Crosswalk of NFA courses and NFPA Standards

On August 5-9, 2001, eighteen fire service professionals assembled at
the National Emergency Training Center to crosswalk National Fire
Academy (NFA) courses to the National Fire Protection Association\'s
(NFPA) Professional Qualifications series. The make up of this group
included members from metro fire departments, state fire training and
certification systems and the National Fire Protection Association.
[Participant List](#Participant)

The NFA funded this project through a grant received by the Training
Resource and Data Exchange (TRADE) organization. The project was managed
by Mr. Art Cota, Division Chief, California State Fire Training, and
directed by Mr. Gary Wilson, Associate Director, Missouri Fire and
Rescue Institute, University of Missouri.

[Seventy-four courses were reviewed](#Courses). The referenced standards
for these courses were:

> NFPA 1006**,** *Standard for Rescue Technician* (2000 edition)

NFPA 1021, *Standard for Fire Officer Professional Qualifications* (1997
edition)

> NFPA 1031, *Standard for Professional Qualifications for Fire
> Inspector and Plan Examiner* (1998 edition)
>
> NFPA 1033, *Standard for Professional Qualifications for Fire
> Investigator* (1998 edition)
>
> NFPA 1035, *Standard for Professional Qualifications for Public Fire
> and Life Safety Educator* (2000 edition)

NFPA 1041, *Standard for Fire Service Instructor Professional
Qualifications* (1996 edition)

> NFPA 1051, *Standard for Wildland Fire Fighter Professional
> Qualifications* (1995 edition)

While not officially designated by NFPA as professional qualifications
standards, the group also correlated courses to NFPA 472, *Professional
Competence of Responders to Hazardous Materials Incidents* (1997
edition), NFPA 473, *Competencies for EMS Personnel Responding to
Hazardous Materials Incidents* (1997 edition) and NFPA 1521, *Fire
Department Safety Officer* (1997 edition).

[Background]{.underline}

Since its inception in the early 1970\'s, the National Fire Protection
Association (NFPA) Professional Qualification series has identified the
competencies necessary to perform the various positions within the
service. Since early 1980, these standards have also been the
cornerstone for state certification programs

As the professional qualification series has grown, it is becoming
increasingly difficult for firefighters or departments to find the
necessary time to accomplish these levels of competency. Further, some
states require attendance from an approved training program before an
individual is eligible to take the certification exam.

For the last five years, the Training Resource and Data Exchange (TRADE)
has recommended to the NFA that current and future NFA courses be linked
to the NFPA professional qualification series. In 2000, TRADE proposed
to complete this task for the National Fire Academy and received a grant
in 2001 to do so.

The purposes of the crosswalk project were to:

1)  identify NFA courses used by TRADE organizations,

2)  identify other NFA courses that could be used towards state
    certification or fire departments seeking competency based training,
    and

3)  relate these courses to the applicable NFPA professional
    qualifications standards.

[Process]{.underline}

A list of courses was provided to TRADE by the National Fire Academy
(NFA). A copy of the instructor guide or student manual for each course
was available for review. A crosswalk worksheet provided by the Maryland
Certification Program was used to identify each course with a specific
chapter of the professional qualification series. For example, a course
may include parts of the four levels of officer qualifications. This
course would then require four worksheets, one for each level. Each
worksheet included the NFPA job performance requirement (JPR) and the
requisite knowledge and skill. [View Standard to Option Correlation
Sheet](#Maryland)

Reviewers were instructed to match components of the course literature
to pertinent parts of the standard. Reviewers were advised not to
"stretch" curriculum in order to meet a part of the standard. It was
understood that not every NFA course would meet a complete NFPA
standard, as the NFA does not develop courses to meet entire standards.

If a section or objective of a course could be related to a particular
section of the standard, the reviewer documented the particular section
and included in the remarks section the specific information. For
example, most courses address portions of the requisite knowledge or
skill but not in its entirety. In such cases, the reviewer was to
comment as to which knowledge or skill was addressed.

Once the review was completed, the course material and worksheet were
submitted to program support personnel who keyed the worksheet
information in to a Microsoft Excel spreadsheet.

