Reports and Records
Course
Firefighter II
Unit V
Reports and
Records
Essential
Question
How do fire
departments
manage and
compile
incident
information
for
statistics?
TEKS
§130.300(c)
(1)(B)
Prior
Student
Learning
None
Estimated
Time
4 hours
Rationale
Fire dispatchers are telecommunicators. They are the primary connection
between firefighters and victims. Their main objective is to successfully
handle emergency calls. Their other responsibilities include maintaining
accurate reports and records of every call and documenting all of the
actions that they and firefighters take to mitigate an emergency. The
information in these documents is used to create trends reports and
categorize incidents. This information allows fire service personnel to
evaluate and monitor incidents by category including monetary loss, loss
of life, and injuries, and is vital in court cases that result in litigation.
Objectives
The students will be able to:
1. Analyze graphic representations of data
2. Compare annual fire loss data
3. Summarize dispatch center operations
Engage
Divide the class into groups. Give all of the students a copy of or access to
the National Fire Protection Association (NFPA) Fire Loss in the United
States during 2012. Have each group work together to analyze the report,
identify the types of information covered, and the types of graphs used.
Then have each student complete the US Fire Problem Worksheet. Use
the US Fire Problem Worksheet Key and the Peer Evaluation Rubric for
assessment.
Key Points
I. NFPA 1001: Standard for Firefighter Professional Qualifications
A. Firefighter II level requirements
1. Know/have the requirements for Firefighter I level
2. Know/have the following fire department communication
knowledge and skills
a) Fire department radio communication procedures
b) Standard operating procedures (SOP) for alarm
assignments
c) Content requirements for basic incident reports
d) Purpose and usefulness of accurate reports
e) Consequences of inaccurate reports
f) Methods to obtain necessary information
g) Coding procedures
h) Ability to operate fire department computers and other
communications equipment
i) Ability to complete a basic incident report
j) Ability to determine necessary codes
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k)
Ability to proofread reports
II. Map Reading
A. Basic map reading skills
1. Consist of looking at a map and locating specific points
2. Are critical skills for telecommunicators
B. Newest Computer-Aided Dispatch (CAD) systems
1. Contain sophisticated mapping displays
2. Utilize a screen display
3. Advise responding units of the
a) Best route
b) Location of the closest unit to a call
C. Automatic Vehicle Locating (AVL)
1. Increases the need to read and use maps
2. Displays the location of a fire department unit on a map as the
vehicle moves along the streets
D. Wireless communication devices (such as cellular phones)
1. Require 9-1-1 calls (placed by a wireless phone) to provide X
and Y coordinates for the location of the caller
2. Provide information that is
a) Translated by computers
b) Displayed as an address or on a map
3. May include a Z coordinate (the altitude of the caller) to
determine if the caller is
a) In a high rise building
b) On a mountainside
4. Display this information as a graphic representation similar to
a map
III. Communications Center/Equipment
A. A communications center
1. May be equipped with a variety of equipment depending on
local capabilities
2. May include the following:
a) Two-way base radio for communicating with mobile and
portable radios at the emergency scene
b) Tone-generating equipment for dispatching resources
c) Telephones for handling both routine and emergency
phone calls
d) Direct-line phones for communications with hospitals,
utilities, and other response agencies
e) Computers for dispatch information and communications
f) Recording systems or devices to record phone calls and
radio traffic
g) Alarm-receiving equipment for
(1) Municipal alarm box systems
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(2) Private fire alarm systems
B. Alarm-receiving equipment
1. Fire alarms
a) May be received from the public via
(1) Public alerting systems
(2) Private alarm systems
2. Telephones
a) Are used to transmit
(1) Voice messages
(2) Computer information
(3) Documents
b) Are the most widely used method for transmitting fire
alarms, specifically the public telephone system
c) Are the only method of rapid communication in outlying
suburbs or rural settings
d) Have a significant advantage because the
telecommunicator can
(1) Ask the caller about the nature of the emergency
(2) Obtain the address
