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RESPONDER MANUAL:
TRAIN THE TRAINER GUIDEBOOK
April 4th
, 2015

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This Train-the-Trainer Manual Will Cover the
Following:
 ResponseOrientation
 Mission
 Vision
 Values
 Codeof Conduct
 Fundamentals
 Instructions to SABA Online Courses
 Volunteer Connection
 Ride Along
 ResponseTeams
 Module 1: Getting Started
 Module 2: Damage Assessment
 Module 3
 Module 4
 Module 5
 Safety and Procedures
 DCS Ops
 Team Organization

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Introduction: Getting Started at the American Red Cross
in Greater New York Chapter
Disaster preparedness planning is a continuous process that guides disaster relief
responders and assists in the on-going evaluation of our chapter's readiness.
The appropriate disaster responseis dependent upon the incident: type, location,
size, and scope. Relief may be thought of as a "measured response" to a given
event. In general, the structure that works best for recurrent family emergencies
within our community is the responseteams. This group of dedicated people is
prepared to respond to the traditional emergency needs of the single or multiple
families most often affected by fire. As the disaster responseis initiated, the first
persons on the scene evaluate the need for additional personnel and/or equipment.
For example, if there are more families involved than the responding response
teams can assist in a timely fashion, additional team members can be activated to
respond. If mass care feeding in the field is needed, the responseteams may
initiate canteen service, providing hot coffee and snacks from their vehicle.
The pivotal decision point in disaster preparedness planning is when to make the
decision to augment, or replace the responseteams responsewith that of the
chapter's Disaster Plan - a Disaster Relief Operation.
1.1 Missionof the American Red Cross
The American Red Cross prevents and alleviates human suffering in the face
of emergencies by mobilizing the power of volunteers and the generosity of
donors.
1.2 Vision
Aspire to turn compassioninto action so that all people affected by disaster
across the country and around the world receive care, shelter and hopeour
communities are ready and prepared for disasters; everyone in our country
has access to safe, lifesaving blood and blood products;all members of our
armed services and their families find supportand comfortwhenever needed;
and in an emergency, there are always trained individuals nearby, ready to
use their Red Cross skill to save lives.

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1.3 Values
We reaffirm our commitment to the Fundamental Principles of the
International Red Cross and Red Crescent Movement and add to these
principles five values that are essential to our continued success in meeting
our mission.
Compassionate:We are dedicated to improving the lives of those we serve
and to treating each other with care and respect.
Collaborative:We work together as One Red Cross family, in partnership
with other organizations, and always embrace diversity and inclusiveness.
Creative:We seek new ideas, are open to change and always look for better
ways to serve those in need.
Credible: We act with integrity, are transparent guardians of the public trust
and honor our promises.
Committed: We hold ourselves accountable for defining and meeting clear
objectives, delivering on our mission and carefully stewarding our donor
funds.
1.4 Code of Conduct
Disaster Team Members must read and sign the Volunteer Agreement and
abide by the Fundamental
Principles of the Red Cross:
Humanity

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1.6 Fundamentals
Humanity: The Red Cross, bornof a desire to bring assistance without
discrimination to the wounded on the battlefield, endeavors—in its
international and national capacity—to prevent and alleviate human suffering
wherever it may be found. Its purposeis to protectlife and health and to
ensure respect for the human being. It promotes mutual understanding,
friendship, cooperation and lasting peace amongst all peoples.
Impartiality: It makes no discrimination as to nationality, race, religious
beliefs, class or political opinions. It endeavors to relieve the suffering of
individuals, being guided solely by their needs, and to give priority to the
most urgent cases of distress.
Neutrality: In order to continue to enjoy the confidence of all, the Red Cross
may not take sides in hostilities or engage at any time in controversies of a
political, racial, religious or ideological nature.
Independence: The Red Cross is independent. The national societies, while
auxiliaries in the humanitarian services of their governments and subject to
the laws of their respective countries, must always maintain their autonomy
so that they may be able at all times to act in accordancewith Red Cross
principles.
Voluntary service:The Red Cross is a voluntary relief movement not
prompted in any manner by desire for gain.
Unity: There can be only one Red Cross society in any one country. It must
be open to all. It must carry on its humanitarian work throughout its territory.
Universality: The Red Cross is a worldwide institution in which all societies
have equal status and share equal responsibilities and duties in helping each
other.

