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Agriculture, Environment & Public Service · course plan
⚠ Pending professional review
This course plan, its lessons and its assessments has not yet been verified by a licensed professional in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.
VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.
Firefighting / Public Safety
9 courses · 1,350 clock hours · 6–9 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.
9courses
79lessons
1,350hours
31assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons79 of 79 lesson pages writtenPractice629 practice questionsResources121 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 79 lesson pages are open (lesson titles below are links).
AGR-FIRE51-01 Universal core
Universal Core: Safety, Math, Communication & Career for Firefighting
148 hr · $1,185 COMPLIMENTARY
This foundational course equips entry-level firefighting students with the safety knowledge, trade mathematics, technical literacy, digital skills, and professional readiness they need before entering any fire or EMS training environment. Students complete OSHA 10-Hour General Industry, Heartsaver First Aid/CPR/AED, and firefighter-specific math and communication tasks that directly support the Firefighter I & II, NREMT EMT, and Hazmat Operations credential pathways. All content is contextualized to the fire service so every skill transfers immediately to subsequent courses and the worksite.
Outcomes- Pass the OSHA 10-Hour General Industry course and correctly apply lockout/tagout, PPE selection, and incident reporting procedures to fire-service training scenarios.
- Perform adult, child, and infant CPR with AED use and provide basic first aid to the standard required for a nationally recognized Heartsaver certification.
- Solve trade math problems—including unit conversion, flow rate, pressure, area, volume, and percentage calculations—with at least 80% accuracy using fire-service formulas.
- Read and interpret standard fire-service technical documents, including NFPA standards excerpts, apparatus operator manuals, MSDS/SDS sheets, and incident reports.
- Use department-standard digital tools—electronic pre-plans, incident-report software, and radio communication protocols—to send and receive clear operational information.
- Develop a professional career portfolio including a resume targeted to fire department hiring, a completed personal fitness readiness plan, and a written career pathway map aligned to Firefighter I & II certification.
Course text
This foundational course equips entry-level firefighting students with the safety knowledge, trade mathematics, technical literacy, digital skills, and professional readiness they need before entering any fire or EMS training environment. Students complete OSHA 10-Hour General Industry, Heartsaver First Aid/CPR/AED, and firefighter-specific math and communication tasks that directly support the Firefighter I & II, NREMT EMT, and Hazmat Operations credential pathways. All content is contextualized to the fire service so every skill transfers immediately to subsequent courses and the worksite.
How the course runs. 7 blocks: Firefighter Safety Culture and OSHA 10-Hour General Industry; First Aid, CPR, and AED — Fire Service Context; Trade Math and Measurement for the Fire Service; Technical Reading: NFPA Standards, SDS Sheets, and Incident Reports; Digital Tools and Radio Communication for Firefighters; Physical Readiness, Wellness, and Behavioral Health in the Fire Service; Career Readiness: Hiring Process, Professional Identity, and Portfolio.
What competent looks like. Pass the OSHA 10-Hour General Industry course and correctly apply lockout/tagout, PPE selection, and incident reporting procedures to fire-service training scenarios. Perform adult, child, and infant CPR with AED use and provide basic first aid to the standard required for a nationally recognized Heartsaver certification. Solve trade math problems—including unit conversion, flow rate, pressure, area, volume, and percentage calculations—with at least 80% accuracy using fire-service formulas. Read and interpret standard fire-service technical documents, including NFPA standards excerpts, apparatus operator manuals, MSDS/SDS sheets, and incident reports. Use department-standard digital tools—electronic pre-plans, incident-report software, and radio communication protocols—to send and receive clear operational information. Develop a professional career portfolio including a resume targeted to fire department hiring, a completed personal fitness readiness plan, and a written career pathway map aligned to Firefighter I & II certification.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Firefighter Safety Culture and OSHA 10-Hour General Industry | 22 | theory | Students will identify the regulatory framework governing firefighter occupational safety and complete all modules of the OSHA 10-Hour General Industry course with a passing score. |
| OSHA 10-Hour General Industry authorized curriculum and completion cards, NFPA 1500 Standard on Fire Department Occupational Safety and Health Program (current edition), near-miss report handouts, facility safety inspection checklist, hazard-identification tags, PPE demonstration set (SCBA shell, structural gloves, helmet, eye protection) | Submitted OSHA 10 completion card (100% module attendance required); written hazard-report exercise scored on a 10-point rubric — pass is 8/10 or better; safety walk-through checklist reviewed by instructor, all critical items correctly identified. |
| 2 | First Aid, CPR, and AED — Fire Service Context | 16 | lab | Students will perform adult, child, and infant CPR with AED use and deliver basic first aid interventions to the standard required for a nationally recognized Heartsaver First Aid/CPR/AED certification. |
| AHA Heartsaver First Aid/CPR/AED provider manuals and completion cards, adult and infant manikins (minimum 1 per 3 students), AED trainer units, CPR feedback devices, commercial and improvised pressure-dressing supplies, gloves and face shields, cervical collar demonstration set | AHA Heartsaver card issued upon successful completion of all skills checkoffs per AHA criteria; written reflection graded pass/fail — must correctly map at least 8 of 10 skills to NFPA 1001 or NREMT domain. |
| 3 | Trade Math and Measurement for the Fire Service | 26 | theory | Students will solve firefighter trade math problems — including unit conversion, flow rate, pressure loss, hydraulic calculations, area and volume estimation, and percentage calculations — with at least 80% accuracy. |
| Fire Service Hydraulics and Water Supply (IFSTA, current edition), measuring tapes (100 ft and 25 ft), pressure gauge, flow meter, apparatus bay access, hose-lay reference cards, NFA fire-flow formula reference sheet, Iowa State friction loss formula card, student math workbook (instructor-prepared), calculators | Workbook graded by instructor — pass is 80% or above (48/60 problems correct); incident math scenario scored on an 8-point rubric — pass is 6/8; students scoring below 80% on the workbook complete a targeted remediation set before advancing. |
| 4 | Technical Reading: NFPA Standards, SDS Sheets, and Incident Reports | 20 | theory | Students will accurately locate, interpret, and apply information from NFPA standard excerpts, Safety Data Sheets (SDS), and standard fire department incident report forms. |