The printed worksheet and course material were returned to the original
reviewer to check for accuracy. If corrections were needed, the
worksheet was resubmitted with the needed corrections highlighted. Once
corrections were made, the course and worksheet were given to a second
reviewer to check previous entries and to review for possible further
objectives of the standard that may have been addressed. If no additions
were needed, the course and worksheet were turned in to the team leader
of the project. This person formatted the information from the worksheet
so that it could be included in course instructor guides and student
manuals in the future. [View example of this sheet formatted for Arson
Detection for the First Responder](#Arson)

[Assumptions]{.underline}:

The first assumption made in this process is that the course to be
correlated to the NFPA standard(s) has been developed based upon a
reasonable needs analysis completed as part of the course development
process.

The second assumption is that the reviewer (the individual completing
the correlating process) has an intimate knowledge of the course and
possesses a reasonable knowledge base of the standard(s) OR has a
reasonable knowledge base of the course and an intimate knowledge of the
standard(s).

Steps**:**

1\. Look at the title of course, does the course title align to the
title of a / any standard(s)? If the answer is "No" -- stop. If the
answer is "Yes," identify the standard(s) and continue.

2\. Review the goal and audience of the / for the course, does this
information align to the title of a / any standard(s)? If the answer is
"No" -- stop. If the answer is "Yes," identify the standard(s) and
continue.

3\. Review the module / unit objectives of the course. Does this
information align to the title of a / any standard(s)? If the answer is
"No" -- stop. If the answer is "Yes," identify the standard(s) and
continue.

4\. Identify and review the chapter titles of the standard(s). Is there
a reasonable relationship between the chapter titles and information
known about the course? If the answer is "No" -- stop. If the answer is
"Yes," continue.

5\. Identify and review the chapter section headings of the standard(s).
Is there a reasonable relationship between the chapter section headings
and information known about the course? If the answer is "No" -- stop.
If the answer is "Yes," continue.

6\. Identify and review the job performance requirements OR objectives
of the standard(s), considering that the job performance requirements OR
objectives are basically the \"task to be performed\". Is there a
reasonable relationship between the job performance requirement and
information known about the course? If the answer is "No" -- stop. If
the answer is "Yes," continue.

7\. Identify and review the requisite knowledge of the standard(s). Is
there a reasonable relationship between the requisite knowledge and
information known about the course? If the answer is "No" -- stop. If
the answer is "Yes," continue.

8\. Identify and review the requisite skills of the standard(s). Is
there a reasonable relationship between the requisite skills and
information known about the course? If the answer is "No" -- stop. If
the answer is "Yes," continue.

9\. Correlate the individual job performance requirements, requisite
knowledge, requisite skills, and / or objectives to the known
information about the course. An effort should be made to be as specific
as possible to the location within the course, including the
identification of any course objectives, page references (instructor,
student guides, texts), activities, tasks, assignments, and/or
evaluative instruments.

