Plan of Instruction
for
Building Design for Homeland Security
FEMA 426 

Course Numbers E 155, L 155, E 156, L156

Revised August 2007

FEDERAL EMERGENCY MANAGEMENT AGENCY

THIS PAGE IS INTENTIONALLY LEFT BLANK

Table of Contents
Page
Rationale	1
Purpose and Course Goal	2
Course Objectives	2
Target Audience	3
Course Structure/Strategy	3
Course Duration	4
Instructor Qualifications	4
Suggested Course Schedule	5
Course Materials, Supplies, and Equipment
Materials	6
Supplies	6
Equipment	7
Pre-Course Activities
Pre-Course Reading and Information to Participants	7
Formation of Participant Activity Teams	7
Course References	8
Prerequisites	9

Units of Instruction
Unit I: Introduction and Course Overview	11
Unit II: Asset Value Assessment	14
Unit III: Threat/Hazard Assessment	16
Unit IV: Vulnerability Assessment	19
Unit V: Risk Assessment/Risk Management	22
Unit VI: FEMA 452 Risk Assessment Database	24
Unit VII: Explosive Blast	27
Unit VIII: Chemical, Biological, and Radiological (CBR) Measures	29
Unit IX: Site and Layout Design Guidance	31
Unit X: Building Design Guidance	33
Unit XI: Electronic Security Systems	35
Page
Unit XII: Finalization and Presentation of Case Study Results	37
Unit XIII: (In L156 and E156) Conducting Building Design for Homeland  
                  Security Training	39
Unit XIV: Course Wrap-up	41

Course Evaluations	43
Pre-Course Email Notification 	44

RATIONALE
The increasing occurrence and threat of terrorist activity in the United States, especially the 
events of September 11, 2001, resulted in the creation of the Department of Homeland Security 
(DHS). This was one of the most significant transformations in the Federal Government in 
decades. The first priority of DHS is to protect the nation against further terrorist attacks.
As part of DHS, the Federal Emergency Management Agency (FEMA) ensures that our nation is 
prepared for catastrophes  whether natural disasters or terrorist assaults. The Building Sciences 
Branch of the Risk Reduction Division of the Mitigation Directorate protects lives and prevents 
the loss of property by promoting building design and technology to mitigate the effects of 
natural disasters, technological accidents, and terrorism events. One component of the strategy 
for promoting safe building design is the FEMA Risk Management Series (RMS) of publications 
for building sciences professionals.
FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, was 
published as part of the FEMA Security Risk Management Series to provide best design 
practices for protecting buildings from terrorist attacks. Additional publications added to the 
Series include:
*	FEMA 427, Primer for Design of Commercial Buildings to Mitigate Terrorist Attacks
*	FEMA 430, Site and Urban Design for Security Guidance Against Potential Terrorist Attack
*	FEMA 452, Risk Assessment: A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings
*	FEMA 453, Design Guidance for Shelters and Safe Rooms
*	FEMA 455, Handbook for Rapid Visual Screening to Evaluate the Vulnerability of Buildings 
to Potential Terrorist Attacks
Training provides an opportunity to introduce these publications to building professionals and a 
forum for discussion and application of the recommended methods and techniques. This course, 
Building Design for Homeland Security, was developed to provide those opportunities, and has 
been exceptionally well received by participants. In response to requests from the target 
audience, course variations have been developed to address differences between urban and 
suburban settings. An additional version is offered for use by Federal and State agencies and 
local governments in conducting risk assessment of alternate facilities for Continuity of 
Operations (COOP).
Course offerings which may include either the Urban Site or Suburban Site option are numbered 
E155, where E indicates courses conducted on the Emergency Management Institute (EMI) 
campus, and L155, where L indicates courses conducted off campus. 
The COOP versions of the course offerings are numbered E156 and L156. These courses cover 
the same basic learning objectives as E155 and L155, but are tailored to COOP applications. In 
addition, E156 and L156 include a train-the-trainer unit for participants who will be expected 
to train others on the job to conduct the risk assessment methodology using FEMA 426 and 
FEMA 452. 

PURPOSE AND COURSE GOAL
The purpose of the course, Building Design for Homeland Security, is to introduce and 
promulgate the use of the FEMA 426 assessment methodology to identify relative risks for 
various terrorist threats, as a basis for designing sites and buildings to protect people and 
property against terrorist attacks.
The goal of the course is to enable and encourage building professionals to apply measures and 
available technology that reduce risk from terrorist attack, using a team approach among 
security, COOP, and other professionals involved in the design process.
For the COOP offerings which include the train-the-trainer unit, an additional goal of the 
course is to provide skills and knowledge to improve capability to teach others to complete a risk 
assessment using FEMA 426 and FEMA 452.

COURSE OBJECTIVES 
There are three different versions of the Building Design for Homeland Security course, one for 
suburban buildings, one for urban buildings, and one for Continuity of Operations Planning 
(COOP) sites. Upon completion of any version of this course, participants will be able to: 

1.	Explain the basic components of an assessment methodology which includes determination 
of asset value, threat/hazard, vulnerability, and risk, as applied to site, layout, and building.
2.	Perform a subjective risk assessment for a given building by identifying the assessment 
components and prioritizing the asset-threat/hazard pairs of interest by relative risk, to focus 
resources on mitigation measures that reduce risk.
3.	Identify the available mitigation measures appropriate for in-place or new design and 
determine when to apply to a given situation.
4.	Recognize technology limitations and application details of mitigation measures for terrorist 
tactics and technological accidents involving explosive blast and agent release (chemical, 
biological, and radiological) to achieve a desired level of protection.
5.	Perform a Tier 1 vulnerability assessment for a given building using the Building 
Vulnerability Assessment Checklist in FEMA 426 and adjust the subjective risk assessment 
based upon the identified vulnerabilities.
6.	Select applicable mitigation measures for a given building and prioritize them based upon the 
final assessment relative risk values and the associated estimated risk reduction provided by 
the mitigation measures.
7.	Give examples of potential conflicts between designing to mitigate building vulnerabilities 
against terrorist attacks and other design requirements, and the need for trade-offs to achieve 
acceptable compliance as well as desired Levels of Performance/Protection. 

TARGET AUDIENCE
The primary target audience for this course includes engineers, architects, and Federal, State, and 
local government officials with engineering and architectural backgrounds, who are involved in 
mitigation planning and design to protect people and property against man-made hazards. 
The secondary audience includes local planning officials, hazard mitigation specialists, security 
personnel, continuity of operation planners, and other professionals who may support Federal, 
State, and local planning and design efforts, such as consultants and academic staff. 

COURSE STRUCTURE/STRATEGY 
This course is delivered using a wide range of training methods, including lecture, 
demonstration, facilitated plenary group discussion, and a case study activity.  PowerPoint 
visuals and limited videos are used to illustrate teaching points. In the case study activity, 
participant activity teams use a graphic organizer in the form of a poster-sized chart (called a 
Risk Matrix) to organize their work products. The course includes a written examination when it 
is conducted at FEMAs Emergency Management Institute (EMI).
An important component of the instructional strategy is the use of FEMA 426 and FEMA 452 as 
primary textbooks. The purpose of this strategy is to enable the participants to become 
thoroughly familiar with the organization and contents of the documents. This strategy is 
implemented first by providing a thorough introduction to the documents in the Introduction and 
Course Overview (Unit I). Throughout the course, the instructors will continue to direct the 
participants to the pages in FEMA 426 and FEMA 452, where the important teaching points and 
illustrations are located. 
Each unit of instruction begins with a presentation by an expert instructor using PowerPoint 
visuals to illustrate important teaching points. Instructors encourage questions from participants 
to elicit class discussion and to determine how best to meet participant learning needs and 
expectations.
Following the instructional component, each unit has an associated participant activity which 
reinforces the concepts and provides an opportunity for participants to apply what they are 
learning. Three different case studies have been developed for this purpose: Urban, Suburban, 
and COOP. The case study is selected well in advance of a given course offering, determined by 
the needs of the target audience.
In the introduction to each units participant activity, the instructor explains the requirements and 
provides an example of correct products. The Risk Matrix poster is provided to each group to 
record information throughout the series of activities. All members of the instructor staff work 
closely with the participant activity teams to facilitate completion of the requirements within the 
allotted times. At the conclusion of each work session, the unit instructor facilitates group 
reporting to ensure that all teams have produced answers which will enable them to successfully 
move on to the next component of the case study activity. This is an essential component of the 
instructional strategy because the activity-case study interaction builds throughout the course. 
The final participant activity team product is a short verbal report on the teams findings that 
includes asset-threat/hazard pairs with highest risk, various mitigation measures to reduce the 
risk determined in the assessment, the top three prioritized mitigation measures selected to 
reduce the highest risk asset-threat/hazard pairs of interest, and the rationale for these 
determinations. In the COOP version, the teams are also asked to report whether or not the case 
study building is acceptable as an alternate facility, and to provide a rationale for that conclusion.