| NFPA 1001 Standard for Fire Fighter Professional Qualifications (current edition, excerpts), NFPA 472/470 excerpts, three sample SDS sheets, structured SDS extraction form, DOT Emergency Response Guidebook (current edition), NFIRS 5.0 basic module form and completion guide, highlighters, annotation guide sheet | SDS extraction form graded on a 15-point rubric — pass is 12/15 (all safety-critical fields — UN number, PPE, first aid — must be correct regardless of total score); NFIRS report graded by instructor against answer key — pass is 80% of fields correctly coded. |
| 5 | Digital Tools and Radio Communication for Firefighters | 20 | demo | Students will use department-standard digital tools and radio communication protocols to create a basic pre-incident plan, file an electronic report, and transmit a clear, accurate radio report using standard ICS terminology. |
| Handheld radio trainers or radio simulation app, department pre-incident plan template or software access, ICAO phonetic alphabet reference card, ICS radio communication job aid (FEMA ICS forms reference), SBAR handoff template, computers or tablets with email client, camera or phone for building photo documentation | Pre-incident plan graded on a 10-point checklist — pass is 8/10 with all safety-critical fields (utilities, hazards, water supply) present; radio transmission rubric scored by instructor — pass is 70% with zero use of prohibited 10-codes or non-ICS language; SBAR report pass/fail — all four sections must be present and factually accurate. |
| 6 | Physical Readiness, Wellness, and Behavioral Health in the Fire Service | 14 | theory | Students will assess their current fitness baseline against published firefighter physical demands and produce a documented personal fitness readiness plan that addresses cardiovascular, muscular, and behavioral health components. |
| NFPA 1582 selected sections (excerpts), IAFF/IAFC Peer Fitness Trainer fitness component reference, step-test protocol card, stopwatch, fitness self-assessment form, guest speaker or approved video, structured listening guide, personal fitness plan template, behavioral health resource list (local and national: NVFC Share the Load, SAMHSA helpline) | Fitness self-assessment checklist completed and submitted with accurate recorded data; fitness readiness plan graded on a 12-point rubric — pass is 10/12 with all three SMART goals meeting SMART criteria and behavioral health component present. |
| 7 | Career Readiness: Hiring Process, Professional Identity, and Portfolio | 30 | practice | Students will complete a professional career portfolio — including a fire-service resume, a written career pathway map to Firefighter I & II certification, and a mock oral board response — that meets standards used by entry-level fire department hiring panels. |
| Three printed or digital local fire department job announcements, gap-analysis template, fire-service resume template, career pathway map template referencing Pro Board/IFSAC Firefighter I & II / NREMT EMT / Hazmat Operations milestones, oral board scoring rubric (department-standard or IFSTA-based), instructor feedback forms, word processing software | Resume graded on a 10-point rubric — pass is 8/10 with no unexplained gaps, accurate credential language, and zero critical errors (spelling, false claims); gap analysis scored pass/fail — all three credential pathways must be addressed; oral board simulation scored on the evaluator rubric — pass is 70% overall with no score of zero on any single dimension. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| OSHA and Safety Knowledge Exam | Written exam | 25% | 75% or higher (30/40 questions correct); all questions related to lockout/tagout and PPE selection must be answered correctly regardless of total score | A 40-question multiple-choice exam covering OSHA 10-Hour General Industry content, firefighter occupational safety standards (NFPA 1500 concepts), hazard recognition, the hierarchy of controls, and incident reporting procedures, all contextualized to fire-service scenarios. This exam maps to the safety and health knowledge areas tested in the Pro Board/IFSAC Firefighter I cognitive examination. Accuracy · Safety · Communication · Professionalism |
| Trade Math and Technical Reading Exam | Written exam | 25% | 80% or higher (32/40 questions correct); any problem requiring a fire-flow or friction-loss calculation must be answered correctly to pass regardless of total score | A 40-item exam combining 25 trade math problems (unit conversion, friction loss, fire flow, area/volume, percentages) and 15 technical reading items requiring students to locate and interpret information from a provided NFPA standard excerpt, an SDS sheet, and an NFIRS report segment. Math content maps to hydraulic and water-supply knowledge areas in the Firefighter I & II credential; SDS content maps to Hazmat Operations recognition and identification competencies. Accuracy · Safety · Communication · Professionalism |
| Career Portfolio Project | Project | 25% | Pass requires a total score of 80% or above on the combined rubric (40 points possible) and no single required component missing; an incomplete portfolio (missing resume, gap analysis, fitness plan, or career pathway map) is an automatic fail regardless of point total | Students submit a complete career portfolio containing: a finalized fire-service resume, a department-hiring gap analysis referencing Pro Board/IFSAC Firefighter I & II, NREMT EMT, and Hazmat Operations credentials, a 12-week personal fitness readiness plan, and a written career pathway map showing sequence from current course through certification exams and first-year probationary employment. Each component is scored on a shared 40-point rubric emphasizing accuracy, completeness, and professional presentation. Accuracy · Safety · Communication · Professionalism |
| Oral Defense: Safety Scenario and Career Readiness | Oral / panel | 25% | Pass requires an overall score of 70% or higher on the oral board rubric; a response that contains a factually unsafe action (e.g., removing PPE in a hazard zone, bypassing lockout/tagout) results in automatic failure regardless of total score | The instructor presents the student with a written one-paragraph safety scenario set on a fire-service training ground; the student has five minutes to review the scenario and then delivers a four-to-six minute spoken response identifying all hazards, selecting appropriate PPE, describing the correct lockout/tagout or isolation step if applicable, and explaining how they would report the incident. The evaluator then asks two unscripted follow-up questions drawn from the oral board questions practiced in the career readiness lesson. This assessment mirrors the oral board component of fire department hiring processes and the safety-culture emphasis of the NFPA 1001 and OSHA frameworks. Accuracy · Safety · Communication · Professionalism |
AGR-FIRE51-02 Trade course
Fire Behavior: Combustion Science and Fire Dynamics
146 hr · $1,840 COMPLIMENTARY
This course covers the physics and chemistry of combustion, heat transfer, fire development stages, and how structural and wildland environments shape fire behavior. Learners connect fire science principles directly to firefighter survival, suppression tactics, and the Firefighter I & II exam content areas tested by Pro Board/IFSAC.
Outcomes- Explain the chemical and physical processes of combustion, including fuel, oxygen, heat, and chain-reaction requirements, using correct fire-science terminology.
