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ÜFlood Scenario Exercise
Adapted from
HYPERLINK
"http://www.epa.gov/watersecurity/tools/trainingcd/Simple/Source/Scenario
-8/SSc8-0.pdf"
http://www.epa.gov/watersecurity/tools/trainingcd/Simple/Source/Scenari
o-8/SSc8-0.pdf . Simple Tabletop Exercise, Intructure systems fail.
Consider how utilities and other infrastructures are inter-dependent.
Explore public notification mechanisms.
Develop a list of planning goals and potential actions to guide a
community’s response to the disaster.
Scenario Summary
Background
It is March in Thomasville and the residents are experiencing a cold
spring. Thomasville is a community of roughly 18,000 people located in a
small valley with a blue line creek running through a portion of the
downtown. Several small crop and livestock farms surround the community
and a large county park offering camping and hiking trails is about three
miles outside the city limits. It has been 30 years since the community
last experienced a flood.
Thomasville has grown by about 2,000 people over the last two decades and
most of the new residential development has occurred along the
north/south two-lane state road that parallels the creek that winds
through the valley. Thomasville has its own water treatment and sewage
plant; a fire department with two stations and eight full-time and 24
volunteer firemen; and a police department with six sworn officers.
Thomasville also has access to the county sheriff's department and two
state highway officers. There are three ways to get in and out of
Thomasville: the north/south two-lane state road, a two-lane east/west
county road that connects to a four-lane state highway four miles from
town, and an intersecting county road that also moves traffic from east
to west. There are a variety of city streets and smaller county roads
throughout Thomasville and its surrounding area. The town has a local
radio station but the TV station is regional and comes from a larger city
about 80 miles away.
The Event
Early in the morning of March 15th, the National Weather Service Doppler
radar indicates that thunderstorms producing heavy rainfall and damaging
winds in excess of 60 mph are headed towards Thomasville. By 9:00 a.m.
that day, runoff from the heavy rain begins to flood low-lying areas in
Thomasville and the wind downs power lines, causing power outages
throughout the city. By 5:00 p.m., the normally quiet creek has crested
its bank, causing more flooding. The strong winds continue to knock down
more power lines. There are reports that in some areas of Thomasville,
people are trapped in their businesses and homes, many streets and roads
are flooded, and there is concern for several homes that are located on a
steep slope to the west of Thomasville.
The Results
Roads are closed, and the bridge that links the northern and southern
parts of Thomasville has been washed out. The power is out in many areas
across the community. The water and wastewater treatment plants are
running on back-up power generators. The elementary and middle schools
have decided to keep students at the schools because of concerns about
bus safety and the high school students who attend the county high school
will not have access to county buses to return home.
Facilitator Instructions
The length of the scenario and complexity can be adjusted based on the
number of “injects” that are added. Consider the amount of time you have
for the activity as well as the experience of the group in deciding how
many pieces to include. Once you have decided, be sure to adjust the
participant handout to reflect the changes (if any).
Step 1
Explain to the participants that they are participating in a simple
tabletop exercise. There is no time pressure, and that they are there as
a group to discuss their roles and responses to an emergency incident.
There are no right or wrong answers, but the group should discuss problem
or “gray” areas that may arise during the exercise. Discussions of
problem areas identified in the exercise should stimulate discussion that
may lead to changes in the way the participants conduct their real daily
and emergency operations. Also inform the participants that, although the
incident is set in fictional Thomasville, it is okay to talk about the
incident from their own experiences or in the context of how their own
community might have responded to a similar situation.
Step 2
Assign or have participants select one of the following roles.
Public Utilities: Water/Wastewater Utility Manager
Hospital: Hospital Administrator
Public Health: Health Department Chief
Fire Dept., EMS, Police: Fire Fighter, EMS Director 911 Call Center
worker, City Police Chief
Local Officials: Mayor, City Council Member, Local Emergency Planning
Committee (LEPC) Member, top elected county official, principal of the
elementary school
Local people: Parent with elementary school child, parent with middle
school child, parent with high school child, local minister, local
businessperson
Voluntary Groups/Civic Organizations: Coordinator of a Community
Emergency Response Teams (CERTs), director of the local American Red
Cross, Salvation Army (or other local civic groups).
Others:
Feel free to expand this list of roles so that everyone
has a character to play, using organizations and positions that exist in
the local community. You can add citizens (elderly, parents of school
age children, etc.) to provide some balance to the professional roles.
Step 3
Distribute the scenario handout Step Three Handout 2 – Flood Scenario
Worksheet. Read (or describe) the Scenario Summary and ask each person to
spend a few minutes jotting down their ideas in response to these
questions (These are on their handout, page two under the section labeled
“Starting Points”):
What will likely be the priorities or primary concerns of the person you
are representing?
How will the character/role you represent view their priorities or
concerns related to concerns of other characters?
How likely is it that you have met or interacted with the other key
individuals in the community? How might this influence the way you (your
character) work with these other key individuals?
Step 4
Then, let the discussion evolve naturally. If necessary to get the
discussion started, simply “nudge” the participants with a non-leading
question such as: What would you do in this situation? You could direct
this question to the group at large, or, in a group where no one is
willing to break the ice, to a particular individual, preferably one that
you know serves in a leadership role during the course of their daily
activities.