COURSE DURATION
This course is three full days in length.

INSTRUCTOR QUALIFICATIONS
Instructors for Building Design for Homeland Security should be engineers, architects, or 
security professionals with expertise in performing assessments (antiterrorism vulnerability, 
facility condition, and/or security) or expertise as program managers in construction or hazard 
mitigation, along with expertise in building or system design, operations, or maintenance. An 
engineering, architectural, or security background is helpful when participants ask questions 
about applicable technologies and design concepts. 
All instructors should have experience in the use of training methodologies appropriate for adult 
learners; training in adult learning and instructional methods is recommended.  
These courses are ideally conducted by a team of three instructors in order to manage the 
participant activity teams in the case study activities, and to provide the depth of knowledge 
required to instruct the course topics.
Instructors are expected to thoroughly familiarize themselves with their instructional units in 
order to consistently follow the instructional methodologies and technical content in the 
instructor guide.

SUGGESTED COURSE SCHEDULE
The times listed below are approximate and are influenced by the location and specific 
circumstances of each course offering.  For example:
*	The first time listed for each unit refers to the Suburban and Urban versions of the course.  
The second time listed for each unit refers to the COOP version, and is included because of 
differences in the interests and learning needs of the COOP target audiences for the same 
topics.
*	When the course is conducted at the Emergency Management Institute, a course exam is 
administered on Day Two.  This requires adjustments in the schedule, including a reduction 
of Unit VI to a brief 30-minute overview.
*	The timing for Unit XII, Finalization and Presentation of Case Study Results, assumes that 
there are a maximum of six teams presenting their findings. The timing is adjusted as 
necessary for more or fewer teams. 

Day 1
Day 2
Day 3
Unit I - Introduction and 
Course Overview  (1.5 Hours) 
(COOP 1.75 Hours)

Unit II - Asset Value 
Assessment  (1.25 Hours) 
(COOP 1.5 Hours)

Unit VI  FEMA 452 Risk 
Management Database 
(1.0 Hour) (COOP 1.5 Hours)

Unit VII - Explosive Blast 
(1.0 Hour) (COOP 1.75 
Hours)

Unit X - Building Design 
Guidance  (2.5 Hours)  
(COOP 2.75 Hours)

Unit XI - Electronic Security 
Systems  (0.75 Hour)  
(COOP 1.0 Hours)

Lunch
Lunch
Lunch
Unit III - Threat/Hazard 
Assessment  (1.25 Hours) 
(COOP 1.25 Hours)

Unit IV - Vulnerability 
Assessment  (1.75 Hours) 
(COOP 1.75 Hours)

Unit V - Risk Assessment/ 
Risk Management   
(0.75 Hour) (COOP 0.5 
Hours)

Unit VIII - Chemical, 
Biological, and Radiological 
(CBR) Measures  (1.0 Hour) 
(COOP 2.0 Hours)

At EMI only: Written Exam 
and Exam Review  (1.0 Hour)

Unit IX - Site and Layout 
Design Guidance  (2.5 Hours) 
(COOP 1.75 Hours)

Unit XII - Finalization and 
Presentation of Case Study 
Results  (2.25 Hours)  
(COOP 2.5 Hours)

Unit XIII (In E-156 and L156) 
 Conducting Building Design 
for Homeland Security 
Training  (1.0 Hour)  
(COOP 0.75 Hour)

Unit XIV - Course Wrap-up 
(1.0 Hour) (COOP 0.25 Hour)

COURSE MATERIALS, SUPPLIES, AND EQUIPMENT
The following materials, supplies, and equipment are needed to conduct this course.

Materials 
The E155 electronic files use the following identification to show association with the respective 
Case Studies used in this course: A  Suburban case study, B  Urban case study, C  COOP 
case study. Masters for the following materials may be downloaded from 
http://www.fema.gov/plan/prevent/rms/rmsp155.shtm.
*	Course Instructor Guide (IG), one per instructor. Note that there are three (3) versions of the 
instructor guide  Suburban, Urban, and COOP.
*	Course Student Manual (SM), one per participant. Note that there are three (3) versions of 
the student manual  Suburban, Urban, and COOP. 
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, one 
hard copy per participant.
*	FEMA 452, Database CD, one per participant (or download from FEMA Security RMS 
website which is the desired approach).
*	FEMA 452, Risk Assessment: A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings, one hard copy per participant.
*	PowerPoint visuals (loaded on computer and backup CD). Note that there are three (3) 
versions of course visuals  Suburban, Urban, and COOP. 
*	Student Reference CD, one per instructor and one per participant. NOTE: This is maintained 
by Raytheon UTD with backups by date provided to URS Corp. EMI should retain a copy 
after each course for future use. This CD is identical for all course versions.

Supplies
*	Easel pad stand with paper pad refill (one per participant activity team)
*	Markers for use with easel pad (one package of various colors per participant activity team)
*	Name plate (one per instructor and participant)
*	Risk Matrix poster (one per participant activity team) 
*	White board markers for use by participants to record case study activities information on the 
Risk Matrix poster (one per participant activity team)
Optional Supplies:
*	Highlighter (one per participant)
*	Post-It notes, smallest size available, to mark pages in the reference manuals (one pad per 
participant)

Equipment
*	Calculator (one per participant activity team, brought by participant)
*	Computer with display unit and Microsoft PowerPoint software

PRE-COURSE ACTIVITIES
Pre-Course Reading and Information to Participants
Pre-course preparation is essential to the success of these courses. Participants are notified by 
email of the following pre-course requirements:
*	Download from http://www.fema.gov/plan/prevent/rms/rmsp155.shtm, print, and read the 
appropriate case study prior to coming to class. All participants must be familiar with the 
case study to perform successfully during the class activities and to maintain the course 
schedule. If the latest version of the course is not on the website, provide the case study using 
the FEMA Floodmaps website  Easy ftp.
*	Provide background information to course instructor on personal experience in building 
construction, physical security, performing assessments, and similar topics applicable to the 
course.  The information is needed to spread capability among all teams as interaction among 
team members is a major learning component of the course.
*	(Optional) Download the FEMA 452dBv3.0-L156.zip file onto a laptop for which you have 
software loading rights or have received necessary System Administrator support in order to 
actively participate in an orientation to the FEMA 452 input and function screens.
Two notifications are recommended to ensure that participants are adequately prepared for the 
course. Using the Floodmaps website, one email notification should be sent two weeks prior to 
the commencement of the course; a second notification should be emailed seven days before the 
course begins. 
Sample messages to participants are provided at the end of this Plan of Instruction.