- Describe the stages of compartment fire development from ignition through flashover and beyond, and identify the observable indicators of each stage.
- Calculate heat release concepts and apply the fire tetrahedron model to select appropriate extinguishing methods for Class A, B, C, D, and K fires.
- Identify the three modes of heat transfer and predict how each mode influences fire spread in structural and wildland settings.
- Recognize pre-flashover and post-flashover danger indicators—including rollover, smoke color and movement, and thermal layering—and correlate them to tactical decisions.
- Demonstrate reading of fire behavior indicators in simulated and real scenarios in a manner consistent with Firefighter I & II performance objectives under NFPA 1.
Course text
This course covers the physics and chemistry of combustion, heat transfer, fire development stages, and how structural and wildland environments shape fire behavior. Learners connect fire science principles directly to firefighter survival, suppression tactics, and the Firefighter I & II exam content areas tested by Pro Board/IFSAC.
How the course runs. 12 blocks: Matter, Energy, and the Chemistry of Combustion; Fuel: Physical and Chemical Properties; Heat Transfer: Conduction, Convection, and Radiation; Stages of Compartment Fire Development; Flashover: Recognition, Science, and Survival; Smoke: Reading and Interpreting Fire Conditions; Backdraft and Smoke Explosion Hazards; Extinguishing Agents and Fire Classification; Wildland Fire Behavior: Fuels, Weather, and Topography; Structural Fire Load and Building Construction Effects on Fire; Fire Behavior Indicators Lab: Simulated Compartment Scenarios; Integrated Fire Behavior Review and Credential Exam Alignment.
What competent looks like. Explain the chemical and physical processes of combustion, including fuel, oxygen, heat, and chain-reaction requirements, using correct fire-science terminology. Describe the stages of compartment fire development from ignition through flashover and beyond, and identify the observable indicators of each stage. Calculate heat release concepts and apply the fire tetrahedron model to select appropriate extinguishing methods for Class A, B, C, D, and K fires. Identify the three modes of heat transfer and predict how each mode influences fire spread in structural and wildland settings. Recognize pre-flashover and post-flashover danger indicators—including rollover, smoke color and movement, and thermal layering—and correlate them to tactical decisions. Demonstrate reading of fire behavior indicators in simulated and real scenarios in a manner consistent with Firefighter I & II performance objectives under NFPA 1.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Matter, Energy, and the Chemistry of Combustion | 10.5 | theory | The learner will explain the fire tetrahedron and describe the oxidation reaction that produces heat, light, and combustion byproducts. |
| IFSTA Essentials of Fire Fighting (current edition), fire tetrahedron diagram handouts, whiteboard, dry-erase markers, card-sort sets (laminated) | Exit quiz of 10 multiple-choice questions covering tetrahedron components and combustion chemistry; learner must score 8/10 (80%) to proceed. |
| 2 | Fuel: Physical and Chemical Properties | 12.5 | theory | The learner will classify common fuels by state of matter, describe flammable and explosive limits, and explain how fuel properties affect ignition and fire spread. |
| SDS sheets for gasoline, propane, and dry wood; IFSTA Essentials of Fire Fighting; fuel property comparison worksheet; projector | Completed comparison table graded against an answer key; learner must correctly identify all critical properties (flash point, flammable range, vapor density) for at least 2 of 3 fuels (pass = 70%). |
| 3 | Heat Transfer: Conduction, Convection, and Radiation | 12.5 | demo | The learner will identify each mode of heat transfer in a live demonstration and predict fire spread pathways in a given structural layout. |
| Metal rod, heat lamp, hot plate, incense sticks, infrared thermometer, compartment fire test video (NIST or UL Fire Safety Research Institute source), floor-plan handouts, colored markers | Annotated floor-plan diagram checked by instructor; learner must correctly identify and label all three transfer modes with at least one accurate tactical implication each (pass = all three correct). |
| 4 | Stages of Compartment Fire Development | 14.5 | theory | The learner will sequence and describe incipient, growth, flashover, fully developed, and decay stages of a compartment fire and identify the observable indicators of each. |
| IFSTA Essentials of Fire Fighting, NIOSH firefighter fatality report (instructor-selected), fire-stage timeline handout, blank concept-map template | Completed gapped timeline graded against answer key; pass = correctly filling in all five stages with at least two accurate indicators per stage (80% of items correct). |
| 5 | Flashover: Recognition, Science, and Survival | 12.5 | theory | The learner will explain the physical conditions that produce flashover, identify the visual and thermal warning signs, and state the immediate survival actions required. |
| UL FSRI flashover video (publicly available), temperature-vs.-time graph handout, red bailout cards, IFSTA Essentials of Fire Fighting | Written scenario graded with a rubric; pass = accurately describing at least three observable indicators per phase (rollover, flashover, post-flashover) and stating correct survival action (score ≥ 75%). |
| 6 | Smoke: Reading and Interpreting Fire Conditions | 10.5 | demo | The learner will interpret smoke volume, velocity, density, and color to predict interior fire conditions and stage of development. |
| Smoke-reading photograph set (IFSTA or instructor-prepared), four-attribute grid worksheets, IFSTA Essentials of Fire Fighting, projector | Completed attribute grids for all six scenarios; pass = correctly identifying at least three of four attributes for at least five of six scenarios (83% accuracy). |
| 7 | Backdraft and Smoke Explosion Hazards | 10.5 | theory | The learner will distinguish backdraft from flashover, list the conditions that produce each, and describe the tactical precautions required before entry. |
| Backdraft indicator checklist, incident video footage (NIST or FSRI source), side-by-side comparison diagram handout, IFSTA Essentials of Fire Fighting | Completed observation checklist from video reviewed by instructor; pass = correctly identifying at least four of six listed backdraft indicators in the footage (67% minimum, all critical-safety items mandatory). |
| 8 | Extinguishing Agents and Fire Classification | 10.5 | theory | The learner will match each fire class (A through K) to appropriate extinguishing agents and explain the extinguishment mechanism for each agent. |
| Six portable extinguishers (various types, inert/training units), IFSTA Essentials of Fire Fighting, matching matrix worksheet, color-coded class cards | Station worksheet and matching matrix reviewed by instructor; pass = correct agent-class matching for at least 80% of items, with no incorrect selections that would create a safety hazard (e.g., water on a Class C fire). |
