who is knowledgeable of the plan and implementation but who is not an Incident Response Team member. Group discussion must be able to take place freely and without embarrassment to any team member. Planned events team participants should include representatives from each Incident Response Team as well as a member from law enforcement and fire/rescue. Childcare Centers- Communications- Documentation- Safety and Security- Student and Staff Accounting-

12 Supplies and Equipment- In addition, it is critical that a recorder be present to watch what happens, take notes on what is seen and heard, and be able to provide observations during the review process. Scenarios The goal of the exercise is to identify potential problem areas. For this effort to be successful many, if not all, parts of the plan should be tested. If possible, each disaster scenario should be tested. If that is not possible, the most likely scenarios should be a priority. These scenarios are: Flooding Fire Community Violence The primary purpose is to test the responders as to how they would react and to fine tune the responsibilities of each responder and the communication between responders. Event Response Review After each event scenario a review is conducted. The purpose of the review is to: Evaluate changes and corrections to the plan Evaluate what, if any, additional interagency or external coordination is needed Serve as a guide for future exercises Verify that the exercise goals were achieved Evaluate training and staff additional needs An effective tabletop exercise provides: A room with a conference table where all participants can see one another A relaxed atmosphere A large detailed map of the exercise area A recorder At least one hour, preferably three for the exercise An evaluation for participants to provide suggestions and comments A schedule for future meetings and/or exercises

13 Scenario 1: A pandemic flu hits Segment 1: A pandemic flu starts sickening people in Sacramento. The medical community fears that the disease will spread quickly through much of the population. Segment 2: A few people in the program are diagnosed with the disease, and the absentee rate at the centers rise. Employees start calling in sick, but it's not clear whether they are ill or afraid of going out in public. Enough people are absent that the centers struggle to keep services going. Parents continue to bring sick children to the center for services. Segment 3: The disease spreads and the absentee rate shoots up to almost 50 percent. Some employees are sick or caring for sick family members. Employees are asking the company to provide masks; even though the medical community says those precautions may not be effective. Segment 4: The disease has peaked, but many employees are still leery of returning to work. Scenario 2: An explosion from a train derailment releases deadly toxins Segment 1: An explosion occurs from a derailed train two miles from the center. Local news media are reporting that an undetermined number of the residents in a nearby community have been injured or killed, and officials are trying to determine to what extent deadly toxins have been released into the air. No one is sure what caused the derailment. Segment 2: Area hospitals are crowded with people reporting breathing difficulties, and public health officials are encouraging people all over the city to "shelter in place" as a precaution. The center is currently upwind of the explosion. People are speculating that terrorists caused the explosion. Segment 3: Head Start tells employees not to leave the center, but many do anyway, saying that they don't trust what they're hearing and that they need to get home and take care of their families. The center staff who remained wants to know what to tell families who want to pick up their children. Segment 4: The immediate danger passes, and authorities say the derailment was an accident. Several center staff show signs of anxiety, and some parents are upset that they were unable to pick up their children. Scenario 3: Thunderstorms producing heavy rains Segment 1: The National Weather Service Doppler radar indicates that thunderstorms producing heavy rainfall and damaging winds are headed toward Sacramento. Segment 2: By 11:00 a.m. runoff from the heavy rains floods creeks and streams and the wind downs some power lines.

14 Segment 3: By 2:00 p.m. the rivers and streams rise over their banks, causing flooding in low lying areas. The strong winds continue to knock down more power lines. Segment 4: By the next day the storm passes but there is damage to many roads and buildings, and many of the centers are without power.

15 Disaster Preparedness Center Training Training of Trainers February 24, 2011

16 Content This training provides an overview of the SETA Head Start Disaster Plan, Site Specific potential disasters and drill instructions and staff responsibilities during an emergency situation.

17 Goals 1. Center Staff will become familiar with the SETA Head Start Disaster Plan 2. Center Staff will be aware of potential threats to their center 3. Center Staff will be knowledgeable of disaster procedures 4. Center Staff will be prepared to implement three disaster drills a. Evacuation to parking lot b. Evacuation to off-site location c. Shelter-in-Place/Lockdown 5. Center Staff will have an understanding of First Responder responsibilities

18 Objectives 1.To provide an overview, rationale and history of the SETA Head Start Disaster Plan 2. To provide an in-depth description of the center specific disasters with disaster ratings and phases of the emergency (before, during, after) 3. To provide a clear description of evacuation and Shelter in Place/Lockdown procedures 4. To inform staff of First Responder responsibilities and provide assistance with a home disaster plan

19 Materials Agenda Sign In Sheet Flip chart and pens/blackboard Site specific binder/request from Site Supervisor Large Map of All Centers Fire Extinguisher Crank Radio Pull Tabs Are You Prepared? Booklet (one for each staff member) Certificate of Completion Training Evaluation

20 Welcome and Ice Breaker Ask each staff member to introduce themselves and share an experience that they felt was an emergency/disaster. Ask them what they did in response to the emergency. Allow for two minutes each and summarize their response on a blackboard or flipchart making sure to add their name to their response.