Formation of Participant Activity Teams
Prior to the course offering, the lead instructor refers to the roster of enrolled participants (name, 
organization, job title, phone, and email) and background information provided by the participant 
s by email prior to course or obtained on Day 1, to form participant activity teams. These teams 
will work together on the case study activities throughout the course. Ideally, teams have six to 
eight members with seven being optimal. Teams are intended to reflect the general participant 
profile in terms of organization, subdivision of that organization, current job, past experience, 
and other education/training. Ideally, security personnel, architects, engineers, planners, facility 
managers, etc., are interspersed among the teams to obtain a broad range of perspectives during 
the case study activities. Realistically, classroom layout and the number/size of tables also may 
influence team formation. 
Participant activity teams are refined after the participant introductions and assessment of any 
new information not provided prior to the course. The instructor posts the team assignments and 
facilitates movement to the appropriate tables during the first break. 
COURSE REFERENCES
The following publications were used in the development of this course and are included on the 
Student References CD.
Centers for Disease Control and Prevention/National Institute for Occupational Safety and 
Health (CDC/NIOSH):
*	Publication 2002-139, Guidance for Protecting Building Environments from Airborne 
Chemical, Biological, or Radiological Hazards
*	Publication 2003-136, Guidance for Filtration and Air Cleaning Systems to Protect 
Building Environments from Airborne Chemical, Biological, or Radiological Attacks, 
April 2003
Federal Emergency Management Agency (FEMA):
*	FEMA 154, Rapid Visual Screening of Buildings for Seismic Hazards: A Handbook, 
2nd Edition, 2002
*	FEMA 386-7, Integrating Human-Caused Hazards Into Mitigation Planning, 
September 2002
*	FEMA Continuity Of Operations Self-Assessment Tool at URL: 
http://www.fema.gov/government/coop/coopassessment3.shtm
*	FPC-65, Federal Preparedness Circular-65, June 15, 2004
*	Interim Planning Guide For State and Local Governments, Managing the Emergency 
Consequences of Terrorist Incidents, July 2002, which updated SLG 101, Guide for 
All-Hazard Emergency Operations Planning, Chapter 6, Attachment G, Terrorism, 
April 2001
General Services Administration (GSA):
*	GSA's Recommended Methodology for Securing Alternate Facilities at URL: 
http://www.gsa.gov/Portal/gsa/ep/contentView.do?contentType=GSA_BASIC&conte
ntId=15326 
*	PBS  P100, Facilities Standards for Public Buildings Service, latest version
Lawrence Berkeley National Laboratory (LBNL):
*	LBNL PUB-51959, Protecting Buildings from a Biological or Chemical Attack: 
Actions to Take Before or During a Release, January 10, 2003
Military Handbooks (MIL-HDBK) (U.S. Navy Executive Agent):
*	MIL-HDBK-1013/1A, Design Guidelines for Physical Security of Fixed Land-Based 
Facilities, December 15, 1993
*	MIL-HDBK-1013/10, Design Guidelines for Security Fencing, Gates, Barriers, and 
Guard Facilities, May 14, 1993
*	MIL-HDBK-1013/12, Evaluation of Security Glazing for Ballistic, Bomb, and Forced 
Entry Tactics, March 10, 1997
*	MIL-HDBK-1013/14, Selection and Application of Vehicle Barriers, February 1, 
1999
National Capital Planning Commission:
*	Designing for Security in the Nations Capital, October 2001
*	The National Capital Planning Urban Design and Security Plan, October 2002
U.S. Air Force (USAF):
*	Entry Control Facilities Design Guide, February 18, 2003, Air Force Center for 
Environmental Excellence
*	Installation Entry Control Facilities Design Guide, October 2002, Air Force Center 
for Environmental Excellence
*	Installation Force Protection Guide, 1997, Air Force Center for Environmental 
Excellence
U.S. Army (USA):
*	Field Manual (FM) 5-114, Engineer Operations Short of War, July 13, 1992
*	Technical Manual (TM) 5-853-4, Security Engineering, Electronic Security Systems, 
May 12, 1994
U.S. Army Corps of Engineers (USACE):
*	Engineer Technical Letter (ETL) 1110-3-498, Design of Collective Protection 
Shelters to Resist Chemical, Biological, and Radiological (CBR) Agents, February 24, 
1999
U.S. Department of Commerce, Critical Infrastructure Assurance Office (DOC CIAO):
*	Vulnerability Assessment Framework 1.1, October 1998
U.S. Department of Defense (DoD):
*	Unified Facilities Criteria (UFC), UFC 4-010-01, DoD Minimum Antiterrorism 
Standards for Buildings, July 31, 2002 and January 22, 2007 update
U.S. Department of Veterans Affairs (VA):
*	Physical Security Assessment for the Department of Veterans Affairs Facilities, 
Recommendations of the National Institute of Building Sciences Task Group to the 
Department of Veterans Affairs, September 6, 2002

PREREQUISITES
There are no prerequisites for this course. Completion of Homeland Security Planning for Local 
Governments Course (E408) will increase understanding of terrorist threats.

UNITS OF INSTRUCTION
The following pages provide a snapshot of each unit in the course, including:
*	Unit learning objectives
*	Scope of the unit content
*	Instructional method for meeting the learning objectives
*	Supplies and equipment needed to conduct the unit
*	Relevant references

Note that while most teaching points are identical in all three versions of the course case studies, 
the responses to case study activities are different. Any variation in teaching points or 
instructional methods (e.g. different PowerPoint visuals) is incorporated into the instructional 
materials for the specific course. 

UNIT I:  INTRODUCTION AND COURSE OVERVIEW
Time: 90 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Describe the goal, objectives, and agenda for the course.
2.	Locate information in FEMA 426, FEMA 452, and the Student Manual (course case study 
handout).

SCOPE
This unit covers the following topics:
*	Welcome and opening remarks
*	Instructor introductions
*	Administrative information
*	Participant introductions
*	Course overview
*	Course materials
*	Activity: Case Study Overview

METHODOLOGY
The course manager or unit instructor welcomes the class and presents important administrative 
information required for the course. The course manager or instructor introduces the course 
evaluation form and requests that participants complete the appropriate sections of the form at 
the end of each unit of instruction rather than waiting until the end of the course.
All instructors introduce themselves, giving a brief statement of their backgrounds and 
experience. If not done during this unit, then the instructors provide this information at the start 
of their first instruction unit.
Participants introduce themselves, giving a brief summary of their backgrounds and experience 
including work in the course topic area if applicable, their reasons for attending the course and 
any expectations for the training. A member of the instructor staff records expectations on the 
easel pad.
The instructor presents an overview of the course, referring to the agenda and describing course 
requirements. The instructor introduces the course materials, ensuring that each participant has a 
copy of everything required for the course. Participants refer to FEMA 426 as the instructor 
conducts a short but systematic tour of the document, including a summary of the content in 
each section of each chapter along with the appendices. (Optional: Small Post-It notes and 
highlighters are provided for marking specific pages and sections that will be used later in the 
course.) The instructor introduces the course case study, including a short description of the 
layout and content, and provides directions for completing the related participant activity. In this 
activity, participants read and answer questions designed to direct attention to the content and 
organization of the case study.
The instructor concludes Unit I and transitions to Unit II, Asset Value Assessment.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Chart paper, easel pad and markers
*	Course agenda
*	Course evaluation form
*	Course Instructor Guide, Unit I, (Suburban, Urban, or COOP)
*	Course Student Manual, Unit I (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings
*	FEMA 452, Risk Assessment: A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings 
*	Optional: Post-It notes and highlighters
*	Unit I visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD projector, 
and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Welcome, Opening Remarks, Instructor Introductions	5
Administrative Information	5
Participant Introductions	30
Course Overview	10
Course Materials	10
Case Study Activity	25
Summary and Transition	5
	Total Time..90

REMARKS
1.	It is very important that the participants are familiar with the organization and contents of 
FEMA 426 and the case study by the end of Unit I. They will refer to these documents 
throughout the course.
2.	There are three instructor actions that must be accomplished during Unit 1:
*	Presentation of Unit 1 teaching points.
*	Recording of participant expectations on an easel pad.
*	Finalizing the participant activity teams based on information presented in the self-
introductions. If participants have not emailed their professional feedback in advance, use a 
sign-up sheet at each table to collect this information prior to the introductions. 
With three instructors, each instructor performs one of the tasks. Two instructors can perform 
these functions if the Unit I presenter also records the participant expectations. The same 
instructor cannot record expectations and finalize the participant activity teams.