| 9 | Wildland Fire Behavior: Fuels, Weather, and Topography | 12.5 | theory | The learner will explain how fuel type, weather (wind, humidity, temperature), and topography interact to drive wildland fire spread and intensity. |
| Topographic map handouts, weather observation data sheet, NWCG S-130/S-190 student workbook or equivalent reference, USFS/NIFC incident summary | Annotated topo map and weather data worksheet reviewed by instructor; pass = correctly identifying fire travel direction and at least three contributing behavior factors (80% of items). |
| 10 | Structural Fire Load and Building Construction Effects on Fire | 12.5 | theory | The learner will describe how building construction type (Type I through V) and fuel load affect fire spread rate, structural failure timeline, and firefighter safety. |
| IFSTA Essentials of Fire Fighting, construction-type photograph set, field observation form, NIOSH fatality report (instructor-selected), building walk-through permission documentation | Completed construction-type chart and field observation form reviewed by instructor; pass = accurately completing 80% of chart cells and documenting at least five relevant observations on the field form. |
| 11 | Fire Behavior Indicators Lab: Simulated Compartment Scenarios | 14.5 | lab | The learner will apply fire behavior knowledge in a hands-on simulated scenario, correctly identifying development stage, hazard indicators, and appropriate tactical decisions. |
| Tabletop scenario photograph sets, station log sheets, fire behavior training prop or approved training burn area, four-stage timeline worksheet, PPE (structural firefighting gear required for live prop observation), IFSTA Essentials of Fire Fighting | Station log sheets and one-page technical summary reviewed against a rubric; pass = correctly identifying development stage and at least three hazard indicators for each station scenario, and providing a tactically sound recommendation (75% rubric score). |
| 12 | Integrated Fire Behavior Review and Credential Exam Alignment | 12.5 | practice | The learner will answer Firefighter I & II style questions covering all fire behavior domains and self-identify knowledge gaps for targeted remediation before the credential exam. |
| 50-question practice exam (instructor-prepared, mapped to JPRs), answer key, gap-analysis form, IFSTA Essentials of Fire Fighting, course notebook | Practice exam score recorded; pass = 75% or higher; learners scoring below 75% complete a directed remediation reading assignment and retake an alternate 20-question form before the course final exam. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Fire Behavior Knowledge Exam | Written exam | 25% | 75% correct (38 of 50 questions) | A 50-question multiple-choice exam covering combustion chemistry, heat transfer, fire development stages, flashover and backdraft, smoke reading, extinguishing agents, wildland fire behavior, and building construction effects; questions are written to the cognitive level and format of Pro Board/IFSAC Firefighter I & II exam items, providing direct credential preparation. Standard met · Safety · Time · Quality/finish · Documentation |
| Fire Behavior Indicators Skills Demonstration | Skills demonstration | 45% | All critical-safety performance items must be met; overall score ≥ 80% on the JPR checklist | Using a tabletop or training-prop scenario presented by the evaluator, the learner verbally identifies the fire's development stage, names at least four observable hazard indicators, selects the correct extinguishing agent class, and states the appropriate tactical action; performance is evaluated against a JPR-aligned checklist consistent with NFPA 1 Firefighter I & II objectives. Standard met · Safety · Time · Quality/finish · Documentation |
| Lab Observation Log | Log | 15% | Complete submission with rubric score ≥ 75%; all entries dated and signed | A cumulative log maintained across the two lab and demo lessons (Lessons 3 and 11) in which learners record real-time observations, measurements, and tactical inferences; each entry must include the scenario description, observed fire behavior attributes, and the learner's reasoned tactical recommendation, demonstrating progression of applied understanding across the course. Standard met · Safety · Time · Quality/finish · Documentation |
| Fire Scene Safety Check | Safety audit | 15% | Zero critical safety deficiencies; any critical deficiency requires immediate remediation and reassessment before the learner may continue | A structured safety observation conducted during Lesson 11's live demonstration or training prop activity in which the instructor evaluates the learner on correct donning and use of structural firefighting PPE, maintenance of a safe observation distance, compliance with all range safety rules, and the ability to verbally state the bailout trigger indicators appropriate to the scenario; this assessment mirrors the safety and survival component of Firefighter I practical evaluations. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-FIRE51-03 Trade course
Fire Suppression: Tactics, Hose Operations, and Structural Attack
146 hr · $1,840 COMPLIMENTARY
This course develops the foundational firefighting skills required for structural, vehicle, and exterior fire suppression, covering hose handling, nozzle operations, ladder use, ventilation, and fire attack tactics in accordance with NFPA 1001 Firefighter I and II job performance requirements. Students progress from classroom theory to hands-on evolutions on a live training prop, building the muscle memory and decision-making ability needed on the fireground. Lessons map directly to the Pro Board/IFSAC Firefighter I and II cognitive and psychomotor examination areas.
Outcomes- Demonstrate proper hose load, deployment, and nozzle operation techniques to deliver water on a simulated structure fire within department-standard times.
- Execute a coordinated interior fire attack using a two-person team while maintaining self-contained breathing apparatus (SCBA) integrity and accountability procedures.
- Perform ground-ladder raises, positioning, and climbing evolutions safely, meeting NFPA 1001 Firefighter I psychomotor benchmarks.
- Apply horizontal, vertical, and hydraulic ventilation procedures appropriate to fire conditions and attack strategy as specified in NFPA 1001.
- Identify fire behavior indicators during a live-fire evolution and communicate conditions to the incident commander using standard radio protocols.
- Complete all suppression evolutions in full structural PPE and SCBA, demonstrating compliance with NFPA 1500 safety requirements and departmental accountability systems.
Course text
This course develops the foundational firefighting skills required for structural, vehicle, and exterior fire suppression, covering hose handling, nozzle operations, ladder use, ventilation, and fire attack tactics in accordance with NFPA 1001 Firefighter I and II job performance requirements. Students progress from classroom theory to hands-on evolutions on a live training prop, building the muscle memory and decision-making ability needed on the fireground. Lessons map directly to the Pro Board/IFSAC Firefighter I and II cognitive and psychomotor examination areas.