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1.8 Instructions to Access SABAOnline Courses
In order to access online courses you need to have an account in SABA,
which is the online training site that is used national by the American Red
Cross.
1 Accessing SABA,
Go to the Home page in SABA. The link is:
a. https://classes.redcross.org/saba/web/main
b. If you do not have an existing accountuse the New Users tab to
create one.
2 Find courses in SABA
 Select the Advance Search tab.
You will now be directed to the Offerings page:
Fill in your zip code.
Forthe Radius field select 5 miles.
In the Category Field select Disaster ResponseTraining.
The Start Date will be defaulted to today’s date.
Forthe End Date use one month greater than the Start Date.
Select Search Leaning Catalog tab.
Now search through the list of courses:
1. Shelter Fundamentals
2. Feeding Fundamentals
3. DisasterServices:An Overview (Module 1)
4. Basic FoodSafety
5. Bulk Distribution Fundamentals
6. PsychologicalFirstAid via Classroomonly
7. RecoveryServices:An overview
8. Casework andRecoveryPlanning Fundamentals
9. Mass Care Overview
10.DisasterAssessmentFundamentals
Select the Registeroption. You will now be on the Create Order
page:
Select Place Order, which is on the bottomof the page.
Select Go To My Enrollments tab and Launch the course.

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3 FEMA Courses
 ICS 100 Offered Online and Classroom (via Community Partners)
• ICS 700 Offered Online and Classroom (via Community Partners)
• ICS 800 Offered Online and Classroom (via Community Partners)
Please note that the courses (listedabove) are part of the Core Capability
Volunteers Program. The CCV Programwill define a Core Capability
Volunteer as a volunteer who has successfullycompletedall of the thirteen
(13) Core Capability Courses.
1.9 How to registerfor a classroomclass inVolunteer Connection:
1. Using your login information sign into Volunteer Connection:
https://volunteerconnection.redcross.org/?nd=login&logout=1
2. Select the My Chapter tag.
3. On the drop down menu select, DisasterTraining Calendar tag.
4. If you see a course that you would like to take click on the class. You will
now see information about the class for example location, time, description
of course material to be covered and any prerequisites needed to take prior
to this class.
5. If you want to register for the class than select the More Info button in the
description box.
6. You will now be taken to the SABA system. You will need to use your
SABA login information to gain access to the system. Note: This
information may be different from the login information you used for the
Volunteer Connection system.
7. Once logged into the SABA system you will automatically be placed into
the registration screen for the course you selected.
On the bottom of the page please select Place Order. This will
register you for the course and send you an email confirmation to the email
address connected to your SABA account.
Should you have any questions please contact the Disaster
Training Department at disastertraining.gny@redcross.org.
1.10 Ride Along Shift (Active )

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1. Sign in, getgearand radio
• Have RIT be your shadow as you get ready for your shift. Take them to
sign in get gear and radio.
 Check in with the Emergency Communications Center
 Check in with Team Leader
 Meet the ResponseManager
2. Check go bag for Helmet and Flashlight
• As you get RIT’s go bag ensure it has a helmet and flashlight, also give
them a belt.
3. Segment1 of the orientation
• Can be found in N-Drive -> disaster planning and response -> training
responder-> training for the Ride Along -> orientation to be given. Go
over segment 1 of orientation.
4. Assistin van preparation
• Prepare the van and have RIT observe as you prepare the van
5. Review Nextel usage guidelines (material can be found in their packet)
• Tell them the guidelines as you remember them
6. Use Nextel to communicate w/ECC and others
• Call into ECC as an example them have RIT call into ECC
7.Segment2 of the orientation
• Can be found in N-Drive -> disaster planning and response -> training
responder -> training for the Ride Along -> orientation to be given. Go
over
segment 2 of orientation.
8. Observe basic reports to ECC via radio
• Give reports to ECC with RIT near so they could observeas you give
reports to ECC
9. Observe client interview
• Take RIT with you to the client and inform RIT that they are about to
observe a client interview.
10. Note assistanceprovided
• If any assistance is provided, briefly state what assistance you provided.
11. Assistin Mass Care distribution
• Allow RIT to give the clients the mass care you set aside for the clients.
12. Replenish any supplies used during the shift
• Replenish supplies while RIT observes
13. Return equipment
• Once again have RIT be your shadow as you return all equipment.
14. Review DCSOps/VolunteerConnections onHow to Sign up for Shifts