UNIT II:  ASSET VALUE ASSESSMENT
Time: 75 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Identify the assets of a building or site that can be affected by a threat or hazard.
2.	Explain the components used to determine the value of an asset.
3.	Determine the critical assets of a building or site.
4.	Provide a numerical rating for each asset and justify the basis for the rating.

SCOPE
This unit covers the following topics:
*	The core functions and critical infrastructure listed on the risk matrix
*	Determining asset value
*	Using a rating scale to determine an asset value
*	Activity: Asset Value Rating

METHODOLOGY
The instructor discusses the generic core functions and critical infrastructure associated with a 
building as listed on the risk matrix. An asset value rating approach is presented. One or more 
specific examples are used to focus on the associated participant activity. The instructor walks 
through the examples, describing the asset in relation to the case study and applying the asset 
value rating approach.
The participants apply these techniques (asset identification and asset value rating) to identify 
and rate the assets found in the case study. The participants review the mission statement, 
building data, physical security, building structure, electrical systems, mechanical systems, 
information systems, and communications to have a sense of the value of the asset to the case 
study building.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Course Instructor Guide, Unit II (Suburban, Urban, or COOP)
*	Course Student Manual, Unit II (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
pages 1-10 to 1-14
*	FEMA 452, Risk Assessment: A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings 
*	Optional: Post-It notes and highlighters
*	Unit II visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD projector, 
and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Identification of Core Functions and Critical Infrastructure	10
Asset Value Rating Approaches	10
Asset Value Rating Approach for Participant Activity	10
Application of Selected Asset Value Rating Approach	10
Activity: Asset Value Ratings	35
	Total Time..75

REMARKS
The instructors must have a thorough understanding of the content of the case study and the 
rating methodology applicable to the first four activities. Each instructor should be prepared to 
facilitate the activities of at least two participant teams.
The various methodologies for assessing asset value, threat/hazard, vulnerability, and risk 
presented in FEMA 426, Chapter 1, are actually hybrids, whereby two or more of the assessment 
categories are encompassed in the selection matrix. The FEMA 426 methodology to be used in 
the case study attempts to ensure the actions and terminology remain consistent to the individual 
assessments in rating asset value, threat/hazard, and vulnerability. The FEMA 426 methodology 
is emphasized during the application of the asset value rating approach prior to the participant 
activity.

UNIT III:  THREAT/HAZARD ASSESSMENT
Time: 75 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Identify the threats and hazards that may impact a building or site.
2.	Define each threat and hazard using the FEMA 426 methodology.
3.	Provide a numerical rating for the threat or hazard and justify the basis for the rating.
4.	Define the Design Basis Threat, Levels of Protection, and Layers of Defense.

SCOPE
This unit covers the following topics:
*	Sources of threat and hazard information
*	The spectrum of event profiles for terrorism and technological hazards from FEMA 386-7
*	The five components used by DoD to define a threat
*	FEMA 426 rating scale and how to use it to determine a threat rating
*	Activity: Threat-Hazard Rating

METHODOLOGY
The instructor begins this unit with a brief discussion of terrorism and technological hazards 
worldwide and within the United States. The instructor transitions to the probability of natural 
hazards and how they are considered during design, compared to the probability of manmade 
hazards, both terrorism and technological accidents. This sets the stage for identifying where to 
get information about threats and hazards.
The instructor refers to FEMA 386-7 to describe the spectrum of tactics or events that can occur, 
and introduces the five components used to define a threat or hazard.
Briefly, the instructor cites various threat rating systems to point out the range of different 
methodologies and their applicability to different situations. The instructor describes the 
spectrum of tactics or events that can occur, and introduces the FEMA 452 components used to 
define a threat or hazard. A simplified threat rating approach, described in FEMA 426, is 
introduced. This FEMA 426 approach forms the basis of the Unit III team participant activity. In 
E155/L155 (Suburban and Urban), the participant activity team select the threat ratings for the 
selected tactics against the selected assets. In E156/L156 (COOP), the participant activity 
focuses on providing the rationale for the ratings given, and the circumstances under which 
ratings may be changed. The differences in approach are based upon the different needs of the 
target audiences.
The instructor uses one threat/hazard example from the case study to focus participants on the 
activity. The instructor walks through the example, describing the threat and the threat rating 
approach.
The participants apply these techniques (threat identification, threat description, and threat 
rating) to the case study to identify and rate the selected threat from explosive blast and agents 
(chemical, biological, and radiological) either through technological accident or terrorist event.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Chart paper, easel, and markers
*	Course Instructor Guide, Unit III (Suburban, Urban, or COOP)
*	Course Student Manual, Unit III (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings 
(pages 1-14 to 1-24)
*	FEMA 452, Risk Assessment: A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings 
*	Optional: Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Unit III visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Threats and Hazards	11
Steps to the Threat Selection and Rating Process	6
Threat Sources, Design Basis Threat, and Levels of Protection	11
Summary/Participant  Activity/Transition	2
Activity: Threat / Hazard Rating	45
	Total Time..75

REMARKS
The participants were introduced to the case study during the Unit I Introduction and Course 
Overview. In Unit III, participants will read the Threat Analysis and Hazard Analysis portions 
and then concentrate upon explosive blast and agents. There is not enough time to address all 
potential threats/hazards within the timeframe available. A review of the Geographic Information 
System (GIS) portfolio contained in the case study is recommended for gaining additional threat 
and hazard information.

UNIT IV:  VULNERABILITY ASSESSMENT
Time: 105 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Explain what constitutes vulnerability.
2.	Identify vulnerabilities using the Building Vulnerability Assessment Checklist.
3.	Explain how an identified vulnerability may indicate that an asset is vulnerable to more than 
one threat or hazard and that mitigation measures may reduce vulnerability to one or more 
threats or hazards.
4.	Provide a numerical rating for the vulnerability and justify the basis for the rating.

SCOPE
This unit covers the following topics:
*	Vulnerability types, especially single-point vulnerabilities and tactics possible under 
threats/hazards for which there are no mitigation measures
*	Approaches and considerations to determine vulnerabilities 
*	A rating scale and how to use it to determine a vulnerability rating
*	Activity: Vulnerability Rating

METHODOLOGY
The instructor discusses generic vulnerabilities found in a building and how tactics possible 
under various threats/hazards can be used against a building. The goal is to enable the 
participants to anticipate the thought process used by terrorists to select a tactic against a target. 
The instructor will present the vulnerabilities that exist for many of these tactics. Employing a 
methodology similar to that used in Units II and III, various approaches for determining 
vulnerability will be cited. 
One or more specific examples will be used to focus the participants on the associated participant 
activity. The instructor walks through the examples, describing the vulnerability in relation to the 
case study, and applying the vulnerability rating approach. The participants are introduced to the 
use of the Building Vulnerability Assessment Checklist at the end of Chapter 1 of FEMA 426 or 
FEMA 452, Appendix A. The instructor will reemphasize use of the checklist in Units IX and X 
covering Chapters 2 and 3, respectively, of FEMA 426. Note that the vulnerability rating at this 
point in the assessment process is a rapid screening approach (FEMA 452, Tier I assessment), 
which provides an initial vulnerability rating based upon mitigation measures already in place 
against the threat/hazard tactic. It is derived from the interview process with the building 
management and staff and used to focus the actual vulnerability assessment to be performed 
later.
The participants apply the vulnerability identification, or lack of mitigation measures, and 
vulnerability rating to the case study to identify and rate the vulnerabilities for each asset-
threat/hazard pair of interest. The participants quickly review the building data, physical security, 
building structure, electrical systems, mechanical systems information systems, communications, 
emergency response, and GIS portfolio to have a sense of the vulnerabilities at the case study 
facility. The Building Vulnerability Assessment Checklist is used here to capture the sense of 
potential vulnerabilities and mitigation measures. It is used in greater depth in Units IX and X 
after the participants have learned more about the physics of the tactics (explosive blast and CBR 
agents) in regards to building construction and layout.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Chart paper, easel, and markers
*	Course Instructor Guide, Unit IV (Suburban, Urban, or COOP)
*	Course Student Manual, Unit IV (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
pages 1-24 to 1-35 and  pages 1-45 to 1-93
*	FEMA 452, Risk Assessment:  A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings, pages 3-1 to 3-20
*	Optional: Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Unit IV visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	5
Identification of Vulnerabilities	30
Rating of Vulnerabilities	15
Summary/Activity/Transition	5
Activity: Vulnerability Rating	50
	Total Time..105
REMARKS
In this unit more time is allotted during the activity, allowing the participant teams to complete a 
thorough review of the case study and to review or modify prior participant team activities as 
necessary. In the Suburban and Urban versions of the course, the emphasis is on developing the 
ratings; in the COOP version the emphasis is on the rationale for the different ratings.

