Tabletop ExerciseBombThreat- Explosion Division for Law Enforcement, Homeland Security, and Institutional Research
Rules of the Road • Creativity/Group Problem Solving • Use the knowledge and information available in the room • Active Thinking • Active Listening • Active Participation • Respect –we challenge ideas, not people • Reality Check – make the exercise real for you.
Agenda • Introductions • Scenario • Description • Hot Wash (Debrief) • Action Planning
The Exercise Continuum • Drills • Tabletop Exercises • Functional Exercises • Full-Scale Exercises
What is a tabletop exercise? • Simulates an emergency situation in an informal, stress-free environment • Initiates discussion of emergency guidelines • Focuses on training and familiarization with roles, guidelines, and responsibilities
How does a tabletop exercise work? • Scenario-based discussion, guided by a facilitator • Problems talked through without stress • Evaluators selected to observe and offer feedback on the proceedings • Policies, plans, and guidelines are updated
What determines the success of a tabletop? • A successful tabletop leaves participants with • A positive learning experience • Organizational learning • Improvement Action Planning • More effective policies, plans, and guidelines • Improved preparedness
Exercise Guidelines • This exercise is designed to test the preparedness of the _____ to respond to a multi-agency, multi-site emergency event. • Following the exercise, there will be a debriefing time or “Hot Wash.” • Each participant will be given the opportunity to share their views on what worked well and what needs to be addressed in additional planning, training and/or drilling.
Exercise Guidelines (Continued) • _____ISD/College Policy shall govern all activities relating to the emergency event. • The facilitator shall serve as the exercise referee and will provide any official interpretation of the exercise rules. • Although we will not actually be contacting them, ISD/College and outside resources are available to assist you.
Exercise Guidelines (Continued) • From time to time, there will be injects to the scenario These are intended to further assess response to the exercise scenario. • This is a learning experience.
Purpose • To examine current policies, procedures, resources and actions in the context to a response to multiple sexual assaults in a college setting • To promote greater understanding and ability to apply NIMS/ICS principles in a college setting • To make improvements as identified as an outcome of the exercise
Objectives • To evaluated policies and procedures • To evaluate command and control including communications procedures • To identify resources needed vs. available • To identify training needs • To identify needed improvements and create an action plan to address those needs
Demographic Overview • On this slide, add bullets of information about the demographics of your School/College including but not limited to: • Number of Schools/ Facilities • Types of Schools/Facilities • Athletic facilities • Student population • Employee population
First Responder Resource Overview On this slide, add bullets of information about the first responder resources immediately available to your School/College including but not limited to: • Police • Fire • EMS
Threat Assessment • On this slide, add bullets of information about the known threats to your School/College including but not limited to: • Internal threats • External threats
Scenario Narrative • Today is the first day of classes for the new school year. Students are busy finding their classrooms and moving from one class to another. It is 9:30 a.m. on a beautiful, clear autumn day
Scenario – Inject #19:30 a.m. • A member of the Joint Terrorism Task Force contacts the police department and makes and appointment with the Chief of Police for the same morning. Upon meeting, the Chief learns that the JTTF has received a general threat to your University by an Islamic Terrorist Organization via an informant. There is no specific information about timeframe or method at this time.
Questions • What do you need to know? • How do you find the information? • What does your EOP/Department Policy direct? • What are you going to do?
Scenario – Inject #210:50 am • A anonymous telephone caller contacts Police Dispatch at 10:50 a.m. • The caller says that he is worried because while attending evening prayer he overheard a conversation where a man claimed that he was intending to place and explosive device somewhere near the University Student Center. • He said that he did not want to get involved any further and disconnected the conversation.
Questions • What do you need to know? • How do you find the information? • What does your EOP direct? • What are you going to do?
Questions • What actions will you take? • Do you activate your ISD incident command? • What is your ICS structure? • What will responding officers be directed to do?
Scenario – Inject #315 minutes later/11:05 am • Your response actions are being reported by students via email, text, telephone and Twitter. • Parents and press are beginning to call in to the Police Department and other Campus numbers.
Questions • What happens next? • What actions have you taken to deal with this incident in-progress? • What do you need to know? • What do you need to do? • What actions does your PIO take?
ICS Structure Questions • Who is the Incident Commander? • Who is the Public Information Officer? • Who is the Liaison Officer? • Who is the Operations Chief? • What other ICS positions will you activate and who will fill them?
Scenario – Inject #410 minutes later/11:15 am • Student, and Staff have been evacuated from the University Center. • A responding officer reports that she has located several backpacks that were left behind in the University Center.
Questions • What happens next? • What actions have you taken to deal with this incident in-progress? • What do you need to know? • What do you need to do?
Scenario – Inject #510 minutes later/11:25 am • City/County Police, Fire, and Explosive Ordinance units are reporting that they are in rout/responding. • Various television and print press are also responding to the campus. • Some parents have begun arriving on campus.
Questions • How and where do you direct these various entities?
Scenario – Inject #630 minutes later/11:55 • A vehicle driven by an unknown subject drives into the _____ and explodes. • The building is heavily damaged and is on fire. • Casualties both ambulatory and non-ambulatory are present.
Questions • What do you need to know? • What do you need to do? • What is the incident command going to do to deal with this rapidly expanding complex incident? • What resources will the University Police and the supporting first responder agencies bring and how?
Scenario – Inject # 7 2 hours later • The injured have been cared for and removed. • Federal, State, and Local responders are on scene. • No additional devices have been found and the fire is under control. • Press, Parents, and Alumni are seeking information.
Questions • What are you going to do during the recovery stage of this incident? • Can you accomplish this with your current level of • Planning • Training • Resources • Situational awareness
Hot Wash • What can be done to improve campus police operations? • What internal divisions are required to work together? • What external agencies will the liaison officer need to work with? • Are all necessary agreements in place to facilitate cooperation among agencies?
Hot Wash (continued) • How well did/will your EOP operate and what actions will you take toward improvement? • How well did/will your ICS Team operate and what actions will you take toward improvement? • How well did/will your Communications Plan operate and what actions will you take toward improvement?
Your Law Enforcement Readiness? • Command and Control • Communications • Training • Physical and Human Resources • Legal Authority
Law Enforcement Training • Emergency Management Training • Prevention and Deterrence of Terrorist Acts by Law Enforcement • Prevention of and Response to Suicide Bombing Incidents • Emergency First Aid
Action Plan • Lessons learned during this scenario will lead to a college action plan to • Keep Doing _____ • Stop Doing _____ • Start Doing _____
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