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and enter contactinfo (for SMS Texting)
15. Interview Response Manager
16. Sign out
17. Notify SSR of the end of shift
1.11 Response Teams
The American Red Cross in Greater New York (ARC/GNY) responseteams
are organized to quickly place trained American Red Cross personnel at the
scene of a disaster, to provide immediate, emergency assistance to clients and
to provide supportfor emergency personnel at the incident ARC/GNY
responseteams operate out of Chapter Headquarters and Areas Offices.
Regardless of where teams are based, the level of service to clients is
consistent in quality and delivery. For area office and headquarters locations,
see Appendix 2 in the ResponderManual.
Response TeamResponsibilities
 Makes contact with the Incident Commander, or ranking public officials
and other appropriate authorities at the disaster scene to coordinate
American Red Cross actions with those of the fire department, police,
emergency management authorities and other agencies that are involved
with the disaster relief efforts.
 Makes a rapid appraisal of the total situation, completes damage
assessment-related records, including dwelling surveys, and immediately
conveys this to the Emergency Communications Center.
 Meets the immediate needs for food, clothing, shelter, transportation and
other humanitarian services that may be needed.
 Determines the immediate need for American Red Cross Disaster Relief
services and supportbeyond the ResponseTeam capability, and relays
this information to the Emergency Communications Center
 Provides information for follow-up contactwith the chapter's
caseworkers.
 In order to provide shelter, the responseteams will:
 Suggest temporary housing with family or friends, or
 House clients in available hotels, or
 Open a temporary shelter, if necessary.
Response TeamLeadership

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Leadership is defined as the ability to guide individuals or a group in
establishing and achieving goals; acting as a role model and inspiring
individuals with a sense of pride and accomplishment.
Responseteam leadership must manage the "things” at a disaster; the
paperwork, the resources, the vehicles, the Nextels and laptops, etc. But the
responseteam leader must also lead the people. providing disaster volunteers,
clients, and emergency workers with a sense of direction, accomplishment
and hope. However, responseteam leadership is not the sole responsibility of
DAT captains, Sr. Responders orSupervisors; all ARC/GNY Responders are
expected to provide leadership in the face of disaster by providing safety,
comfort and reassurance to the affected; communicating effectively and using
Chapter resources wisely; and by working constructively with ARC/GNY
partners (FDNY, NYPD, etc.) in the field.
For a full list of roles and responsibilities, please refer to Appendices 3, 4, 5
and 6; also see the notes on partner agencies on Appendices 27 and 28 in the
ResponderManual

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OBJECTIVES OF SECTION 1
Part 1: Teaching Notes
 To introduce the Train-the-Trainer manual as well as review
exercises and examples from the perspective of a level 3, level 4
responder and Captain.
 To get the trainers engaged in the scenarios and exercise provided on
this manual.
Preparation for section 1
Organize your teaching venue to have the following equipment:
Helmet ARC Vest iPad First Aid Kit
Flashlights Cambros GPS/Map Book Boots
ARC Jackets Nextel Radios CAC cards
Section 1: Getting Started (Module 1)
Setup: For the trainers to show the class on how the equipments above
are used.
Facilitation: Tell the class that the workshop is to refresh our
memories through scenarios and discussions in getting started. Mention
that they will not be evaluated. However, these exercises and
discussions will help the trainer on how to properly orient new
responders.
Takeaways: Tell the trainers that the point of section 1 is to touch base
on the some of the equipment that we use on the daily basis and to
discuss the Do’s and Don’ts of the exercises provided on the
PowerPoint.