How the course runs. 12 blocks: Fireground Safety, PPE Inspection, and SCBA Donning/Doffing; Hose Construction, Identification, and Care; Hose Loads, Carries, and Deployment; Nozzle Types, Flow Rates, and Hydraulic Principles; Engine Company Operations and Water Supply; Ground Ladder Selection, Raise, and Placement; Ventilation: Horizontal, Vertical, and Hydraulic Methods; Forcible Entry: Doors, Windows, and Locks; Search and Rescue in Structural Environments; Interior Structural Fire Attack: Initial Lines and Team Tactics; Exterior Attack, Defensive Operations, and Master Streams; Integrated Suppression Capstone Evolution and Review.
What competent looks like. Demonstrate proper hose load, deployment, and nozzle operation techniques to deliver water on a simulated structure fire within department-standard times. Execute a coordinated interior fire attack using a two-person team while maintaining self-contained breathing apparatus (SCBA) integrity and accountability procedures. Perform ground-ladder raises, positioning, and climbing evolutions safely, meeting NFPA 1001 Firefighter I psychomotor benchmarks. Apply horizontal, vertical, and hydraulic ventilation procedures appropriate to fire conditions and attack strategy as specified in NFPA 1001. Identify fire behavior indicators during a live-fire evolution and communicate conditions to the incident commander using standard radio protocols. Complete all suppression evolutions in full structural PPE and SCBA, demonstrating compliance with NFPA 1500 safety requirements and departmental accountability systems.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Fireground Safety, PPE Inspection, and SCBA Donning/Doffing | 12 | lab | Students will don and doff full structural PPE and SCBA to manufacturer and NFPA 1500 standards within the required time and pass a buddy-check inspection. |
| Full structural PPE sets (one per student), NFPA 1500-compliant SCBA units, PASS devices, PPE deficiency checklists, stop watches, NFPA 1001 Standard (current edition), manufacturer donning guides | Instructor scores each donning/doffing attempt on a pass/fail JPR checklist aligned to NFPA 1001 Firefighter I; student must achieve 100% of critical safety steps and meet the target time on two consecutive attempts to pass. |
| 2 | Hose Construction, Identification, and Care | 8 | theory | Students will correctly identify fire hose types, couplings, and diameter applications and describe proper inspection and maintenance procedures per NFPA 1962. |
| Hose samples (1.75-inch, 2.5-inch, 5-inch LDH, booster, forestry), coupling samples, hose inspection cards, NFPA 1962 (current edition), NFPA 1001 textbook chapter on hose | Written 20-question identification quiz; student must score 75% or higher to proceed; any missed safety-critical item (damaged coupling, jacket failure) requires re-inspection until correctly identified. |
| 3 | Hose Loads, Carries, and Deployment | 14 | practice | Students will load a flat load, accordion load, and minuteman load on an apparatus tailboard and deploy each to a simulated doorway within required distance and without kinks. |
| 1.75-inch attack hose (200-foot sections), 2.5-inch hose (200-foot sections), training apparatus with tailboard, gated wye, nozzles, water supply (hydrant or portable tank), JPR checklists, NFPA 1001 Firefighter I textbook | Skills JPR checklist for each of the three hose loads; student must complete all critical steps correctly and deploy without kinks to a flowing nozzle; two of three loads must achieve passing status; any critical safety failure requires immediate remediation and re-test. |
| 4 | Nozzle Types, Flow Rates, and Hydraulic Principles | 10 | theory | Students will calculate required pump discharge pressure for a given hose lay and select the correct nozzle type and pattern for structural and exterior suppression scenarios. |
| Nozzle sets (smooth-bore, combination, automatic), manufacturer data sheets, friction-loss formula reference cards, calculators, whiteboard, IFSTA Essentials of Fire Fighting (current edition) Chapter on water supply and hydraulics | Hydraulics problem set of 10 calculations; student must achieve 75% or higher overall with no more than one error on a life-safety-critical calculation (nozzle reaction or minimum flow); errors require tutoring and one retake. |
| 5 | Engine Company Operations and Water Supply | 12 | demo | Students will connect a supply line from a hydrant to an engine, establish a positive water supply, and charge an attack line within a specified time using correct valve sequencing. |
| Training engine with pump panel, hydrant wrench, 5-inch LDH supply hose, 2.5-inch hose, hydrant (or training prop), radio headsets, site map, NFPA 1142 reference, IFSTA Pumping and Aerial Apparatus Driver/Operator Handbook | Crew evolution timed and scored by instructor on a department-standard JPR checklist; each student must successfully perform in at least two roles (including hydrant connection) without prompting for critical steps; any out-of-sequence valve operation that creates a safety hazard is a critical fail requiring immediate re-demonstration. |
| 6 | Ground Ladder Selection, Raise, and Placement | 14 | lab | Students will select the correct ladder for a given building story and window height, raise it using single-firefighter and two-firefighter techniques, and position it at the proper climbing angle to NFPA 1001 Firefighter I standards. |
| Roof ladder, single extension ladder, 24-foot and 35-foot extension ladders, folding ladder, training tower (minimum two stories), rope halyard, angle indicator, NFPA 1001 Firefighter I JPR checklist, IFSTA Essentials Chapter on ladders | Psychomotor JPR checklist for one single-firefighter raise and one two-firefighter raise; student must achieve all critical steps (locking pawls, heel secured, correct angle) with no critical safety errors; ladder angle must fall within 70–75 degrees as verified by the instructor or angle tool. |
| 7 | Ventilation: Horizontal, Vertical, and Hydraulic Methods | 12 | practice | Students will select and execute the appropriate ventilation method for a given fire scenario and correctly operate a positive-pressure ventilation (PPV) fan without compromising the fire attack. |
| PPV fan with power source, smoke machine and training building, training chainsaw or rotary saw (safety demonstration only), roof prop or training tower, NFPA 1001 Firefighter I textbook, scenario photograph sets, written decision cards | Scenario decision cards scored against an answer key (minimum 75%); PPV fan setup evaluated on a pass/fail checklist requiring correct fan-to-door ratio, single exit vent, and proper distance; roof safety procedures verbally confirmed by instructor before any student approaches a roof prop. |
| 8 | Forcible Entry: Doors, Windows, and Locks | 10 | lab | Students will force a standard residential inward- and outward-swinging door using hand tools without causing unnecessary structural damage, meeting NFPA 1001 Firefighter I psychomotor standards. |
| Halligan bars, flathead axes, K-tool set, hydraulic rabbit tool, training door props (inward and outward swing), interchangeable lock cylinders, hand-tool inspection checklist, NFPA 1001 Firefighter I JPR checklists, IFSTA Essentials Chapter on forcible entry | JPR checklist for full forcible-entry evolution; all critical steps must be completed without coaching; try-before-you-pry step is a critical item (automatic fail if omitted); student must pass on one of two attempts; second fail requires remediation before retesting. |