[]{#Participant .anchor}**Participant List**

ST/ Metro Participant Organization

1.  M Jim White Anchorage Fire Department, AK

1140 Airport Heights Road

Anchorage, AK 99508

907-267-5068

<whitejr@ci.anchorage.ak.us>

2.  Jerry Laughlin National Fire Protection Association

1 Batterymarch Park

Quincy, MA 02269

617-984-7420

<jlaughlin@nfpa.org>

3.  S Joe Murabito Delaware Fire School

1461 Chestnut Grove Road

Dover, DE 19904

302-739-4773

<jmurabito@state.de.us>

4.  S Randy Novak Iowa Fire Service Training Bureau

3100 Fire Service Road

Ames, IA 50011

888-469-2374

<novak@dps.state.ia.us>

5.  M Randy Hood Shreveport Fire Department, LA

6440 Greenwood Road

Shreveport, LA 71119

318-673-6766

<Rhood@softdisk.com>

6.  S Russell Strickland Maryland Fire and Rescue Institute

University of Maryland, Bldg. 199

College Park, MD 20742

800-275-6374

<rstrickland@mfri.org>

7.  M Chris Shimer Howard County Fire Department, MD

6751 Gateway Dr., Suite 400

Columbia, MD 21046

410-313-6032

<cshimer@co.ho.md.us>

8.  S Gary Wilson Missouri Fire and Rescue Training Institute

240 Heinkel Building

Columbia, MO 65211

800-869-3476

<wilsonGL@missouri.edu>

9.  M Pat Gilchrist Kansas City Fire Department, MO

22nd Floor of City Hall

414 East 12th Street

Kansas City, MO 64106

816-784-1149

<pat_gilchrist@kcmo.org>

10. S Mike Brackin Arkansas Fire Academy

P.O. Box 3499

Camden, AR 71711-1599

870-836-1521

<mbrackin@sautech.edu>

11. M Harold McCoy Tulsa Fire Department, OK

1760 Newblock Park Drive

Tulsa, OK 74127

918-596-9305

<hmccoy@ci.tulsa.ok.us>

12. S John McPhee Iowa Fire Service Training Bureau

3100 Fire Service Road

Ames, IA 50011

888-469-2374

<mcphee@dps.state.ia.us>

13. M Patrick Pavey Seattle Fire Department, WA

3224 4^th^ Avenues S.

Seattle, WA 98134

206-386-1772

<patrick.pavey@ci.seattle.wa.us>

14. S Alan Joos Utah Fire Academy

3131 Mike Jense Parkway

Provo, UT 84601

801-764-7700

<joosal@uvsc.edu>

15. S Burt Robey Virginia Fire Programs

205 Caroline Street, PO Box 47

Orange, VA 22960

540-672-1277

<vdfparea2@ns.gemlink.com>

16. M Robert Edwards Norfolk Fire Department, VA

7120 Granby Street

Norfolk, VA 23505

<Redward@city.norolk.us.va>

17. M Mike Inman Spokane Fire Department, WA

44 West Riverside

Spokane, WA 99201

509-328-2467

<minman@spokanecity.org>

18. S. Mike Ridley California State Training

1412 Geary Circle

Yuba City, CA 95993

916- 425-1122

<egfdfiretraining@aol.com>

[]{#Courses .anchor}**NFA Courses Included in Crosswalk**

[[Handoff/Direct Delivery Courses]{.underline}]{.smallcaps}

-   Arson Detection for the First Responder

-   Basic Life Support and Hazardous Materials Response

-   Command and Control of Wildland/Urban Fire Operations for the
    Structural Chief Officer

-   Community Risk Issues and Prevention Interventions

-   Cooperative Leadership Issues in Wildland/Urban Interface

-   Emergency Response to Terrorism: Basic Concepts

-   Emergency Response to Terrorism: Strategic Considerations for
    Command Officers

-   Emergency Response to Terrorism: Tactical Considerations-Company
    Officer

-   Emergency Response to Terrorism: Tactical Considerations-Emergency
    Medical Services

-   Emergency Response to Terrorism: Tactical Considerations-Hazardous
    Materials

-   Executive Skill Series: Influencing\*

-   Executive Skill Series: Leading Diverse Communities Beyond Conflict

-   Executive Skill Series: Managing and Leading Change

-   Fire Prevention for First Responders and Small Departments

-   Health and Safety Officer

-   Incident Command System

-   Incident Command for High-rise Operations

-   Incident Command System for Emergency Medical Services

-   Incident Command System for Structural Collapse Incidents

-   Incident Safety Officer

-   Infection Control for Emergency Response Personnel

-   Introduction to Fire Inspection Principles and Practices

-   Introduction to Volunteer Emergency Services Management

-   Introduction to Wildland and Wildland/Urban Interface Firefighting
    for the Structural Company Officer