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I. In Chapter
1. Sign In, getgearand radio
• If reporting to ARC/GNY headquarters take RIT to SSR and explain to
them how to sign in with ECC.
• Inform RIT (Responderin Training) that DAT Team members sign in with
their DAT Captain and the DAT Captain is responsible for providing ECC
with the names of all the team members.
• RIT should already be aware what gear they should be wearing. If they are
still not clear of the uniform show them what you where when you
respond. Gear includes hardhat, utility belt, flashlight, Nextel radio,
Toughbook, Printer and Go Bag
2. Check go bag for forms (3.5)and equipment (3.1-3.5)
• Go bags (3.3.1) must be taken with you whenever you go out on a
response. Walk RIT to closet in the hallway between ECC and the response
unit to retrieve go bag.
• Tell RIT that the Go Bag should contain flashlight, clipboard, equipment
belt and helmet and folder with forms. Also let them know that other
equipment includes the Nextel, a laptop and a printer.
• Show RIT forms that should be in go bag: DA forms, white printer paper,
901 form, 1030 form, 1475 form, 15 days notice (CACs), home visit note
(English/Spanish), tax exempt (English/Spanish), Getting here
(English/Spanish) and Where to Obtain Documentation.
3. Check equipment readiness
• Have RIT check flashlight and other equipment to ensure they are working.

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4. Assistin van preparation
• Responseteams must sign out their vehicle and ensure that it is stocked
with the appropriate equipment and supplies before being deployed to a
responseat the beginning of a shift.
• Show RIT the vehicle check list (Appendix 10) and prepare van using the
check list at the beginning of shift.
• Mention to RIT that they should always confirm vehicle number with the
ECC before leaving the chapter/area office (3.4 & 3.5).
5. Review Nextelusage guidelines.
• Tell RIT they should always note the Nextel numbers of your team,
supervisor, and ECC supervisor (Handouts in package).
6. Use Nextel to communicate w/ ECC and others.
• Show RIT how to use Nextel by communicating with RIT via Nextel and
by calling into ECC.
7. Review Portable Radio Protocol(handouts in package)
8. Use Hagstrom map book to locate address/route
• Retrieve bookfrom supervisor and have RIT locate an address on the map.
9. Review and practice reporting requirements
• Explain a Preliminary Report, which is the first report upon arriving on the
scene. (4.3.1 & 4.4).
• Explain as Progress Report, which is given every 30 minutes until incident
is closed or another timeline for reports is established by the Job Director
in coordination with Disaster Management (4.5).
10. Discuss and role play a routine response
• Think of a recent response. Give RIT scenarios and ask them how they
would go about responding to such scenarios.
11. Take notes while role-playing
12. Discuss supply replenishment at active shift end (3.5).
• Explain to RIT the importance of replenishing the van after a shift.
13. Review knowledge ofpaper work submission
• Ask RIT to recap what paper work we submit if they forget any remind
them of it.
14. Return Equipment
• Let RIT return equipment assisting them if they need help.
15. Sign out
16. Notify SSR of the end of shift: Have trainee notify SSR that their shift
has ended.

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II. Active
1. SignIn, get gearand radio
• If reporting to ARC/GNY headquarters take RIT to SSR and explain how
to sign in with ECC.
• Inform RIT that DAT Team members sign in with their DAT Captain and
the DAT Captain is responsible for providing ECC with the names of all
the team members.
• RIT should already be aware of the gear they should be wearing. If they are
still unclear of the uniform show them what you wear when responding.
Gear includes hardhat, utility belt, Xcaper mask, flashlight, Nextel radio,
Toughbook, Printer and Go Bag
2. Check go bag for forms (3.5)and equipment (3.1-3.5)
• Go bags (3.3.1) must be taken with you whenever you go out on a
response. Walk RIT to closet in the hallway between ECC and the response
unit to retrieve go bag.
• Tell RIT that the Go Bag should contain flashlight, clipboard, equipment
belt, helmet and folder with forms. Also let him/her know that other
equipment includes the Nextel, a laptop and a printer.
• Show RIT forms that should be in go bag: DA forms, white printer paper,
901 form, 1030 form, 1475 form, 15 days notice (CACs), home visit note
(English/Spanish), tax exempt (English/Spanish), Getting here
(English/Spanish) and Where to Obtain Documentation.
3. Check equipment readiness
• Have RIT check flashlight and other equipment to ensure they are
working.
4. Assistin van preparation
• Responseteams must sign out their vehicle and ensure that it is stocked
with the appropriate equipment and supplies before being deployed to a
responseat the beginning of a shift.
• Show RIT the vehicle check list (Appendix 10) and prepare van using the
checklist at the beginning of shift.
• Mention to RIT to always confirm vehicle number with the ECC before l
leaving the chapter/area office (3.4 & 3.5).
5. Review Nextelusage guidelines.
• Mention that they should always note the Nextel numbers of your team,
supervisor, and ECC supervisor (Handouts in package).
6. Use Nextel to communicate w/ ECC and others.