(3) Obtain the callback number
e) Have the option of direct lines, which differ from normal
phone lines because
(1) They do not have access to the public switch
network
(2) They do not have a dial tone
(3) The line is directly connected between point A and
point B
3. TDD/TTY/Text phones
a) Are designed to allow the hearing- or speech-impaired
community to communicate over the telephone system
(1) Telecommunications device for the deaf (TDD)
(2) Teletypewriter (TTY)
(3) Text phones (phones that visually display text)
b) Have names that are used interchangeably, but the
current term used most often is text phone
c) Denote a device that permits communications with the
fire department by the hearing- or speech impaired
(1) Every firefighter who answers an emergency phone
must have a basic understanding of the
requirements for “equal access” to 9-1-1
(2) Requirements can be downloaded from the link:
http://www.usdoj.gov/crt/ada/911ta.htm
4. Wireless (cellular) phones
a) Rely on wireless technology to receive and transmit voice
or digital information
b) Route 9-1-1 calls to the nearest Public Safety Answering
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Point (PSAP)
(1) The nearest PSAP may not be in the same
jurisdiction as the emergency
(2) This can be a problem when the PSAP and the
emergency are separated by a large natural barrier
such as a river, canyon, or deep gorge
(3) It can be difficult to identify where emergency
resources are needed when callers do not know or
are unable to describe their locations
5. Radios
a) Telecommunication centers are equipped with powerful
base radios
b) Emergency vehicles are equipped with mobile radios
c) Individuals are equipped with portable radios
d) All radio transmissions can be monitored by the news
media and the public
e) Radio operators must always use self-discipline and good
judgment to avoid embarrassing themselves and the
department
f) It is inappropriate to use anyone’s name in a radio
message
C. Computer-aided dispatch (a.k.a. computer-assisted dispatch)
(CAD)
1. Uses computer programs to assist telecommunicators with
their dispatch duties
2. Can shorten response times
3. Enables dispatchers to handle a greater volume of calls
4. Can reduce radio traffic
5. Can be a system that is simple or complex
a) A simple system may retrieve run card information
b) A complex system may
(1) Select and dispatch units
(2) Determine the fastest route to the scene of an
emergency
(3) Monitor the status of units
(4) Transmit additional information via mobile data
terminals
D. Recording information
1. Provides a more-or-less permanent record of radio
transmissions
2. Two methods of recording information are
a) Voice recorders
(1) Document emergency telephone calls, radio traffic,
and dispatch information
(2) Provide accurate accounts of operations
(3) Protect the department and its members in case of
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litigation
Document evidence such as company dispatch and
arrival times
(5) Record information that is helpful if a caller
(a) Hangs up or is disconnected
(b) Is excited and cannot be understood
(c) Speaks a foreign language
(6) Can run continuously or intermittently
(a) Continuous units
(i) Operate even when no transmissions are
taking place
(ii) Use more tape
(iii) Are more expensive to operate
(b) Intermittent units
(i) Run only when traffic is on the air
(ii) Can miss the beginning of a message
because there is a lapse before recording
begins
(7) Are capable of instant playback
(8) Record the time of the call automatically
b) Radio logs
(1) Are used to record the
(a) Time/location/nature of the incident
(b) Location of each activity performed by a public
safety unit
(c) Units that responded
(2) Are a manual system written on paper
(3) Are a chronological recording of each and every
activity that has been reported or dispatched over
the radio
(4)
IV. Incident Reports
A. Every time a fire unit responds to an incident, a proper and
complete report must be submitted
B. Statewide data is gathered by a state coordinator and submitted
to the US Fire Administration (USFA) under the National Fire
Incident Reporting System (NFIRS), which
1. Was developed by the US Fire Administration
2. Outlines the necessary information needed to complete
incident reports
3. Transfers data from each state to the federal database via the
Internet
4. Allows the entry of various types of data
5. Has a specific code for each piece of data entered
6. Has all 50 states as participating members
C. From legal, statistical, and record-keeping standpoints, reports
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D.