21 Plan Introduction and Overview Plan Administration Purpose of Plan Organized and comprehensive plan of action Administrative Stage Breakdown Preparedness-resources, communication, risk reduction Response-Child safety, facilities, evacuation orders Recovery-Damage assessment, support systems, evaluation

22 Plan Introduction and Overview Plan Participants SETA Staff/Parents OES Community Evacuation Sites Maintenance and Evaluation Ongoing from regular monitoring to incident response

23 Plan Introduction and Overview Education and Training Policies and Procedures: Plan integrated Training: Ongoing, Home Base, Site Supervisor, Centers, Administration Tabletop Exercise Drills Onsite (fire drill) Offsite (gas leak, location) Shelter in Place (toxic spill) Lockdown (violence) Family Reunification (offsite)

24 Plan Introduction and Overview Incident Response Teams Childcare Centers: Staff roles and responsibilities Communications: 911 and Program Officer, Administration Levels Documentation: Monitoring, Evaluation First Aid: Supplies Current, CPR/First Aid Training Safety and Security: Ongoing Maintenance Student and Staff Accounting: Attendance Supplies and Equipment: Current, Bins and Backpacks

25 Site Specific Overview Emergency Telephone Numbers (911 and Program Officer) Alternative Code Procedure (P.O. Code Red) Disaster Ratings/Site Potential Disasters High Risk Moderate Risk Low Risk Site Potential Disaster List

26 General Disaster Procedures Before During After Children with Special Needs Review Center Licensing form R&R

27 Equipment Use Fire Extinguisher Hand Crank Flashlight/Radio Pull Tabs Storm Station

28 Fire Extinguisher Safety Training Fire Basics Fire Extinguisher Overview Following the P.A.S.S Technique This training was created to broaden awareness for the safety of the SETA Head Start Center Staff. 14

29 Introduction Fire extinguishers are designed to put out or control small fires. A small fire, if not checked immediately, will soon spread out of control. It is important that we equip centers with the proper fire extinguishers as part of our fire protection plan. 15

30 Staying Informed & Up-To-Date. Implementing a fire extinguisher safety program and informing staff of the specific building s fire safety procedures are essential. 16

31 Fight or Flee? A fire is the most common type of emergency. A critical decision when planning is whether or not staff should fight a small fire with a fire extinguisher or simply evacuate. Small fires can often be put out quickly with a fire extinguisher. However, to do this safely, staff must understand the use and limitation of a fire extinguisher and the hazards associated with fighting fires. 17

32 For Fires to Exist the following four elements must be present at the same time. Enough oxygen to sustain combustion. Enough heat to raise the material to its ignition temperature. Some sort of fuel or combustible material. The chemical reaction is FIRE.. Oxygen + heat + fuel = FIRE Remove any one, no fire. 18

33 Four Classes of Fires 19

34 How Fire Extinguishers Work Fire extinguishers apply an extinguishing agent that will either cool burning fuel, displace or remove oxygen, or stop the chemical reaction so a fire cannot continue to burn. When the handle of an extinguisher is compressed, it opens an inner canister of highpressure gas that forces the extinguishing agent from the main cylinder through a siphon tube and out the nozzle. A fire extinguisher works much like a can of hair spray. 20

35 For a fire extinguisher to be effective the following conditions must be met. The extinguisher must be right for the type of fire. It must be located where it can be easily reached. It must be in good working order. The fire must be discovered while it is still small. The person using the extinguisher must be trained to use it properly. 21

36 Labeling the Extinguisher All fire extinguishers must be approved by a nationally recognized testing laboratory. Equipment that passes the laboratory's tests are labeled and given an alpha-numeric classification based on the type and size of fire it will extinguish. 22

37 For Example 5-ABC (rating at all centers) The letters (A, B, and C) represent the types of fires for which the extinguisher has been approved. The number in front of the rating indicates how much water the extinguisher is equal to and represents 1.25 gallons of water for every unit of one. For example, a 4-A rated extinguisher would be equal to five (4 x 1.25) gallons of water. 23

38 Where to find fire extinguishers Locations: Extinguishers will frequently be found in classrooms and kitchens. 24

39 Using a Fire Extinguisher The following steps should be followed when responding to incipient stage fire: * Incipient stage fire: The fire is limited to the original material ignited, it is contained (such as in a waste basket) and has not spread to other materials. The flames are no higher than the firefighter's head. Sound the fire alarm and call 911. Make sure evacuation process in progress. Select a safe evacuation path before approaching the fire, do not allow the heat, smoke, or fire come between you and the evacuation path. Discharge the fire extinguisher with its appropriate range using the P.A.S.S techniques (pull, aim, squeeze, sweep). 25