UNIT V:  RISK ASSESSMENT/RISK MANAGEMENT
Time: 45 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Explain what constitutes risk.
2.	Evaluate risk using the Risk Matrix poster to capture assessment information.
3.	Provide a numerical rating for risk and justify the basis for the rating.
4.	Identify top risks for asset-threat/hazard pairs of interest that should receive measures to 
mitigate vulnerabilities and reduce risk.

SCOPE
This unit covers the following topics:
*	Definition of risk and the various components used to determine a risk rating
*	The FEMA 426 approach to determining risk
*	A rating scale and how to use it to determine a risk rating
*	The relationships between high risk, the need for mitigation measures, and the need to 
identify a Design Basis Threat and Level of Protection
*	Activity: Risk Rating

METHODOLOGY
The instructor defines risk by its components (ratings for asset value, threat/hazard, and 
vulnerability). One or more examples are used to show the participants how to determine and 
evaluate the risk rating for each asset-threat/hazard pair of interest in the threat-vulnerability 
matrix. The instructor also discusses the relationship between an identified high risk asset-
threat/hazard pair of interest and the need for mitigation measures to reduce that risk by reducing 
the vulnerability rating. Finally, the value of providing a Design Basis Threat and Desired Level 
of Protection is presented. The instructor explains that the Design Basis Threat and Desired 
Level of Protection provide essential information to designers, builders, and owners on the 
materials necessary to construct buildings that can withstand identified threats. 
The participant activity is primarily a math exercise in multiplying asset value, threat/hazard, and 
vulnerability ratings to determine the risk rating and then compare it against the risk rating scale. 
The instructor explains that the top three risks should receive additional emphasis during an 
actual vulnerability assessment, both to validate the risk by identifying vulnerabilities and as an 
input to select mitigation measures.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Chart paper, easel, and markers
*	Course Instructor Guide, Unit V (Suburban, Urban, or COOP)
*	Course Student Manual, Unit V (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
pages 1-35 to 1-44 
*	FEMA 452, Risk Assessment:  A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings, pages 4-1 to 4-9
*	Optional: Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Unit V visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	5
Risk and Rating Approaches	7
Selecting Mitigation Measures	5
Process Review/Summary/Transition	3
Activity: Risk Rating	25
	Total Time..45

REMARKS
Additional activity time may again be provided for participants to review completed work. If this 
is not feasible, teams may use time after class on Day 1 or before class on Day 2. 

UNIT VI:  FEMA 452 RISK ASSESSMENT DATABASE
Time: 60 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Identify where to save photos, maps, drawings, plans, etc. to interface with the database.
2.	Explain the information required for the database to function within each screen, how to 
move between screens, and switch between the assessors tool and the master database.
3.	Explain the benefit and approaches to setting priorities on identified vulnerabilities.
4.	Explain how to use the master database to produce standard reports and search the database 
for specific information.
5.	OPTIONAL Complete the FEMA 452 database install process. (Completion of this objective 
requires more time than allotted for the unit and necessitates course schedule adjustment. 
Participants receive pre-course instructions on loading the database onto their laptops if they 
wish to participate actively in the orientation to the FEMA 452 database. There is no 
accommodation for the install process in the unit schedule.)

SCOPE
This unit covers the following topics:
*	Inputting data into the database and linking associated information, such as GIS images, 
miscellaneous files, and photos
*	Navigation in the database to operate all functions
*	Risk management capability using the database
*	OPTIONAL: Demonstration of the installation of the risk assessment database. With V3.0 
the database is a single entity with two different Graphical User Interfaces (GUIs) to interact 
with the information  assessor tool mode and master database mode.
*	OPTIONAL ACTIVITY: Participants install and navigate the databases following the 
instructors presentation.

METHODOLOGY
The instructor introduces the unit and provides background on the origin and status of the 
database. The PowerPoint presentation associated with this unit consists primarily of screen 
captures of the database. The course originally included a demonstration of navigating the actual 
database but restrictions on loading software or connecting laptop video outputs on projection 
systems has eliminated that option in most course offerings.
OPTIONAL: In course offerings, where desired by the host organization and technically feasible, 
participants may be instructed to download and install onto their laptops the database program 
files from the FEMA website or from the CD provided during this course. In that case the 
instructor explains and demonstrates how to use the Assessor Tool mode and the Master 
Database mode. Participants can attempt to practice how to navigate and use the database. 
Participants without laptop computers may team with those who do, or simply follow along with 
the screen captures in the PowerPoint presentation.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
Chapter 1
*	FEMA 452, Risk Assessment - A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings, pages 4-1 to 4-10
*	FEMA 452, Risk Assessment Database CD with Install Wizard (latest version)
*	Instructor Guide, Unit VI (Suburban, Urban, or COOP)
*	Optional: Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Student Manual, Unit VI (Suburban, Urban, or COOP)
*	Unit VI visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	2
Program Installation  Assessor Tool	5
Program Installation  Master Database	5
Database Overview	2
Assessor Tool	28
Master Database	16
Summary	2
	Total Time..60

REMARKS
The time for this unit may be reduced to a brief 30-minute overview when necessary. When the 
course is conducted at the Emergency Management Institute, this unit is condensed to 30 minutes 
to allow time for the course exam.

NOTE: A tutorial covering all aspects of the database will be available in the future on the 
FEMA Security Risk Management Series website. At that time this unit will consist only of the 
30 minute overview.

UNIT VII:  EXPLOSIVE BLAST
Time: 60 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Explain the basic physics involved during an explosive blast event, whether by terrorism or 
technological accident.
2.	Explain building damage and personnel injury resulting from the blast effects upon a 
building.
3.	Perform an initial prediction of blast loading and effects based upon incident pressure.