-   Leadership I: Strategies for Company Success

-   Leadership II: Strategies for Personal Success

-   Leadership III: Strategies for Supervisory Success

-   Managing in a Changing Environment

-   Managing Company Tactical Operations: Decision Making

-   Managing Company Tactical Operations: Preparation

-   Managing Company Tactical Operations: Tactics

-   Marketing Fire Prevention in Your Community

-   Methods of Enhancing Safety Education

-   Prevention and Mitigation Advocacy for Small Department Responders

-   Shaping the Future

-   Training Operations in Small Departments

[[Regional delivery]{.underline}]{.smallcaps}

-   Command and Control of Incident Operations

-   Community Education Leadership

-   Challenges for Local Training Officers

-   Fire Inspection Principles

-   Fire Service Planning Concepts for the 21st Century

-   Fire Cause Determination for Company Officers

-   Hazardous Materials Incident Management

-   Initial Fire Investigation

-   Presenting Effective Public Education Programs

[[volunteer incentive program]{.underline}]{.smallcaps}

-   Leadership and Administration

[[resident programs]{.underline}]{.smallcaps}

-   Advanced Leadership Issues: Emergency Medical Services

-   Advanced Life Support Response to Haz Mat Incidents

-   Codes Management Systems Approach

-   Command and Control Multi-Alarm Incidents

-   Command and Control Natural and Man Made Disasters

-   Command and Control Target Hazards

-   Community Education Leadership (2 week course)

-   Developing Fire and Life Safety Strategies

-   Emergency Medical Services: Special Operations

-   Executive Development

-   Executive Leadership

-   Executive Planning

-   Fire/Arson Investigation

-   Fire Service Communication

-   Fire Service Course Design

-   Fire Service Financial Management

-   Haz Mat Incident Management

-   Haz Mat Operating Site Practices

-   Interpersonal Dynamics in Fire Service Organizations

-   Management for Arson Prevention and Control

-   Management of Emergency Medical Services

-   Management of Fire Prevention Programs

-   National Fire Incident Reporting System Program Management

-   Organizational Theory in Practice

-   Plans Review for Inspectors

-   Principles of Fire Prevention: Structures and Systems

-   Strategic Management of Change

-   Training Program Management

\* Reviewed but did not meet any standards

[]{#Maryland .anchor}Maryland Voluntary Fire Service Certification
System

Maryland Fire Service Personnel Qualifications Board, Incorporated

# Standard to Option Correlation Sheet

**Option: \_\_\_\_\_**

## Fire Officer I, NFPA 1021, 1997 edition

+--------------------------------------------+-------------------------+
| **2-1 General.**                           |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-1.1 General Prerequisite Knowledge.**  |                         |
+--------------------------------------------+-------------------------+
| **The organizational structure of the      |                         |
| department; departmental operating         |                         |
| procedures for administration, emergency   |                         |
| operations, and safety; departmental       |                         |
| budget process; information management and |                         |
| record keeping; the fire prevention and    |                         |
| building safety codes and ordinances       |                         |
| applicable to the jurisdiction; incident   |                         |
| management system; socioeconomic and       |                         |
| political factors that impact the fire     |                         |
| service; cultural diversity; methods used  |                         |
| by supervisors to obtain cooperation       |                         |
| within a group of subordinates; the rights |                         |
| of management and members; agreements in   |                         |
| force between the organization and         |                         |
| members; policies and procedures regarding |                         |
| the operation of the department as they    |                         |
| involve supervisors and members.**         |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-1.2 General Prerequisite Skills.**     |                         |
+--------------------------------------------+-------------------------+
| **The ability to communicate verbally and  |                         |
| in writing, to write reports, and to       |                         |
| operate in the incident management         |                         |
| system.**                                  |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-2 Human Resource Management.**         |                         |
+--------------------------------------------+-------------------------+
| **This duty involves utilizing human       |                         |
| resources to accomplish assignments in a   |                         |
| safe and efficient manner and supervising  |                         |
| personnel during emergency and             |                         |
| non-emergency work periods, according to   |                         |
| the following job performance              |                         |
| requirements.**                            |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-2.1**                                  |                         |
+--------------------------------------------+-------------------------+
| **Assign tasks or responsibilities to unit |                         |
| members, given an assignment at an         |                         |
| emergency operation, so that the           |                         |
| instructions are complete, clear, and      |                         |
| concise; safety considerations are         |                         |
| addressed; and the desired outcomes are    |                         |
| conveyed.**                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Verbal         |                         |
| > communications during emergency          |                         |
| > situations, techniques used to make      |                         |
| > assignments under stressful situations,  |                         |
| > methods of confirming understanding.     |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+