E.
F.
G.
are a vital part of the emergency that
1. Must be filled out completely, using terminology that non-fire
service personnel can understand
2. Are available to the public
3. Are frequently requested by insurance companies for their
records
The following information should be included in incident reports:
1. Fire department
a) Name
b) Incident number
c) District name/number
d) Shift number
e) Number of alarms
2. Names and addresses of the occupant(s) and/or owner(s)
3. Information about the structure, including its
a) Type
b) Primary use
c) Construction
d) Number of stories
4. How the emergency was reported (e.g. 9-1-1 call, walk-in,
radio, etc.)
5. Type of call (e.g. fire, rescue, medical, etc.)
6. Action that was taken (e.g. investigation, extinguishment,
rescue, etc.)
7. Property-use information (e.g. single-family dwelling, pavedpublic street, etc.)
8. Number of injuries and/or fatalities
9. Number of personnel who responded
10. Type of apparatus that responded
11. How the fire started
12. Where the fire started
13. Fire extinguishment method used
14. Estimated cost of damage
15. Remarks/comments (usually a narrative of the incident is
written by the officer in charge)
Most fire departments enter this information into databases at the
state and national level
The reports can also be entered into a computer by the officer in
charge
Incident reports are used to:
1. Evaluate the needs of the department and the community it
protects
2. Justify budget requests, code enforcement, and resource
allocations
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Activities
Fire Data Analysis – Have students analyze and compare the data from
the NFPA Trends and Patterns of U.S. Fire 2010 report to the 2012 report,
and summarize their findings in a report of their own. The students’ reports
should identify the major problems in 2010 and discuss whether they were
corrected by 2012. Use the Writing Rubric for assessment.
Assessments
Reports and Records Quiz and Key
US Fire Problem Worksheet and Key
Individual Work Rubric
Peer Evaluation Rubric
Writing Rubric
Materials
Reports and Records computer-based presentation
Computers with Internet access and word-processing software
Resources
0135151112, Essentials of Firefighting (5th Edition), International Fire
Service Training Association (IFSTA), 2008.
US Department of Justice http://www.usdoj.gov/crt/ada/911ta.htm
National Fire Protection Association (NFPA)
 Fire Loss in the United States during 2012
http://www.nfpa.org/~/media/Files/Research/NFPA%20reports/Over
all%20Fire%20Statistics/osfireloss.pdf
 Trends and Patterns of U.S. Fire Losses in 2010
http://www.nfpa.org/~/media/Files/Research/NFPA%20reports/Over
all%20Fire%20Statistics/OSfireloss2010.pdf
 Trends and Patterns of U.S. Fire Losses in 2012
http://www.nfpa.org/~/media/Files/Research/NFPA%20reports/Over
all%20Fire%20Statistics/ostrends.pdf
Accommodations for Learning Differences
For reinforcement, students will create an imaginary fire incident scenario
and then write an incident report for the scenario. Use the Individual Work
Rubric for assessment.
For enrichment, students will visit a local 9-1-1 dispatch center or local fire
department dispatch center, observe the operations, and summarize the
experience. The summary should include how the staff receives calls,
dispatches units, assists responding units, and documents incidents. Use
the Individual Work Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
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§130.300. Firefighter II (Two to Three Credits).
(1)
The student uses information technology applications as
they pertain to fire management situations. The student is
expected to:
(B)
use word-processing and spreadsheet software in fire
management services.
Career and College Readiness Standards
Mathematics Standards
VI. Statistical Reasoning
C. Read, analyze, interpret, and draw conclusions from data
1. Make predictions and draw inferences using summary
statistics.
2. Analyze data sets using graphs and summary statistics.
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Name _______________________________ Date _________________
Reports and Records Quiz
1. ______Who is the first emergency response person to have contact with the
public during an emergency?
A. Police officer
B. Firefighter
C. Telecommunicator
D. Emergency Medical Technician (EMT)
2. ______What does CAD stands for?