Step 5
Depending on the time frame in which you are working and the experience
of the group, add the various “injects” detailed below. If circumstances
do not allow for introducing all of them, consider which ones may most
reflect concerns the community would actually have to face.
Be sure to take notes during the discussions. These notes will form the
basis of your after-action review. Note problem or gray areas that need
more research prior to resolution and who will perform this research or
any action items decided upon by the participants. The notes you take
will ensure that a summary of the take-home points, action items or
messages will not be forgotten or overlooked.
Step 6:
Perform an after-action review. You may wish to give the participants a
10 to 15 minute break at the end of the exercise to give yourself time to
compose your notes prior to conducting the review. Be sure to review the
exercise objectives again to determine if the objectives were met by the
exercise. Allow the participants to give their feedback on the exercise
and the conclusions or decisions that emerged during the exercise. The
entire tabletop exercise, including the after-action review, can
typically be conducted in a two to four hour session. This time range is
flexible and is dependent on the amount of discussion generated during
the exercise. The pace of the exercise is controlled entirely by the
facilitator, who manages the discussions and presents the injects.
INJECTS
Inject #1
(Located on Page 3 of the participant handout)
6:00 a.m. March 15:
A news station reports that there are major flooding and power outages
throughout the city. A power outage and flood map is provided to exercise
participants.
Points to be covered in the discussion of Inject #1 include:
What is the command structure needed to deal with a natural disaster such
as this? Who is in charge?
How well are utilities prepared for severe weather and power outages?
How often and for how long are backup generators tested?
What might be a goal(s) for your strategic plan based on the discussion
to this point?
Inject #2
(Located on Page 4 of the participant handout)
6:35 a.m., March 15:
A phone call from the wastewater treatment plant (WWTP) superintendent to
the public works manager is made. The backup generator has just failed at
the WWTP, and upon inspection, a new main rotor is required. He will put
a call in to the supplier. In the meantime, the equalization basin is
starting to become full and raw sewage will need to be discharged to the
creek.
Points to be covered in the discussion of Inject #2 include:
When is the proper time to inform the public, and what is the best way to
get the word out?
What might be some goals for your strategic plan based on the discussion
to this point?
Inject #3
(Located on Page 4 of the participant handout)
10:20 a.m., March 15:
A police officer calls the water superintendent to let them know that he
received a radio call from an EMS worker reporting that Thomasville
Hospital was quickly losing water pressure. He also informs the water
treatment plant that the same EMS worker also noticed water was gushing
out of a pipe under the Congress Street Bridge.
Points to be covered in the discussion of Inject #3 include:
What options do the community and the hospital have for restoring water
service or insuring access to safe water?
In light of the power and phone outages, how will the utility notify
customers in the affected area? Would they go door-to-door? Use a vehicle
and a bullhorn? (In Port Charlotte, Florida, after Hurricane Charley in
2004, emergency officials hired an aircraft to tow a banner in the skies
over town asking people to tune their radios to a particular station for
emergency information.)
What might be some goals for your strategic plan based on the discussion
to this point?
Inject #4
(Located on Page 5 of the participant handout)
Noon, March 15:
A news station reports that additional flooding and power outages
continue to plague the city. At this time, police are evacuating
residents from flooded areas to designated shelters.
Points to be covered in the discussion of Inject #4 include:
How should the evacuation be coordinated?
Where should the shelter locations be?
What routes should people take to the shelter locations?
Do the new areas of flooding and power outages present more concerns for
the utilities?
What might be some goals for your strategic plan based on the discussion
to this point?
Inject #5
(Located on Page 6 of the participant handout)
1:00 p.m., March 15:
The Thomasville Hospital notifies the local EMS that the hospital can no
longer accept patients. They will need to redirect incoming ambulances to
other hospitals, and they require help in coordinating the patient
transfers. They are uncertain of road closures.
Points to be covered in the discussion of Inject #5 include:
How should patients be transferred, since many routes to an alternate
hospital are flooded?
Does the public need to be informed of the closing of Thomasville
Hospital to new patients and the transfer of their patients to a regional
hospital? If so, how would this notification be done?
What might be some goals for your strategic plan based on the discussion
to this point?
Inject #6
(Located on Page 7 of the participant handout)
2:45 p.m., March 15:
A phone call from the water treatment plant to the water utility manager
states that the treatment chemicals are running low. Shipments have been
delayed due to the storm.
Points that could be covered in the discussion of Inject #6 include:
Should a water use restriction be issued? If so, how would local
residents be informed?
What might be some alternate water sources for the community? If
alternate water sources rely on transport, will a “boil” order suffice to
meet water needs?
What might be some goals for your strategic plan based on the discussion
to this point?
General Discussion
(Located on Page 8 of the participant handout)
Should a state of emergency be declared?
for making this decision?
What should be the guidelines
What else needs to be done to handle this escalating incident until aid
arrives?
What are the key components of an emergency preparedness plan that might
be developed to address this type of emergency? What are some planning
goals and actions that could help the community prepare to respond to
this natural disaster? In other words, what are some planning goals and
objectives that could help the community prepare to respond to this
natural disaster?
[Type text] [Type text] [Type text]
FACILITATOR Materials for Handout 1 – Flood Scenario
[Type text] [Type text] [Type text]
ReadyCommunity – STEP THREE: Determine Goals and Actions
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Microsoft Word 97-2004
Document þÿÿÿNB6W
Word.Document.8