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• Show RIT how to use Nextel by communicating with RIT via Nextel and
calling into ECC.
7. Use Hagstrom map book to locate address/route
• Retrieve bookfrom supervisor and have RIT locate an address on the map.
8. Discussreporting requirements
• Explain a Preliminary Report, which is the first report upon arriving on the
scene (4.3.1 & 4.4).
• Explain as Progress Report, which is given every 30 minutes until incident
is closed or another timeline for reports is established by the Job Director
in coordination with Disaster Management (4.5).
• Explain final report. Tell RIT that a responseis closed when all client’s
immediate, emergency needs have been assessed and we have met as many
of those needs as possible. Demonstrate this by giving a report to ECC.
9. Observe basic reports to ECC via radio
• Demonstrate to RIT the basic reports to ECC via radio by giving a
preliminary and progress report while out in field.
• Tell them to listen to what you report to ECC. Ask if they have any
questions after you leave the scene.
10. Take notes while on-scene forlater discussion
• Remind RIT to take notes while on scene and you can do a comparison or
answer questions while driving backto chapter.
11. Discuss:Identifying Clients on Scene
• Explain to RIT that we refer to the people we respond to as clients. We
identify a client by locating the people that were directly affected by any
given disaster.
12. Basics ofclient interview (6.2) (CAS 2.0, forms, etc)
• Explain to RIT that the purposeof interviewing the client is to clarify key
information and determine their immediate needs so that we could provide
appropriate assistance.
13. Note assistancegiven
• Identify assistance given to the RIT after responseis done.
14. Assistin Mass care distribution (6.13)
• Explain to RIT that this refers to the items at the back of the van and Metro
Cards. Show RIT what is kept at the back of the van and have them
observe what you distribute. Explain why you gave some and not
everything.
15. Replenish any supplies used during the shift (3.5, 3.5.2, Appendix 10,11
& 12)
• Show RIT supplies kept in the canteen room located in the basement at the
east end of the garage.

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• Explain the importance of replenishing the van after every shift.
16. Review paper work and reports
• Go over the forms you filled out on CAS 2.0 with RIT. Ask RIT if he/she
recognized when the preliminary, progress and final reports were given.
17. Return equipment
• Have RIT return the equipment. Assist them if they need help.
18. Sign out
19. Notify SSR of the end of shift: have trainee notify SSR that their shift has
ended

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OBJECTIVES OF SECTION 2
Part 2: Teaching Notes
 To review some casework examples and create discussion with
respect to the video that will be shown in class.
 To get the trainers engage in the scenarios and exercise provided in
this section.
Preparation for section 2
Organize your teaching venue to have the following equipment:
iPad
GPS/Map Book
Helmet
Section 2: Damage Assessment (Module 2)
Setup: To walk through damage assessments exercises as well as
demonstrate a video regarding a fire that occurred in Harlem. The
video shows several firefighters battling the flames in the apartment
building.
Facilitation: Instruct the trainers to observe what the firefighters are
doing. The trainers will discuss the level of exposure based on the
displayed video and will explain the different levels of exposures. One
of the trainers will walk through damage assessment in the tablet as to
how to populate the information.
Takeaways: To continue to review examples of damage assessments
as well as lead a discussion on the different levels of exposures.

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I. In-Chapter
1. Review items from module one
• Ask RIT to tell you what they learned in module 1 and if they have any
questions, or are still not comfortable with any of the material.
2. Review DA matrix, focus on minimum level requirements
• Explain what it means for a dwelling place to be destroyed, major, minor,
affected and have no damage (refer to DA guidelines in packet)
3. Show volunteers how to filling out Damage Assessmentforms
• Demonstrate using both the paper version in packet and CAS 2.0 on the
training laptops (Appendix 37 & 38).
4. Review RIT DA’s
• Look over the DA’s the RIT did. Explain to them reasons for the
corrections if any.
5. Talk about connectionbetweenDA and services provided.
• Explain to RIT that services are provided depending on the severity of the
damage to the living quarters of the home. (Section 6).
6. Practicing DA skills.
• Encourage RIT to continue practicing DA skills. How to practice DA
skills: We currently do not have a way to practice these skills in chapter.
One idea is to create scenarios with descriptions of different damages and
have RIT rate the damage based on DA guidelines.