| 9 | Search and Rescue in Structural Environments | 12 | field | Students will conduct a primary search of a simulated smoke-filled structure using a wall-reference technique, locate a victim mannequin, and relay victim location to the IC using standard radio communication within the allotted time. |
| Training structure (multi-room), victim mannequin (minimum 150 lb with drag handle), blackout masks for SCBA face pieces, portable radio (two per team), obstacle props (chairs, debris), stop watch, NFPA 1001 Firefighter I JPR checklists | Scored JPR checklist for full primary-search evolution; student must locate the mannequin, correctly transmit location on radio, and exit within the instructor-set time limit; SCBA seal integrity and low-air-alarm response are critical items; any SCBA removal during the evolution is an automatic critical fail. |
| 10 | Interior Structural Fire Attack: Initial Lines and Team Tactics | 20 | field | Students will execute a coordinated two-person interior attack on a training prop fire, advancing a charged 1.75-inch line from the door to the seat of fire using low-crawl technique and controlling the nozzle to protect the team. |
| NFPA 1403-compliant live-fire training structure, 1.75-inch attack line with combination nozzle, SCBAs for all participants, thermal imaging camera, rapid intervention team (RIT) staged per NFPA 1403, radio, NFPA 1403 Standard (current edition), safety officer documentation forms | Instructor and safety officer independently score each student on a live-fire JPR checklist; all NFPA 1403 safety requirements must be met before ignition; student must demonstrate controlled nozzle technique, proper communication, and maintain a passable egress route—any uncontrolled SCBA event, failure to signal low air, or leaving a partner is a critical fail requiring full remediation before re-entry. |
| 11 | Exterior Attack, Defensive Operations, and Master Streams | 12 | practice | Students will transition an attack from offensive to defensive mode on instructor command, set up and flow a ground monitor or portable deck gun, and identify situations requiring a defensive strategy per NFPA 1001 Firefighter II. |
| Ground monitor (portable master stream device), 2.5-inch hose, training hydrant or pump, target markers, ICS 201 form templates, building collapse and flashover photograph set, NFPA 1001 Firefighter II textbook chapters on fire attack strategies | Written decision worksheet scored at 75% minimum; ground monitor assembly and flow scored on a pass/fail equipment-operation checklist; incident action plan evaluated by instructor for completeness of exposure identification and apparatus positioning—must correctly identify defensive transition indicators to pass. |
| 12 | Integrated Suppression Capstone Evolution and Review | 10 | field | Students will perform a complete integrated suppression evolution—size-up, water supply establishment, hose advancement, forcible entry, ventilation, and primary search—as a four-person crew, demonstrating Firefighter I and II competency across all prior lesson areas. |
| Full training ground (structure, hydrant, apparatus), all prior lesson equipment staged by instructor, video recording equipment, peer-feedback forms, integrated JPR master checklist, written scenario package, ICS accountability tags, safety officer vest | Integrated JPR master checklist scored by instructor; student must achieve a passing mark on all critical items across hose operations, forcible entry, ventilation, and search; any single critical safety failure (SCBA breach, uncontrolled hose advancement endangering a teammate) requires a documented remediation plan and a full re-run of the affected component before the course final skills exam. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Suppression Cognitive Exam | Written exam | 25% | 75% or higher on the 80-question exam | An 80-question multiple-choice written exam covering hose operations, hydraulic principles, nozzle selection, ladder use, ventilation theory, forcible entry, search and rescue, and fire attack strategy, mapped to the NFPA 1001 Firefighter I and II cognitive examination blueprint. Students who score between 70–74% may complete one remediation module and retake a parallel-form exam once; a second failure requires course counseling. Standard met · Safety · Time · Quality/finish · Documentation |
| NFPA 1001 Firefighter I & II Psychomotor Skills Demonstration | Skills demonstration | 45% | All critical steps correct on each JPR with no unscored critical failures; student must pass 100% of critical items | A structured station-based skills examination administered by a certified evaluator using Pro Board/IFSAC-approved JPR checklists, covering hose loads and deployment, ground ladder raise and placement, forcible entry, search and rescue, and SCBA operations. Stations mirror the psychomotor examination format students will face at the Pro Board/IFSAC certification event, providing authentic practice under evaluation conditions. Standard met · Safety · Time · Quality/finish · Documentation |
| Suppression Lab Log | Log | 15% | All 12 lesson entries completed with instructor sign-off; no more than two entries requiring revision | Students maintain a running lab log throughout the course, recording JPR checklist results, hydraulic calculations, equipment inspection findings, and personal reflection entries for each hands-on lesson. The completed log demonstrates cumulative skill development and serves as evidence of participation in live-fire and other safety-critical evolutions required by NFPA 1403. Standard met · Safety · Time · Quality/finish · Documentation |
| Live-Fire Safety Compliance Check | Safety audit | 15% | Pass/fail—zero tolerance for critical safety violations; all items must be marked satisfactory before live-fire entry is permitted | Prior to participation in any live-fire evolution, the safety officer and instructor jointly verify each student's PPE condition, SCBA function, PASS device activation, buddy-check completion, low-air-alarm test, and knowledge of the emergency evacuation signal in compliance with NFPA 1403. Any unsatisfactory item grounds the student from the evolution until corrected and re-verified. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-FIRE51-04 Trade course
Hazardous Materials Operations for Firefighters
146 hr · $1,840 COMPLIMENTARY
This course prepares firefighters to recognize, identify, and respond safely to hazardous materials incidents at the operations level, in accordance with NFPA 472 and the operational framework embedded in NFPA 470. Learners master the Incident Command System structure for hazmat events, defensive response actions, personal protective equipment selection, and decontamination procedures. All content is mapped to the state fire training system Hazmat Operations credential and reinforces the NFPA standards tested on that exam.
Outcomes- Identify hazardous materials and their hazard classes using placards, labels, shipping papers, Safety Data Sheets, and emergency reference guides such as the ERG.