40 Using a Fire Extinguisher Back away from an extinguished fire in case it flames up. Evacuate immediately if the fire extinguisher is empty and the fire is not yet out. Evacuate immediately if the fire progresses passed the incipient stage. While in the process of evacuating double checking letting others aware of the fire taking place. * Incipient stage fire: The fire is limited to the original material ignited, it is contained (such as in a waste basket) and has not spread to other materials. The flames are no higher than the firefighter's head. 26

41 Following the P.A.S.S. Technique Pull Aim Squeeze Sweep 27

42 Following the P.A.S.S. Technique Pull Pull the pin. This will also break the tamper seal. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! 28

43 Following the P.A.S.S. Technique Aim Aim low, pointing the extinguisher nozzle (or its horn or hoses) at the base of the fire. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! Note: Do not touch the plastic discharge horn on CO2 extinguishers, it gets very cold and may damage skin. 29

44 Following the P.A.S.S. Technique Squeeze Squeeze the handle so that it will release the extinguishing agent. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! 30

45 Following the P.A.S.S Technique Sweep Sweep from side to side at the base of the fire until the extinguisher is completely empty assuring that the fire is out. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! 31

46 For more information: For Fire Extinguisher Service call: Facilities (916) For Questions Regarding This Training Call: (916)

47 Demonstration Hand Crank Radio Pull Tabs

48 Disaster Scenarios Fire - for onsite evacuation Earthquake - for offsite evacuation, backpack Chemical Spill - for Shelter-in-Place, Bin Random Acts of Violence Lockdown Flood (Replace Chemical Spill for those high risk Centers)

49 First Responders Review Rationale Homeland Security Act Summarize Handbook Keep Emergency Supplies on Hand Learn First Aid Learn How to Turn Off Utilities Make Sure Your Home is Safe

50 First Responders Plan Ahead Evacuation Plan Meeting Place Place to Stay if Cannot Go Home Outside Telephone Contact What to do with Pets Insurance Copies of Documents Be Alert News and Weather Reports Disaster Skills

51 Are We Ready? Be Interactive Review the responses staff had in an emergency. Pick a few names and ask them if they would do anything differently now. Respond to questions. Provide address for additional concerns, questions, or comments.

52 Evaluation and Reflection Use Evaluation Form, always room for improvement Keep a notebook of trainings and write reflections on what went well and what could have been done better. Adjust training accordingly. Keep a list of FAQ s.

53 Disaster Preparedness New Employee Orientation

54 Plan Introduction and Overview Plan Administration Purpose of Plan Organized and comprehensive plan of action Administrative Stage Breakdown Preparedness-resources, communication, risk reduction Response-Child safety, facilities, evacuation orders Recovery-Damage assessment, support systems, evaluation

55 Plan Introduction and Overview Plan Participants SETA Staff/Parents OES Community Evacuation Sites Maintenance and Evaluation Ongoing from regular monitoring to incident response

56 Plan Introduction and Overview Education and Training Policies and Procedures: Plan integrated Training: Ongoing, Home Base, Site Supervisor, Centers, Administration Tabletop Exercise Drills Onsite (fire drill) Offsite (gas leak, location) Shelter in Place (toxic spill) Lockdown (violence) Family Reunification (offsite)

57 Plan Introduction and Overview Incident Response Teams Childcare Centers: Staff roles and responsibilities Communications: 911 and Program Officer, Administration Levels Documentation: Monitoring, Evaluation First Aid: Supplies Current, CPR/First Aid Training Safety and Security: Ongoing Maintenance Student and Staff Accounting: Attendance Supplies and Equipment: Current, Bins and Backpacks

58 Site Specific Overview Emergency Telephone Numbers (911 and Program Officer) Alternative Code Procedure (P.O. Code Red) Disaster Ratings/Site Potential Disasters High Risk Moderate Risk Low Risk Site Potential Disaster List

59 General Disaster Procedures Before During After Children with Special Needs Review Center Licensing form R&R

60 Equipment Use Fire Extinguisher - Handout Hand Crank Flashlight/Radio - Demo Pull Tabs - Demo

61 Fire Extinguisher Safety Training Fire Basics Fire Extinguisher Overview Following the P.A.S.S Technique This training was created to broaden awareness for the safety of the SETA Head Start Center Staff. 9

62 Introduction Fire extinguishers are designed to put out or control small fires. A small fire, if not checked immediately, will soon spread out of control. It is important that we equip centers with the proper fire extinguishers as part of our fire protection plan. 10