A. Call-Advise-Dispatch
B. Computer-Aided-Dispatch
C. Computer-Assigned-Dispatch
D. Contact-Aided Dispatch
3. ______Which of the following displays the location of a fire department unit on
a map as the vehicle moves along the streets?
A. AVL technology
B. CAD technology
C. MAC technology
D. PPE technology
4. ______Which of the following are special communication devices that allow
the hearing- or speech-impaired community to communicate over the
telephone system?
A. Cell phones
B. Smart phones
C. Rotary phones
D. Text phones
5. ______Which of the following document emergency telephone calls, radio
traffic, and dispatching information?
A. Voice recorders
B. Video recorders
C. Radio recorders
D. Movie recorders
6. ______Which of the following are chronological recordings of events
dispatched over the radio that are written on paper?
A. Radio stations
B. Radio logs
C. Radio communications
D. Radio messages
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7. ______Automatic Location Identification (ALI) is an enhanced 9-1-1 feature
that does which of the following?
A. Displays the address of the party calling 9-1-1
B. Routes calls to the appropriate Public Safety Answering Point (PSAP)
C. Stores information regarding the appropriate emergency services
D. All of the above
8. ______Which of the following outlines the necessary information needed to
complete incident reports?
A. National Fire Incident Reporting System (NFIRS)
B. Texas Fire Incident Reporting Society (TXFIRS)
C. Local fire reports
D. Fire summary reports
9. ______Which of the following is a use for incident reports?
A. Justify budget requests
B. Code enforcement
C. Resource allocation
D. All of the above
10. ______Information in incident reports is used to evaluate the needs of the
department and the community it protects.
A. True
B. False
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Reports and Records Quiz Key
1. C
2. B
3. A
4. D
5. A
6. B
7. D
8. A
9. D
10. A
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Name _________________________________ Date ____________________
The US Fire Problem Worksheet
1.
What was the difference in fires between 1977 and 2012? Show your work.
2.
Referring to question #1, what do you think are some causes for the decline in
fires?
3.
What is the annual average for firefighter deaths from 1990 thru 2000?
4.
How many firefighter deaths occurred in 2001? __________
5.
What caused the sharp increase in firefighter deaths in 2001?
6.
What was the cost of direct property damage in 1980? _________
7.
What was the direct property damage in 1980 in 2012 dollars? _________
8.
Compare your responses to #6 and #7. What do you think is the cause for the
different amounts?
9.
What was the cause of the high direct property damage loss in 2007?
10.
What has caused the greatest direct property damage in the US?
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The US Fire Problem Worksheet Key
1. What was the difference in fires between 1977 and 2012? Show your work.
1977—3,264,000
2012—1,375,000
Difference—1,889,000
There were fewer fires in 2012.
2. Referring to question #1, what do you think are some causes for the decline in
fires?
technology, training, fire prevention programs, fire code enforcement
3. What is the annual average for firefighter deaths from 1990 thru 2000?
108 + 108 + 75 + 79 + 106 + 98 + 96 + 99 + 91 + 112 + 103 = 1075
1075/11 years = 98 firefighter deaths per year from 1990 thru 2000
4. How many firefighter deaths occurred in 2001? 443
5. What caused the sharp increase of firefighter deaths in 2001?
This includes 340 firefighters at the World Trade Center, September 11, 2001.
6. What was the cost of direct property damage in 1980? $6.3 billion
7. What was the direct property damage in 1980 in 2012 dollars? $17.6 billion
8. Compare your responses to #6 and #7. What do you think is the cause for the
different amounts?
The economic prices of all things were greater in 2012 than in 2008.
9. What was the cause of the high direct property damage loss in 2007?
This includes the California Fire Storm 2007 with an estimated property damage
of $1.8 billion.
10. What has caused the greatest direct property damage in the US?
Looking at the footnotes, California Wildfires have caused the greatest fire
damage.
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Your Name________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
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3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
15
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
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1 pt. Needs Much
Improvement
N/A
Pts.
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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N/A
Pts.