- Apply the Incident Command System and unified command structure to a simulated hazmat incident, correctly filling the roles of Incident Commander, Safety Officer, and operations sector.
- Select and don the correct level of personal protective equipment for a given hazmat scenario, verifying fit and integrity before entry.
- Perform defensive operations including establishing isolation perimeters, denying entry, and executing emergency decontamination on a simulated victim.
- Demonstrate safe termination procedures including decontamination, equipment rehabilitation, documentation, and post-incident analysis.
- Evaluate a simulated hazmat scene for life safety priorities and communicate a clear, accurate report to an incoming hazmat team.
Course text
This course prepares firefighters to recognize, identify, and respond safely to hazardous materials incidents at the operations level, in accordance with NFPA 472 and the operational framework embedded in NFPA 470. Learners master the Incident Command System structure for hazmat events, defensive response actions, personal protective equipment selection, and decontamination procedures. All content is mapped to the state fire training system Hazmat Operations credential and reinforces the NFPA standards tested on that exam.
How the course runs. 12 blocks: Introduction to Hazardous Materials and Regulatory Framework; Hazard Identification: Placards, Labels, and Markings; Shipping Papers, SDS, and Emergency Reference Sources; Toxicology and Health Hazards of Hazardous Materials; Incident Command System for Hazmat Events; Hazmat Scene Size-Up, Isolation, and Perimeter Establishment; Personal Protective Equipment: Selection and Donning; Chemical Properties and Behavior: Gases, Liquids, and Solids; Defensive Operations: Absorption, Diking, and Controlling Release; Decontamination Principles and Emergency Decon; Air Monitoring and Detection Instruments; Incident Termination, Documentation, and Post-Incident Analysis.
What competent looks like. Identify hazardous materials and their hazard classes using placards, labels, shipping papers, Safety Data Sheets, and emergency reference guides such as the ERG. Apply the Incident Command System and unified command structure to a simulated hazmat incident, correctly filling the roles of Incident Commander, Safety Officer, and operations sector. Select and don the correct level of personal protective equipment for a given hazmat scenario, verifying fit and integrity before entry. Perform defensive operations including establishing isolation perimeters, denying entry, and executing emergency decontamination on a simulated victim. Demonstrate safe termination procedures including decontamination, equipment rehabilitation, documentation, and post-incident analysis. Evaluate a simulated hazmat scene for life safety priorities and communicate a clear, accurate report to an incoming hazmat team.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Introduction to Hazardous Materials and Regulatory Framework | 10 | theory | Students will identify the legal and regulatory basis for hazmat operations response, including OSHA, EPA, and DOT roles, and explain the scope of operations-level responder authority. |
| NFPA 472 (current edition), NFPA 470 (current edition), DOT Emergency Response Guidebook (current edition), OSHA 1910.120 fact sheet, regulatory hierarchy blank diagram worksheet, whiteboard. | Exit-ticket quiz of 10 multiple-choice questions covering agency roles and operations-level authority; pass mark 70%. |
| 2 | Hazard Identification: Placards, Labels, and Markings | 12 | theory | Students will correctly identify DOT hazard class placards, labels, and UN/NA numbers on vehicles and containers and locate the corresponding ERG guide page within 60 seconds. |
| DOT placard board set (all nine classes), Emergency Response Guidebook (current edition), scenario photograph packets, ERG lookup drill cards, stopwatch. | Practical timed drill: student correctly identifies placard class, retrieves ERG guide, and states initial isolation distance for five randomly selected materials; all five correct within 60 seconds each to pass. |
| 3 | Shipping Papers, SDS, and Emergency Reference Sources | 10 | theory | Students will locate and interpret shipping papers in freight, rail, and pipeline contexts and extract key hazard information from a Safety Data Sheet to support defensive response decisions. |
| Sample shipping papers (bill of lading, train consist, cargo manifest props), Safety Data Sheets for at least five chemicals, CHEMTREC informational reference cards, ERG, extraction worksheets. | Written exercise: student locates and correctly interprets shipping papers and SDS for two assigned chemicals, completing the extraction worksheet with at least 80% accuracy on required data fields. |
| 4 | Toxicology and Health Hazards of Hazardous Materials | 10 | theory | Students will explain routes of exposure, key toxicological terms, and health effects relevant to common hazmat incident chemicals to support victim assessment and defensive protection decisions. |
| Human figure labeling diagrams, toxicology term reference list, scenario cards, blank index cards, whiteboard, NIOSH Pocket Guide to Chemical Hazards (printed or digital). | Short-answer written quiz of 15 items on toxicology terms and exposure routes; pass mark 70%. |
| 5 | Incident Command System for Hazmat Events | 12 | demo | Students will establish and staff an ICS structure appropriate for a multi-agency hazmat incident, correctly assigning safety officer, operations, and hazmat group roles. |
| ICS organizational chart blanks, scenario brief cards, ICS position checklist, tabletop props (cones, flags, maps), FEMA ICS-100 and ICS-200 reference summaries. | Instructor evaluates each student's role-play briefing using a standardized ICS checklist; student must correctly perform all critical tasks for their assigned position with no critical errors to pass. |
| 6 | Hazmat Scene Size-Up, Isolation, and Perimeter Establishment | 12 | field | Students will conduct a systematic hazmat scene size-up, correctly determine initial isolation distances using the ERG, and establish a hot/warm/cold zone perimeter with appropriate control points. |
| Simulated tanker prop or vehicle with placard, binoculars, barrier tape, traffic cones, measuring tape, handheld radio or radio simulator, ERG, zone marker flags, wind direction indicator. | Field performance checklist: student correctly identifies hazard, states correct ERG isolation distance, establishes zones at appropriate distances, and delivers an accurate radio size-up report; all four elements must be satisfactory to pass. |
| 7 | Personal Protective Equipment: Selection and Donning | 14 | lab | Students will select the correct EPA PPE level (A, B, C, or D) for an assigned hazmat scenario and don and doff Level B ensemble with supplied-air respirator within program time standards. |
| Level A encapsulating suit (display only), Level B chemical-resistant ensemble (student use), Level C ensemble (display), SCBA units, supplied-air respirator, donning/doffing SOP checklists, laminated doffing cards, stopwatch, PPE selection matrix worksheet. | Skills checklist: student independently selects correct PPE level for two assigned scenarios (both correct), and dons Level B ensemble with SCBA following all SOP steps with zero critical errors; pass requires 100% on critical steps. |