63 Staying Informed & Up-To-Date. Implementing a fire extinguisher safety program and informing staff of the specific building s fire safety procedures are essential. 11

64 Fight or Flee? A fire is the most common type of emergency. A critical decision when planning is whether or not staff should fight a small fire with a fire extinguisher or simply evacuate. Small fires can often be put out quickly with a fire extinguisher. However, to do this safely, staff must understand the use and limitation of a fire extinguisher and the hazards associated with fighting fires. 12

65 For Fires to Exist the following four elements must be present at the same time. Enough oxygen to sustain combustion. Enough heat to raise the material to its ignition temperature. Some sort of fuel or combustible material. The chemical reaction is FIRE.. Oxygen + heat + fuel = FIRE Remove any one, no fire. 13

66 Four Classes of Fires 14

67 How Fire Extinguishers Work Fire extinguishers apply an extinguishing agent that will either cool burning fuel, displace or remove oxygen, or stop the chemical reaction so a fire cannot continue to burn. When the handle of an extinguisher is compressed, it opens an inner canister of highpressure gas that forces the extinguishing agent from the main cylinder through a siphon tube and out the nozzle. A fire extinguisher works much like a can of hair spray. 15

68 For a fire extinguisher to be effective the following conditions must be met. The extinguisher must be right for the type of fire. It must be located where it can be easily reached. It must be in good working order. The fire must be discovered while it is still small. The person using the extinguisher must be trained to use it properly. 16

69 Labeling the Extinguisher All fire extinguishers must be approved by a nationally recognized testing laboratory. Equipment that passes the laboratory's tests are labeled and given an alpha-numeric classification based on the type and size of fire it will extinguish. 17

70 For Example 5-ABC (rating at all centers) The letters (A, B, and C) represent the types of fires for which the extinguisher has been approved. The number in front of the rating indicates how much water the extinguisher is equal to and represents 1.25 gallons of water for every unit of one. For example, a 4-A rated extinguisher would be equal to five (4 x 1.25) gallons of water. 18

71 Where to find fire extinguishers Locations: Extinguishers will frequently be found in classrooms and kitchens. 19

72 Using a Fire Extinguisher The following steps should be followed when responding to incipient stage fire: * Incipient stage fire: The fire is limited to the original material ignited, it is contained (such as in a waste basket) and has not spread to other materials. The flames are no higher than the firefighter's head. Sound the fire alarm and call 911. Make sure evacuation process in progress. Select a safe evacuation path before approaching the fire, do not allow the heat, smoke, or fire come between you and the evacuation path. Discharge the fire extinguisher with its appropriate range using the P.A.S.S techniques (pull, aim, squeeze, sweep). 20

73 Using a Fire Extinguisher Back away from an extinguished fire in case it flames up. Evacuate immediately if the fire extinguisher is empty and the fire is not yet out. Evacuate immediately if the fire progresses passed the incipient stage. While in the process of evacuating double checking letting others aware of the fire taking place. * Incipient stage fire: The fire is limited to the original material ignited, it is contained (such as in a waste basket) and has not spread to other materials. The flames are no higher than the firefighter's head. 21

74 Following the P.A.S.S. Technique Pull Aim Squeeze Sweep 22

75 Following the P.A.S.S. Technique Pull Pull the pin. This will also break the tamper seal. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! 23

76 Following the P.A.S.S. Technique Aim Aim low, pointing the extinguisher nozzle (or its horn or hoses) at the base of the fire. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! Note: Do not touch the plastic discharge horn on CO2 extinguishers, it gets very cold and may damage skin. 24

77 Following the P.A.S.S. Technique Squeeze Squeeze the handle so that it will release the extinguishing agent. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! 25

78 Following the P.A.S.S Technique Sweep Sweep from side to side at the base of the fire until the extinguisher is completely empty assuring that the fire is out. If you have the slightest doubt about your ability to fight a fire EVACUATE IMMEDIATELY! 26

79 For more information: For Fire Extinguisher Service call: Facilities (916) For Questions Regarding This Training Call: (916)

80 Demonstration Hand Crank Radio Pull Tabs

81 Disaster Scenarios Fire Earthquake Chemical Spill Random Acts of Violence Flood

82 First Responders Review Rationale Homeland Security Act Summarize Handbook Keep Emergency Supplies on Hand Learn First Aid Learn How to Turn Off Utilities Make Sure Your Home is Safe

83 First Responders Plan Ahead Evacuation Plan Meeting Place Place to Stay if Cannot Go Home Outside Telephone Contact What to do with Pets Insurance Copies of Documents Be Alert News and Weather Reports Disaster Skills