+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > condense instructions for frequently     |                         |
| > assigned unit tasks based upon training  |                         |
| > and standard operating procedures.       |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-2.2**                                  |                         |
+--------------------------------------------+-------------------------+
| **Assign tasks or responsibilities to unit |                         |
| members, given an assignment under         |                         |
| non-emergency conditions at a station or   |                         |
| other work location, so that the           |                         |
| instructions are complete, clear, and      |                         |
| concise; safety considerations are         |                         |
| addressed; and the desired outcomes are    |                         |
| conveyed.**                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Verbal         |                         |
| > communications under non-emergency       |                         |
| > situations, techniques used to make      |                         |
| > assignments under routine situations,    |                         |
| > methods of confirming understanding.     |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > issue instructions for frequently        |                         |
| > assigned unit tasks based upon           |                         |
| > department policy.                       |                         |
+--------------------------------------------+-------------------------+
| **2-2.3**                                  |                         |
+--------------------------------------------+-------------------------+
| **Direct unit members during a training    |                         |
| evolution, given a company training        |                         |
| evolution and training policies and        |                         |
| procedures, so that the evolution is       |                         |
| performed safely, efficiently, and as      |                         |
| directed.**                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Verbal         |                         |
| > communication techniques to facilitate   |                         |
| > learning.                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > distribute issue-guided directions to    |                         |
| > unit members during training evolutions. |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-2.4**                                  |                         |
+--------------------------------------------+-------------------------+
| **Recommend action for member-related      |                         |
| problems, given a member with a situation  |                         |
| requiring assistance and the member        |                         |
| assistance policies and procedures, so     |                         |
| that the situation is identified and the   |                         |
| actions taken are within the established   |                         |
| policies and procedures.**                 |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > \**Prerequisite Knowledge*: The signs    |                         |
| > and symptoms of member-related problems, |                         |
| > causes of stress in emergency services   |                         |
| > personnel, adverse effects of stress on  |                         |
| > the performance of emergency service     |                         |
| > personnel.                               |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > recommend a course of action for a       |                         |
| > member in need of assistance.            |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-2.5\***                                |                         |
+--------------------------------------------+-------------------------+
| **Apply human resource policies and        |                         |
| procedures, given an administrative        |                         |
| situation requiring action, so that        |                         |
| policies and procedures are followed.**    |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Human resource |                         |
| > policies and procedures.                 |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > communicate verbally and in writing and  |                         |
| > to relate interpersonally.               |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-2.6**                                  |                         |
+--------------------------------------------+-------------------------+
| **Coordinate the completion of assigned    |                         |
| tasks and projects by members, given a     |                         |
| list of projects and tasks and the job     |                         |
| requirements of subordinates, so that the  |                         |
| assignments are prioritized, a plan for    |                         |
| the completion of each assignment is       |                         |
| developed, and members are assigned to     |                         |
| specific tasks and supervised during the   |                         |
| completion of the assignments.**           |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Principles of  |                         |
| > supervision and basic human resource     |                         |
| > management.                              |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > plan and to set priorities.              |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-3 Community and Government             |                         |
| Relations.**                               |                         |
+--------------------------------------------+-------------------------+
| **This duty involves dealing with          |                         |
| inquiries and concerns from members of the |                         |
| community and projecting the role of the   |                         |
| department to the public, according to the |                         |
| following job performance requirements.**  |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-3.1**                                  |                         |
+--------------------------------------------+-------------------------+
| **Initiate action to a citizen's concern,  |                         |
| given policies and procedures, so that the |                         |
| concern is answered or referred to the     |                         |
| appropriate individual for action and all  |                         |
| policies and procedures are complied       |                         |
| with.**                                    |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Interpersonal  |                         |
| > relationships and verbal and nonverbal   |                         |
| > communication.                           |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: Familiarity with  |                         |
| > public relations and the ability to      |                         |
| > communicate verbally.                    |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+