SCOPE
This unit covers the following topics:
*	Time-pressure regions of a blast event and how these change with distance from the blast
*	Difference between incident pressure and reflected pressure
*	Differences between peak pressure and peak impulse and how these differences affect 
building components
*	Building damage and personal injuries generated by blast wave effects
*	Levels of protection used by DoD and the Interagency Security Committee
*	The nominal range-to-effect chart (minimum stand-off in feet versus weapon yield in pounds 
of TNT-equivalent) for an identified level of damage or injury
*	The benefits of stand-off distance
*	Approaches to predicting blast loads and effects, including one using incident pressure
*	Activity: Explosives Environment, Stand-Off Distance, and Effects of Explosive Blast

METHODOLOGY
After introducing the unit the instructor presents the characteristics of the blast wave associated 
with detonating explosives and explains how these characteristics impact building components 
and people. The instructor describes how these effects are associated with Levels of Protection, 
which may be desired when designing a building, and how they are determined during tests. The 
use of a nominal range-to-effect chart is presented as a screening tool and as a lead-in to the 
benefits of stand-off. Various approaches for predicting blast loads and effects are presented, 
such as software available to government agencies and a paper-based approach using incident 
pressure. The instructor summarizes the discussion with video footage from the Manchester, 
England, bombing and then facilitates the units participant exercise. In this unit the participant 
activity is a check on learning which addresses the explosives environment, calculating stand-
off distance and the damage that would be sustained at various stand-off distances. Participants 
calculate required standoff, applying the nominal range-to-effect chart to the case study building 
and the selected Design Basis Threats for explosive blast.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Chart paper, easel, and markers
*	Course Instructor Guide, Unit VII (Suburban, Urban, or COOP)
*	Course Student Manual, Unit VII (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
Chapter 4
*	Optional: Post-It notes and highlighters
*	Unit VII visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen (includes video footage of Manchester bombing)

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	5
Blast Characteristics and Their Interaction with Buildings	15
Types of Building Damage and Personal Injuries Caused by Blast Effects	10
Levels of Protection Used by Federal Agencies	5
The Nominal Range-to-Effect Chart and Benefits of Stand-off	5
Predicting Blast Loads and Effects	5
Activity: Explosives Environment, Stand-off Distance and  
Effects of Explosive Blast	15
	Total Time..60

REMARKS
After the participants have received this training on the assessment process, the nature of 
explosive blast and how it affects people and buildings, they are better prepared to comprehend 
this threat tactic. This knowledge enables participants to more readily associate blast and the 
design issues of FEMA 426, Chapters 2 and 3, with the design issues associated with the 
explosive blast tactic.

UNIT VIII:  CHEMICAL, BIOLOGICAL, AND RADIOLOGICAL (CBR) MEASURES
Time: 60 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Explain the five possible CBR protective actions for a building and its occupants.
2.	Compare filtration system efficacy relative to the particles present in CBR agents.
3.	Explain the key issues with CBR detection.
4.	Identify the indications of CBR contamination.

SCOPE
This unit covers the following topics:
*	Five protective actions for a building and its occupants: evacuation; sheltering in place; 
personal protective equipment; air filtration and pressurization; and exhausting and purging
*	Air filtration and cleaning principles and their application
*	CBR detection technology currently available
*	Indications of CBR contamination that do not use technology
*	Activity: Chemical, Biological, and Radiological Measures

METHODOLOGY
After introducing the unit, the instructor presents the characteristics of CBR agents, how to 
operate or build to reduce the effects of these agents, the principles of air filtration and cleaning, 
and how to apply this equipment. The instructor also provides information on the current 
technology for detecting CBR agents and the non-technology indications of CBR contamination 
in effective air filtration unit sizes, and what mitigation measures can be used in the facilitys 
HVAC system to destroy bacteria and viruses. In Units III and IV of this course, participants 
determined the prevalent CBR threats to the case study facility and its vulnerability to these CBR 
threats. The Unit VIII activity is a check-on-learning about the nature of chemical, biological, 
and radiological agents and associated mitigation measures.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	Chart paper, easel, and markers
*	Course Instructor Guide, Unit VIII (Suburban, Urban, or COOP)
*	Course Student Manual, Unit VIII (Suburban, Urban, or COOP)
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
Chapter 5
*	Optional: Post-It notes and highlighters
*	Unit VIII (Suburban, Urban, or COOP) visuals in PowerPoint format, computer, LCD 
projector, and screen 

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Protective Actions for Buildings and Occupants	15
CBR Detection and Technology	15
Air Filtration and Cleaning Principles and Technology	15
Activity: CBR Considerations	15
	Total Time..60

REMARKS
After completing the previous units related to the assessment process, this units examination of 
the nature of CBR agents and the technology for detecting and removing them from buildings 
provides participants with a solid basis for comprehending this threat tactic. This preparation is 
essential for participants to learn the design considerations for CBR protection addressed in 
Chapters 2 and 3 of FEMA 426.
EMI ONLY: The mid-course written examination will be administered after this unit and lunch. 
The time allotted is 30 minutes for the exam and 30 minutes for the review. The exam will cover 
information presented to this point and will take 15 to 30 minutes to complete. The exam 
consists of 25 multiple-choice, fill-in-the-blank, short answer, and true-false questions.

UNIT IX:  SITE AND LAYOUT DESIGN GUIDANCE
Time: 150 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Identify site planning concerns that can create, reduce, or eliminate vulnerabilities and their 
relationship to the concept of Layers of Defense.
2.	Recognize protective issues for suburban and urban site planning.
3.	Compare the pros and cons of barrier mitigation measures that increase stand-off, or promote 
the need for hardening of buildings at risk.
4.	Explain the need for keeping up with the growing demand for security design.
5.	Describe at least one benefit of appropriate security design.
6.	Describe at least one benefit of adopting a creative process to face current design challenges.
7.	Provide at least one example of including aesthetic elements compatible with security and 
architecture characteristics of building and surrounding environment.
8.	Apply these concepts to an existing site or building and identify mitigation measures needed 
to reduce vulnerabilities.

SCOPE
This unit covers the following topics:
*	Land use considerations both outside and inside the property line
*	Site planning issues to include site design, layout and form, vehicular and pedestrian 
circulation, and landscape and urban design
*	Creating stand-off distance using perimeter controls, non-exclusive zones, and exclusive 
zones along with the design concepts and technology to consider
*	Design considerations and mitigation measures for building security
*	Activity: Site and Layout Design Guidance

METHODOLOGY
After introducing the unit, the instructor refers participants to FEMA 426, Chapter 2. The 
instructor explains, in sequential order, the major points of each section, emphasizing the 
interrelationships between concepts. Major concepts include: 1) antiterrorism design must be 
balanced against many other requirements; and 2) architectural considerations can provide 
protection without resulting in a fortress, based on the construction techniques used.
The instructors facilitate this units activity, which requires the participant activity teams to 
perform an assessment of the case study site and layout, and use the Building Vulnerability 
Checklist to identify vulnerabilities and possible mitigation measures. Participants estimate new 
risk ratings for high risk asset-threat/hazard pairs of interest based on the recommended 
mitigation measures.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
Chapter 2, Checklist at end of Chapter 1
*	FEMA 452, Risk Assessment - A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings, pages 5-1 to 5-16
*	Instructor Guide, Unit IX (Suburban, Urban, or COOP)
*	Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Student Manual, Unit IX (Suburban, Urban, or COOP)
*	Unit IX visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	5
Layout Design and Land Use Considerations	15
Site Planning Issues	15
Entry Control and Vehicle Access	15
Design Considerations and Mitigation Measures	20
Walk-through of Building Vulnerability Assessment Checklist	20
Activity: Site and Layout Design Guidance	60
	Total Time..150

REMARKS
Units IX and X re-emphasize the use of the Building Vulnerability Assessment Checklist. The 
participant activity for Unit IX has a large number of requirements, and can only be completed in 
the allotted time if participants within each group split up the work load.

UNIT X:  BUILDING DESIGN GUIDANCE
Time: 150 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Explain architectural considerations to mitigate impacts from blast effects and transmission 
of chemical, biological, and radiological agents from exterior and interior incidents.
2.	Identify key elements of building structural and nonstructural systems for mitigation of blast 
effects.
3.	Compare and contrast the benefit of building envelope, mechanical system, electrical system, 
fire protection system, and communications system mitigation measures, including synergies 
and conflicts.
4.	Apply these concepts to an existing building or building conceptual design and identify 
mitigation measures needed to reduce vulnerabilities.