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II. Active
1. Review items from module one
• Ask RIT to tell you what they learned in module 1 and if they have any
questions, or are still not comfortable with any of the material.
2. Discussdamage levels in affecteddwelling
• While doing assessmentshow volunteer the damage levels in the affected
dwelling. Explain why you gave it a certain rating.
3. Learn CAS 2.0 for iPad and Desktop
4. Complete DA forms on scene for all dwellings
• Guide volunteer in completing DA forms on scene for all dwellings. Or you
may perform assessments then compare yours with the RIT and give advice
as needed.
5. Observe assistanceprovided based on DA form.
• Explain to volunteer what assistance you gave based on DA form
6. Obtain feedback on DA form completion
• Give volunteer feedback about the DA form they completed.
7. DA Basics Video (Local DA)
8. Review FoodSafetyGuide
9. Review & Summarize Shift

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OBJECTIVES OF SECTION 3
Part 3: Teaching Notes
 To provide a breakdown of both In-chapter and Active with respect
to Vehicle and On-site Operations.
 To review exercises involving mass care distribution and among
other activities.
Preparation for section 3
Organize your teaching venue to have the following equipment:
Cambros Heat bags for the food Nextel radios
Helmet Foam plates and cups Boots
Vests Blankets Ez-pass
Section 3: Vehicle and On-site Operations (Module 3)
Setup: Have the Nextel radios ready to conduct a preliminary exercise
in pairs of two.
Facilitation: Tell the class that they will be provided with a
preliminary exercise and that they will have to communicate with their
partner through the Nextel radios.
Takeaways: The takeaway of this exercise is to stress the importance
of using the phonetic alphabet while communicating over the phone or
point to point contact.

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I. In- Chapter
1. Review previous modules
2. Complete vehicle DA (in packet)and sign out a vehicle
• Take RIT to garage in basement to familiarize them with where the vehicle
DA forms are located. Have them fill a vehicle DA and sign out a vehicle.
3. Stock andEmergencyResponse Vehicle (ERV) (ERV checklistin packet
& Appendix 11 & 12).
• Carefully go through ERV checklist with RIT, ensure ERV is stocked and
read for a response.
4. StartERV generator
• Take RIT to ERV allow them to go inside and show them the switch for
the generator. Demonstrate how to start generator then have them do it by
themselves.
5. TroubleshootcommonERV generatorissues
• Tell RIT to immediately contact their supervisor if the generator does not
start or shows signs of other problems in the field. We are not expected to
know how to troubleshoot generator issues.
6. Discussroutine interactions w/on scene agencies
• Explain to RIT that ERV’s are usually used when there’s a large scale
disaster. We interact with several agencies (Appendix 27). Tell RIT that
some or all of these agencies may be scene when we arrive. Emphasize that
we should not be discussing client information with other agencies.
7. Discussdifferent partner agencies onscene

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• Tell RIT about the agencies we interact with frequently when we arrive to
a disaster, such as NYPD, FDNY, HPD, Dept. of Buildings etc.
8. Discussthe other people that may be on scene
• This includes bystanders, neighbors,
9. Review media handout (in packet)
10. Role play media inquiries
11. Discuss providing Mass Care to evacuatedclients
• Describe to RIT that mass care given from an ERV is somewhat different
from an everyday responsein that hot meals may be served and there is an
operation set up to ensure the system runs smoothly.
II. Active
1. Review Previous Modules
2. Complete Vehicle DA and sign out a vehicle
• Take RIT to garage in basement to familiarize them with where the vehicle
DA form is located. Have them fill a vehicle DA and sign out a vehicle.
3. Stock anEmergencyResponse Vehicle (ERV) (ERV checklistin packet&
Appendix 11 & 12).
• Carefully go through ERV checklist with RIT, ensure ERV is stocked and
read for a response.
4. StartERV generator
• Take RIT to ERV allow them to go inside and show them the switch for
the generator. Demonstrate how to start generator then have them do it by
themselves.
5. TroubleshootcommonERV generatorissues
• Tell RIT to immediately contacttheir supervisor if the generator does not
start or shows signs of other problems in the field. We are not expected to
know how to troubleshoot generator issues.
6. Identify site incident commander, request briefing
• Before leaving van to go on scene, discuss with RIT how you may identify
the site incident commander. Example: fire chief with white helmet that
says chief, or the inspectors on site at vacate.
7. Communicate with other partner agencieson site
• Have RIT ask fire chief if it’s safe to enter a dwelling after a fire, have RIT
speak with buildings inspector to find out the reason for that specific
vacate.
8. LeadMass Care response to clients not in apartments
• Allow RIT to distribute mass care items as they see fit.