+--------------------------------------------+-------------------------+
| **2-3.2**                                  |                         |
+--------------------------------------------+-------------------------+
| **Respond to a public inquiry, given the   |                         |
| policies and procedures, so that the       |                         |
| inquiry is answered accurately,            |                         |
| courteously, and in accordance with        |                         |
| applicable policies and procedures.**      |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Written and    |                         |
| > verbal communication techniques.         |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > relate interpersonally and to respond to |                         |
| > public inquiries.                        |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-4 Administration.**                    |                         |
+--------------------------------------------+-------------------------+
| **This duty involves general               |                         |
| administrative functions and the           |                         |
| implementation of departmental policies    |                         |
| and procedures at the unit level,          |                         |
| according to the following job performance |                         |
| requirements.**                            |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-4.1**                                  |                         |
+--------------------------------------------+-------------------------+
| **Implement a new departmental policy at   |                         |
| the unit level, given a new departmental   |                         |
| policy, so that the policy is communicated |                         |
| to and understood by unit members.**       |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Written and    |                         |
| > verbal communication.                    |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > relate interpersonally.                  |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-4.2**                                  |                         |
+--------------------------------------------+-------------------------+
| **Execute routine unit-level               |                         |
| administrative functions, given forms and  |                         |
| record management systems, so that the     |                         |
| reports and logs are complete and files    |                         |
| are maintained in accordance with policies |                         |
| and procedures.**                          |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Administrative |                         |
| > policies and procedures and records      |                         |
| > management.                              |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > communicate verbally and in writing.     |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-5\* Inspection and Investigation.**    |                         |
+--------------------------------------------+-------------------------+
| **This duty involves performing a fire     |                         |
| investigation to determine preliminary     |                         |
| cause, securing the incident scene, and    |                         |
| preserving evidence, according to the      |                         |
| following job performance requirements.**  |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+

+--------------------------------------------+-------------------------+
| **2-5.1**                                  |                         |
+--------------------------------------------+-------------------------+
| **Evaluate available information, given a  |                         |
| fire incident, observations, and           |                         |
| interviews of first-arriving members and   |                         |
| other individuals involved in the          |                         |
| incident, so that a preliminary cause of   |                         |
| the fire is determined, reports are        |                         |
| completed, and, if required, the scene is  |                         |
| secured and all pertinent information is   |                         |
| turned over to an investigator.**          |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Common causes  |                         |
| > of fire, fire growth and development,    |                         |
| > and policies and procedures for calling  |                         |
| > for investigators.                       |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > determine basic fire cause and the       |                         |
| > ability to conduct interviews and write  |                         |
| > reports.                                 |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-5.2**                                  |                         |
+--------------------------------------------+-------------------------+
| **Secure an incident scene, given rope or  |                         |
| barrier tape, so that unauthorized persons |                         |
| can recognize the perimeters of the scene, |                         |
| are kept from restricted areas, and all    |                         |
| evidence or potential evidence is          |                         |
| protected from damage or destruction.**    |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Types of       |                         |
| > evidence, the importance of fire scene   |                         |
| > security, and evidence preservation.     |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > establish perimeters at an incident      |                         |
| > scene.                                   |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-6\* Emergency Service Delivery.**      |                         |
+--------------------------------------------+-------------------------+
| **This duty involves supervising emergency |                         |
| operations, conducting pre-incident        |                         |
| planning, and deploying assigned           |                         |
| resources, according to the following job  |                         |
| performance requirements.**                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-6.1**                                  |                         |
+--------------------------------------------+-------------------------+
| **Develop a pre-incident plan, given an    |                         |
| assigned facility and preplanning          |                         |
| policies, procedures, and forms, so that   |                         |
| all required elements are identified and   |                         |
| the appropriate forms are completed and    |                         |
| processed in accordance with policies and  |                         |
| procedures.**                              |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Elements of a  |                         |
| > pre-incident plan, basic building        |                         |
| > construction, basic fire protection      |                         |
| > systems and features, basic water        |                         |
| > supply, basic fuel loading, and fire     |                         |
| > growth and development.                  |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > write reports, to communicate verbally,  |                         |
| > and to evaluate skills.                  |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-6.2**                                  |                         |
+--------------------------------------------+-------------------------+
| **Develop an initial action plan, given    |                         |
| size-up information for an incident and    |                         |
| assigned emergency response resources, so  |                         |
| that resources are deployed to control the |                         |
| emergency.**                               |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > \**Prerequisite Knowledge*: Elements of  |                         |
| > a size-up, standard operating procedures |                         |
| > for emergency operations, and fire       |                         |
| > behavior.                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > analyze emergency scene conditions, to   |                         |
| > allocate resources, and to communicate   |                         |
| > verbally.                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-6.3\***                                |                         |
+--------------------------------------------+-------------------------+
| **Implement an action plan at an emergency |                         |
| operation, given assigned resources, type  |                         |
| of incident, and a preliminary plan, so    |                         |
| that resources are deployed to mitigate    |                         |
| the situation.**                           |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Standard       |                         |
| > operating procedures, resources          |                         |
| > available, basic fire control and        |                         |
| > emergency operation procedures, an       |                         |
| > incident management system, and a        |                         |
| > personnel accountability system.         |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > implement an incident management system, |                         |
| > to communicate verbally, and to          |                         |
| > supervise and account for assigned       |                         |
| > personnel under emergency conditions.    |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-7\* Safety.**                          |                         |
+--------------------------------------------+-------------------------+
| **This duty involves integrating safety    |                         |
| plans, policies, and procedures into the   |                         |
| daily activities to ensure a safe work     |                         |
| environment for all assigned members,      |                         |
| according to the following job performance |                         |
| requirements.**                            |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+