SCOPE
This unit covers the following topics:
*	Architectural considerations, including building configuration, space design, and special 
situations
*	Building structural and nonstructural considerations with emphasis on progressive collapse, 
loads and stresses, and good engineering practices
*	Design issues for the building envelope, including wall design, window design, door design, 
and roof system design with approaches to define levels of protection
*	Mechanical system design issues, including interfacing with operational procedures, 
emergency plans, and training
*	Other building systems design considerations for electrical, fire protection, communications, 
electronic security, entry control, and physical security that mitigate the effects of a threat or 
hazard
*	Activity: Building Design Guidance

METHODOLOGY
After introducing the unit the instructor presents the information from FEMA 426, Chapter 3, in 
sequential order, shown in an overview slide, on the major assessment and mitigation concepts of 
each section, emphasizing the interrelationships between approaches. Many of the concepts for 
building systems are repetitive, and are covered as general considerations. Specific concerns 
within a system are covered by exception. The discussion emphasizes the provision of a balanced 
building envelope that is a defensive layer against the terrorist tactic of interest and the 
avoidance of situations where one incident affects more than one building system.
In the case study activity the participant activity teams use the Building Vulnerability 
Assessment Checklist to identify vulnerabilities and mitigation measures in the case study 
building. This activity focuses on the building systems sections of the case study and the 
Building Vulnerability Assessment Checklist sections covering building systems and interior 
security systems. This activity has a large number of requirements, and can only be completed in 
the allotted time if participants within each group split up the work load.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
Chapter 3, Checklist at end of Chapter 1
*	FEMA 452, Risk Assessment - A How-To Guide to Mitigate Potential Terrorist Attacks 
Against Buildings, pages 5-1 to 5-16
*	Instructor Guide, Unit X (Suburban, Urban, or COOP)
*	Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Student Manual, Unit X (Suburban, Urban, or COOP)
*	Unit X visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	10
Architectural Considerations	15
Structural and Nonstructural Considerations	15
Building Envelope Considerations	15
Other Building Systems	15
Walk-through of Building Vulnerability Assessment Checklist	20
Activity: Building Design Guidance	60
	Total Time..150

UNIT XI:  ELECTRONIC SECURITY SYSTEMS
Time: 45 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Use the assessment process to identify electronic security system requirements that are 
needed to mitigate vulnerabilities.
2.	Describe the electronic security system concepts and practices that warrant special attention 
to enhance public safety.
3.	Explain the basic concepts of electronic security system components, their capabilities, and 
their interaction with other systems.
4.	Justify selection of electronic security systems to mitigate vulnerabilities.

SCOPE
This unit covers the following topics:
*	Control centers and building management systems
*	Perimeter layout and zoning of sensors
*	Intrusion detection systems and sensor technologies
*	Entry-control systems and electronic entry control technologies
*	Closed circuit television and data-transmission media
*	Definitions of the degree of security and control
*	Activity: Electronic Security Systems

METHODOLOGY
After introducing the unit the instructor provides an overview of the Electronic Security Systems 
section of Chapter 3 and Appendix D in FEMA 426. The discussion addresses mitigation 
measures available to reduce risks due to vulnerabilities in physical security systems, using the 
various components and technology currently available for use in electronic security systems. 
These include exterior and interior intrusion detection systems; access control, including 
biometrics; closed circuit television; and terminology to describe levels of security.  
In this units activity, participants complete the portions of the Building Vulnerability 
Assessment Checklist which address security systems, adjust risk ratings if necessary, select 
mitigation measures, and recalculate risk ratings for high risk asset-threat/hazard pairs based on 
the recommended mitigation measures.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Case study (Suburban, Urban, or COOP) for participant activities
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings, 
Pages 3-47 to 3-50; Appendix D; and  Checklist at end of Chapter 1
*	Instructor Guide, Unit XI (Suburban, Urban, or COOP)
*	Optional: Post-It notes and highlighters
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Student Manual, Unit XI (Suburban, Urban, or COOP)
*	Unit XI visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Introduction and Unit Overview	3
Perimeter Layout and Zoning Sensors	1
Intrusion Detection Systems and Technology	12
Entry Control Systems and Technology	5
CCTV Systems and Data Transmission Media	1
Security Operations Center	1
Summary/Participant  Activity/Transition	2
Activity: Electronic Security Systems	20
	Total Time..45

UNIT XII:  FINALIZATION AND PRESENTATION OF CASE STUDY RESULTS
Time: 135 minutes  
(The time required by this unit of instruction is dependent upon the number of participant 
activity teams and the total number of participants.)

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Explain building security design issues to a building owner for consideration prior to a 
renovation or before new construction.
2.	Explain the identification process used to arrive at the high risk asset-threat/hazard pairs of 
interest.
3.	Justify the recommended mitigation measures, explaining the benefits of reducing the risk for 
the high risk situations of interest.

SCOPE
This unit covers the following topics:
*	Preparation of final participant activity team findings
*	Presentation of participant activity team reports
*	Instructor feedback

METHODOLOGY
The instructor introduces the unit (spending up to 20 minutes reviewing the case study and 
answering any participant questions), explaining the tasks to be accomplished and the procedure 
for the participant activity team reports. Teams are instructed to review their findings from the 
previous units activities, decide upon their three top risks and three top mitigation measures, and 
complete the table provided for this purpose. Spokespersons are allowed 5-7 minutes per team to 
present findings, including rationale and justification, to the class. The instructor team provides 
appropriate feedback. Then an instructor provides a mitigation measures cost review along with 
blast and plume analyses to correlate with the mitigation measures selected.

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	FEMA 426, Reference Manual to Mitigate Potential Terrorist Attacks Against Buildings
*	FEMA 452, A How-To Guide to Mitigate Potential Terrorist Attacks Against Buildings
*	Instructor Guide, Unit XII (Suburban, Urban, or COOP)
*	Risk Matrix poster and box of dry-erase markers (one per team)
*	Student Manual, Unit XII (Suburban, Urban, or COOP)
*	Unit XII visuals (Suburban, Urban, or COOP) in PowerPoint format, computer, LCD 
projector, and screen

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Activity: Preparation of Presentation by Participant Activity Teams	45
Presentation by Participant Activity Teams	90
	Total Time..135

REMARKS
If applicable (EMI), the team presentations provide the second grade for the course.

UNIT XIII (In L156 and E156):  CONDUCTING BUILDING DESIGN FOR HOMELAND 
SECURITY TRAINING
Time: 60 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Discuss basic adult learning principles as they apply to participants in Building Design for 
Homeland Security.
2.	Explain the key functions of instructional delivery as they apply to Building Design for 
Homeland Security.
3.	Describe the key steps of instructional preparation as they apply to Building Design for 
Homeland Security.

SCOPE
This unit covers the following topics:
*	Learning styles and preferences, characteristics of adult learners, adult learning assumptions 
(experience, motivation, active participation and variety)
*	Adult training methodologies used in Building Design for Homeland Security
*	Steps for instructional preparation, preparing the environment, preparing yourself, expecting 
the unexpected

NOTE: FEMAs National Continuity of Operations Division is responsible for assisting Federal 
and State agencies, and local governments, in developing capability to complete risk assessments 
of their COOP sites. One way to assist these agencies is to train their COOP managers and 
planners to perform the methodology described in FEMA 426, in the COOP-specific version of 
this course, E156/L156. To expand this capability further, the graduates of E156/L156 will be 
expected to train others to conduct risk assessments using the FEMA 426 methodology. 
E156/L156 may be considered a train-the-trainer only in the sense that graduates can be 
expected to go back to their agencies and train others on the job to assist and eventually conduct 
the risk assessment methodology using FEMA 426 and FEMA 452 as job aids. Graduates might 
also be expected to conduct the risk assessment methodology component of the course, which is 
essentially Day One of E156/L156. 

METHODOLOGY
After the instructor introduces the unit, participants complete a brief self-assessment of their 
perceptions about adult learning. If time is limited the participant s are instructed to do this 
activity upon returning to home or office. The instructor segues to a discussion about the 
characteristics of adult learners as they apply to the target audience for Building Design for 
Homeland Security. 
In the activity for the unit the participants are given instructor guides for the course and teams 
are assigned to briefly review the objectives and instructional methodologies of the unit.  Their 
assignment is to explain how the learning objectives are fulfilled in the unit, identify the different 
instructional methodologies employed in the unit, and explain how they address adult learning 
needs.
The instructor transitions to a brief discussion about preparing to conduct the risk assessment 
portion of the course, and distributes a matrix that identifies the logistical requirements and 
preparation required to conduct those units. The instructor walks through the matrix, and 
answers any questions. 