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9. Review media handout (in packet)
10. Handle media inquiries
• If media is present and would like a report from us have RIT present
information to the media.

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OBJECTIVES OF SECTION 4
Part 4: Teaching Notes
 To review casework exercises with respect to providing assistance to
clients on the scene.
Preparation for section 4
Organize your teaching venue to have the following equipment:
CAC Helmet
iPad Vest
Boots
Section 4: Providing Assistance (Module 4)
Setup: Orient trainers to a quiz they can utilize to measure progress
with their team members.
Facilitation: Tell the class that the quiz is a chance for them to think
about their current knowledge as a caseworker and responder.
Takeaways: The purpose of the quiz is to provide the trainers with a
tool they can use to familiarize their team members to the
responsibilities of the responder.

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I. In-Chapter
1. Review items from previous modules
2. Signout Ipad
• Ensure RIT checks with SSR on duty to sign out laptops and printers. Let
ECC know what equipment you have.
3. Testprinter and synchronize laptop:
• Show RIT to test printer by writing on the screen tablet and then printing
on a scrap paper. Tell them that to synchronize the laptop they need to
click on the Get Incidence tab.
4. BasicsofClient interview (Dos and Don’ts): (6.2 and Appendix 30).
• Explain that the goal is to understand what emergency needs the client has
so that we can appropriately give assistance.
5. Discussmeeting needs of clients (Health/Mental)
• This information is obtained from the client interview
6. Connectionb/w damage assessmentand services
• As discussed in module 2 services are given based on the extent of damage
to the dwelling.
7. Walk through tools used for case data (electronic/paper)
• Review CAS 2.0 using practice cases and the training laptops
• Ensure RIT can identify the paper forms to match those in CAS 2.0
8. Practice interviewing, casedata, assistance
• Trainer should create a scenario (can be patterned after a past case).
Pretending to be the client, have RIT interview you as if they were on a

27. The Train-the-Trainer Responder Manual 2014 27
response, issuing assistance and entering the casedata into the training
laptops.
9. Registerclients using the Training Laptop
10. Issue Client Assistance Cardon Training Laptop
11. Issue Housing DO on Training Laptop
12. Discuss issuing Metro Cards to clients
13. Role play active listening w/ assistance fromteam
14. Role play handling distraught clients w/ assist.
II. Active
Note:Trainer should allow RIT to take lead in providing assistance. If any
information is unclear of left out do add the information as you see fit.
1. Review items from previous modules
2. Signout laptop and printer
3. Testprinter and synchronize laptop
4. Conduct client interview w/support (active listen)
• RIT should be the one introducing ARC to clients and being client
interview.
5. Demonstrate allrelevant icons:CAS 2.0. Google Maps, etc.
6. RIT should be giving the client their undivided attention. No Cellular
phones usage orside conversations with other agenciesshould occurwhile
client is being interviewed.
7. Registerclients on scene
• Supervise RIT to ensure they are including necessary identification for
clients.
8. Issue a Client Assistance Card(CAC)
• Supervise to ensure they are providing aid based the DA. In other cases
ensure they are selecting correctquantity sizes.
9. Issue a Housing DisbursementOrder (DO)
• Ensure that Housing DO in CAS 2.0 is filled out.
10. Issue a Metro Card
• Ensure the RIT gets the client signature on the Metro Card charge forms,
as well as document it under the Mass Care tab in CAS 2.0.
11. Explain assistanceto clients w/support of trainer
• Trainer should ensure RIT tell client how much money is available on the
card, how many days the money will be available to them, offer the clients

28. The Train-the-Trainer Responder Manual 2014 28
a tax exempt letter, tell the clients how many rides are on the Metro Cards
etc.
12. Communicate Housing Arrangements and duration
• RIT should tell clients when they would need to check out of the hotel.
m. Communicate ARC/GNY follow-up casework procedures
• RIT should explain the importance of following up with the case workers
at our Chapter.
13. Upload caseswhencomplete
• RIT should upload cases when all the information is entered.
14. Provide final report and successfullyupload cases
• RIT should call into ECC to let them know they assistance provided, if we
transported the clients anywhere and that we have uploaded the cases.