+--------------------------------------------+-------------------------+
| **2-7.1**                                  |                         |
+--------------------------------------------+-------------------------+
| **Apply safety regulations at the unit     |                         |
| level, given safety policies and           |                         |
| procedures, so that required reports are   |                         |
| completed, in-service training is          |                         |
| conducted, and member responsibilities are |                         |
| conveyed.**                                |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: The most       |                         |
| > common causes of personal injury and     |                         |
| > accident to the member, safety policies  |                         |
| > and procedures, basic workplace safety,  |                         |
| > and the components of an infectious      |                         |
| > disease control program.                 |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > identify safety hazards and to           |                         |
| > communicate verbally and in writing.     |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| **2-7.2**                                  |                         |
+--------------------------------------------+-------------------------+
| **Conduct an initial accident              |                         |
| investigation, given an incident and       |                         |
| investigation forms, so that the incident  |                         |
| is documented and reports are processed in |                         |
| accordance with policies and procedures.** |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Knowledge*: Procedures for |                         |
| > conducting an accident investigation,    |                         |
| > and safety policies and procedures.      |                         |
+--------------------------------------------+-------------------------+
|                                            |                         |
+--------------------------------------------+-------------------------+
| > *Prerequisite Skills*: The ability to    |                         |
| > communicate verbally and in writing and  |                         |
| > to conduct interviews.                   |                         |
+--------------------------------------------+-------------------------+

[]{#Arson .anchor}**[Arson Detection for the First
Responder]{.smallcaps}**

[Professional Competency Standards Totally or Partially Covered in\
this Course Material]{.smallcaps}

NFPA 1021, *Standard for Fire Officer Professional Qualifications* (1997
edition)

Chapter 2, Fire Officer I

-   2-5.1 Common causes of fire, fire growth and development, procedures
    for calling for investigators

-   2-5.2 Importance of fire scene security, evidence preservation

-   3-5.2 Methods used by arsonists, common causes of fire, fire growth
    and development, documentation of preliminary fire investigative
    procedures

NFPA 1033, *Standard for Professional Qualifications for Fire
Investigator* (1998 edition)

Chapter 3, Fire Investigator

-   3-2.1 Fireground hazards, importance of fire scene security,
    evidence preservation

-   3-2.2 Knowledge of building construction, types of evidence commonly
    found, evidence preservation, effects of fire suppression, fire
    behavior and spread, burn patterns

-   3-2.3 Effects of fire suppression, fire behavior and spread,
    evidence e preservation methods, burn patterns

-   3-2.5 Fire suppression effects, building construction