SUPPLIES AND EQUIPMENT
The following are required for this unit:
*	Chart paper, easel, and markers
*	Course Train-the-Trainer CD (distribute one to each participant) containing PowerPoints, 
Instructor Guides, and Student Manual files for complete course
*	Handouts: Self-Assessment tool, articles on adult learning, and requirements matrix
*	Optional: Post-It notes and highlighters
*	Unit XIII visuals in PowerPoint format, computer, LCD projector, and screen 

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
Adult Learning Principles	20
Instructional Delivery	20
Course Preparation	20
	Total Time..60

UNIT XIV:  COURSE WRAP-UP
Time: 60 minutes

OBJECTIVES
At the end of this unit, participants will be able to:
1.	Reflect upon their reasons for attending the course (as stated during Unit 1 Introductions), on 
the conduct of the course, and determine whether their expectations were met.
2.	Provide verbal feedback related to the course, including likes and dislikes, and value of the 
training.
3.	Provide written feedback to the course manager or director and instructors through course 
evaluation forms and verbal comments related to the course specifically, or building design 
for Homeland Security in general.

SCOPE
This unit covers the following topics:
*	Discussion of general issues and concerns
*	Course evaluations  forms and verbal comments
*	Distribution of course certificates

METHODOLOGY
The course manager, director, or instructor summarizes the key points of the course, links them 
to the expectations of the participants as stated in Unit I, and answers any final questions.
The course manager, director or instructor solicits verbal feedback about the training, and 
requests that participants also complete the written evaluation forms. 
When all participants have finished the evaluations and handed them in, the course manager, 
director or instructor distributes the course certificates and adjourns the class.

SUPPLIES AND EQUIPMENT
No references are required for this unit.

SUGGESTED TIME PLAN
The following time plan is suggested for this unit:
Topic	Time (minutes)
General Discussion	15
Course Evaluations	25
Distribution of Course Certificates	20
	Total Time..60

COURSE EVALUATIONS
Level 1
The EMI Course Evaluation Form (FEMA 95-41, Aug 96) will be used to document 
participants overall impression of the facilities, instructors, and course content using a 1-5 rating 
system (a 5 being the highest). Verbal comments will also be collected from the participants to 
supplement the evaluation forms.

Level 2
(Optional except at EMI) Each participant will complete an individual written exam to assess 
their understanding of the assessment process, design concepts, and mitigation measures used to 
design buildings against potential terrorist attack. The exam consists of 25 questions (multiple 
choice, true-false, and/or short answer) and requires a score of 70 percent to pass. In addition, the 
participant activity teams will each provide a short verbal report on the selected participant 
activity case study, providing the top three prioritized mitigation measures the group selected and 
the rationale behind the selection. The pass/fail grade for this verbal report will be assigned to 
each participant in the respective group.

PRECOURSE EMAIL NOTIFICATION
The following is an example of an email to send to course participants. Tailor items in italics to 
the specific course offering.  
Send the first two parts to participants in any course offering. Send the third part (Risk 
Assessment Database) when the course will include an opportunity for participants to work with 
the FEMA 452 database either during or after class. Before recommending that participants 
download the FEMA 452 database from the FEMA Risk Management Series website, check the 
URL to ensure that the current version of the database is available from the site. (NOTE: When 
Version 5.0 of the database is released it will be called the FEMA 452/455 Database.)

SAMPLE
You are receiving this email because you have been identified as a participant in the (name of 
course) course, on (start and end dates of course), in (city and state of course location).
The FEMA Floodmaps website was used to send this information due to the size of the file that 
must be downloaded. Please download this file ASAP as the files are retained on the Floodmaps 
server for only 7 days. (We will reload these files after they expire as needed.) Downloads from 
the FEMA Risk Management Series website are also recommended below.
There are two (or three) major actions to perform in preparation for participation this training.  
(The first two are required and the third is optional.)

1.	Case Study
Download and READ the (Filename of Student Manual Appendix uploaded to Floodmaps) prior 
to coming to the first day of class. If you do not read this document, you will be playing catch-
up all of Day 1. The case study is integral to participant activities throughout the course.
Either before or after reading the Case Study, REVIEW the Building Vulnerability Assessment 
Checklist Questions contained in FEMA 426 and FEMA 452. This is a great way to understand 
what you will be looking at during an assessment and provide an insight into how the Case Study 
will be used in the training.
*	Checklist questions are on pages 1-45 to 1-93 in Chapter 1 of FEMA 426
*	Checklist questions are in Appendix A of FEMA 452
*	The questions are identical in both publications
You can download these publications from the FEMA Security Risk Management Series (RMS) 
Publications website at the following URLs:
*	http://www.fema.gov/plan/prevent/rms/index.shtm accesses all FEMA Security RMS 
Publications
*	http://www.fema.gov/library/viewRecord.do?id=1559 to access the link to download Chapter 
1 of FEMA 426
*	http://www.fema.gov/library/viewRecord.do?id=1938 to access the link to download 
Appendix A of FEMA 452

2.	Professional Information
We need information about your background to build the teams in which you will be performing 
the participant activities beginning mid-morning of Day 1. We are particularly interested in any 
experience with building construction, physical security, performing assessments, and similar 
topics applicable to the course. The information is needed to ensure that capability is distributed 
evenly among all teams as interaction among team members is a major learning component of 
the course. Please send the following information to (email address) by the Sunday night prior to 
the course.
*	Job Title / Job Description  Principal Responsibilities
*	Office Name (down to branch level) and Office Location (address)
*	Education (degrees and subject areas, including majors and minors)
*	Training (outside the degree programs, including certifications like Emergency Medical 
Technician, Explosive Ordnance Disposal, Volunteer Fire Fighter, American Society of 
Industrial Security, and the like)
*	Other experience (military, including specialty; other jobs, etc.)

3.	Risk Assessment Database (Optional)
If you would like to install the FEMA 452 database and would like to work with it during (or 
after) class on the second day, download the FEMA 452dBv3.0-L156.zip file (Use the filename 
uploaded onto FEMA Floodmaps). Unzip the files contained therein and, with the help of your 
System Administrator, install the database on a laptop that you plan to bring to the class.  
An alternative to downloading the database from the FEMA Floodmaps website is to download 
the database from the FEMA Risk Management Series website at the following URL: 
http://www.fema.gov/plan/prevent/rms/rmsp452.shtm. Go to Risk Management Database V3.0, 
download the ZIP file, unzip that file and install the database. Download the User Guide for the 
install directions.
Minimum hardware and software requirements are listed below. Your System Administrator can 
confirm that these minimums are present and provide authorizations to install as required. 
Government computers tend to restrict software installation by anyone other than a System 
Administrator.
*	Pentium 4 or equivalent
*	Windows XP
*	MS Access 2002
*	256 MB of RAM recommended for all components
Retain the unzipped files in a known location on the laptop or storage media as certain files will 
be used during the instruction unit to demonstrate features.
Bringing a laptop is not a requirement for the class. The laptop will only be beneficial during the 
first presentation on Day 2 when the database instruction is given. If you do not bring a laptop to 
class, download the database anyway, for future use as desired. If you want to begin 
familiarizing yourself with the database prior to class, read the initial portion of the User Guide 
provided for instructions on how to access the database.
Please remember to respond with your Professional Information to (provide appropriate email 
address) by (date). Also email me (or other instructor name) if you have ANY questions or 
difficulties concerning the major actions covered in this email. Alternately, call me (or other 
instructor name) at (appropriate complete phone number).
Looking forward to seeing you in class.

(Add first and last name of instructor)
(Add course number) Instructor

March 2006
Plan of Instruction		August  2007
Building Design for Homeland Security		
Building Design for Homeland Security		10
Building Design for Homeland Security		16