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OBJECTIVES OF SECTION 5
Part 5: Teaching Notes
 Trainers will create a scenario based on cases found on DCSOps and
engage the class in a discussion as well as an exercise.
Preparation for section 5
Organize your teaching venue to have the following equipment:
DA paperwork
Vests
Helmets
Section 5: Leading a Response (Module 5)
Setup: Prepare the class for discussion with respect to the Concept of
Operations.
Facilitation: Review the Concept of Operations with the trainers.
(Note: some seasoned responders are not clear on this). Also discuss
transitions from-routine response through different escalation levels
based on the Concept of Operations chart.
Takeaways: To orient your team to the Concepts of Operations.

30. The Train-the-Trainer Responder Manual 2014 30
I. In-Chapter
Note:In-Chapter checklistfor training purposes only. Module 5 must be
completed on an active shift in order to progress to Evaluation.
1. Review materialfrom prior modules
2. Role play leading response:demonstrate leadership
• Trainer should create a scenario (can be patterned after a past case).
Pretending to be the client, have RIT interview you as if they were on a
response, issuing assistance and entering the casedata into the training
laptops.
3. Complete all phases-DA, Mass Care, ClientServices
• RIT should be leading trainer to on the response. Have the do everything.
Suggestions should be made after the responseis done unless it’s very
important information the client needs to know that’s forgotten
4. Discussoptions w/ Nextel/ Toughbook issues
5. Visit and discuss role of ECC w/ECC supervisor
• Take RIT to the ECC and have them meet with ECC supervisor
6. Review the Conceptof Operations w/trainer *note some seasoned
responders are not clearon this*.
• This means explaining the hierarchy of personnel dispatched during
specific incidents (Conceptof Operations Chart). This does not have to be
memorized but RIT should have an idea of its make up.
7. Discusstransition from routine-escalatedresponse
• First, trainer should site a scenario of a routine response:for example; a
fire that affects three households and how we would respond to such an
incident. Also the personnel that is apart of this system
• Second step: site the scenario above as being escalated: for example; the
fire spreads to more apartments in the building and the entire building of
40 apartments needs to be vacated.
• Third step: explain how the escalated incident changes the nature of the
response. Use the Conceptof Operations chart to show what other ARC
departments might get involved in the responseand what kind of assistance
we would provide to the clients of the escalated event.
II. Active

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1. Review materialfrom prior modules
2. Leadresponse:demonstrate leadership on scene
• RIT should be taking trainer out to the response.
3. Gatherscene info from team and partner agencies
• Supervise to ensure RIT communicates with fire chief or inspectors to get
an overview of the situation.
4. Complete all phases-DA, Mass Care, ClientServices
• RIT should be leading trainer to on the response. Have the do everything.
Suggestions should be made after the responseis done unless it’s very
important information the client needs to know that’s forgotten.
5. Communicate info to ECC and SSR (including reports)
• RIT should be independently giving the preliminary, progress and final
reports to ECC.
6. Review the Conceptof Operations w/trainer
• This means explaining the hierarchy of personnel dispatched during
specific incidents (Conceptof Operations chart). This does not have to be
memorized but RIT should have an idea of its make up.
7. Discusstransition from routine-escalatedresponse
• First, trainer should site a scenario of a routine response:for example; a
fire that affects three households and how we would respond to such an
incident. Also the personnel that is apart of this system
• Second step: site the scenario above as being escalated: for example; the
fire spreads to more apartments in the building and the entire building of
40 apartments needs to be vacated.
• Third step: explain how the escalated incident changes the nature of the
response. Use the Conceptof Operations chart to show what other ARC
departments might get involved in the responseand what kind of assistance
we would provide to the clients of the escalated event.