| 8 | Chemical Properties and Behavior: Gases, Liquids, and Solids | 10 | theory | Students will predict the behavior of a released hazardous material based on its physical and chemical properties, including vapor density, water solubility, flash point, and boiling point, to support defensive positioning decisions. |
| Dry ice demonstration kit with safety protocols, colored smoke simulator, chemical property data cards, comparison table worksheet, weather data scenario cards, ERG, whiteboard. | Written scenario prediction worksheet graded for accuracy of property identification and positioning logic; pass mark 75%. |
| 9 | Defensive Operations: Absorption, Diking, and Controlling Release | 14 | practice | Students will execute defensive hazmat operations including product control using absorption, diking, and damming techniques while remaining outside the hot zone and within their operations-level authority. |
| Simulated spill table or outdoor pad, sand bags, commercial sorbent pads and loose sorbent, drain plug kit, colored water (training dye), shovels, PPE (chemical-resistant gloves, safety glasses minimum), NFPA 472 competency reference cards, stopwatch. | Instructor observation checklist at each station: student correctly performs technique, wears required PPE, and correctly classifies the action as within or beyond operations authority; all three stations must be satisfactory to pass. |
| 10 | Decontamination Principles and Emergency Decon | 16 | lab | Students will set up an emergency decontamination corridor and perform decontamination on a simulated ambulatory and non-ambulatory victim using water dilution, following a written decon SOP. |
| Portable decon shower system or garden sprayer equivalents, collection tarps, decon SOP laminated cards, mannequin or training dummy, backboard, chemical-resistant decon gloves, marking flags for station identification, stopwatch. | Team performance checklist: corridor set up correctly within 8 minutes, both ambulatory and non-ambulatory decon sequences completed in correct order with no critical steps omitted; all teams must score satisfactory on every critical step. |
| 11 | Air Monitoring and Detection Instruments | 14 | lab | Students will operate common air monitoring instruments including a multi-gas detector and photoionization detector, interpret readings, and make a defensive go/no-go recommendation based on the data. |
| Four-gas personal monitors (one per student or pair), PID units, calibration gas cylinders, instrument manufacturer operation manuals, monitoring data log sheets, simulated scenario area with marked stations. | Skills checklist: student correctly bumps and starts up instrument, collects readings at all five stations, correctly classifies each reading, and states a defensible go/no-go recommendation; pass requires zero errors on startup/calibration and correct classification of at least four of five stations. |
| 12 | Incident Termination, Documentation, and Post-Incident Analysis | 12 | practice | Students will complete all steps of hazmat incident termination including decon verification, equipment rehabilitation, required documentation, and a structured post-incident analysis briefing. |
| Hazmat incident report forms (state or local standard format), equipment rehabilitation SOP checklist, deficiency tags, used PPE and monitoring instruments for inspection, scenario summary cards, hot wash agenda template. | Incident report reviewed by instructor: all required fields completed accurately and legibly, and equipment rehabilitation checklist completed with at least one correctly identified deficiency item; pass mark 80% on report form completeness and accuracy. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Hazmat Operations Knowledge Examination | Written exam | 25% | 70% or higher (minimum 70 of 100 questions correct) | A 100-item multiple-choice examination covering all 12 lesson areas, including regulatory framework, hazard identification, toxicology, ICS, chemical properties, defensive operations, decontamination, and air monitoring, mapped directly to the NFPA 472 operations-level competency domains tested on the state fire training Hazmat Operations credential exam. Students must score 70% or higher to pass. Standard met · Safety · Time · Quality/finish · Documentation |
| Hazmat Operations Skills Demonstration | Skills demonstration | 45% | Satisfactory on all critical tasks; zero critical errors permitted | Students complete a two-station practical evaluation: (1) scene size-up and perimeter establishment at a simulated incident, including hazard identification, ERG lookup, radio report, and zone marking; and (2) Level B PPE donning and emergency decontamination of a non-ambulatory simulated victim. A standardized JPR (job performance requirement) checklist aligned to NFPA 472 operations-level tasks is used; any critical error requires a remediation session and one retest opportunity. Standard met · Safety · Time · Quality/finish · Documentation |
| Hazmat Lab Log and Incident Documentation Portfolio | Log | 15% | 80% of required entries complete and accurate; all safety entries present | Students submit a compiled lab log containing completed worksheets, air monitoring data sheets, PPE selection matrices, decon corridor diagrams, and a final hazmat incident report form from the termination lesson. The log is graded for completeness, accuracy of technical content, and evidence of reflective notes on each practical activity; the incident report form is assessed separately against a required-field checklist. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety and PPE Compliance Safety Check | Safety audit | 15% | 100% compliance on all safety-critical behaviors throughout the course; any critical safety violation results in immediate remediation | The course instructor maintains a continuous safety observation log tracking each student's PPE use, zone discipline, equipment handling, and adherence to the buddy system during all lab and field sessions. A formal mid-course and end-of-course safety review summarizes observations; students with any unresolved critical safety finding must complete a documented remediation plan and demonstrate corrected behavior before receiving a passing safety check. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-FIRE51-05 Trade course
Rescue Operations for Firefighters
146 hr · $1,840 COMPLIMENTARY
This course prepares firefighters to perform structural collapse rescue, vehicle and machinery extrication, rope rescue, and confined-space rescue at the operations level, using NFPA 1006 and NFPA 1670 as guiding standards. Students apply incident command principles, size-up procedures, and coordinated teamwork to locate, access, stabilize, and disengage victims safely. Lesson content maps directly to the Firefighter I & II Pro Board/IFSAC skill sheets related to rescue and to Hazmat Operations competencies where chemical hazards intersect rescue scenes.
Outcomes- Perform a systematic rescue size-up, identify hazards, and establish an incident action plan for structural, vehicle, confined-space, and rope rescue scenarios.
- Select, inspect, and operate hand tools, hydraulic spreading and cutting tools, air-lifting bags, and rope-rescue equipment according to manufacturer specifications and NFPA 1006 standards.
- Demonstrate safe patient packaging, spinal motion restriction, and transfer procedures that protect victims and rescuers throughout the disentanglement process.
- Apply NFPA 1670 operational-level protocols to recognize, isolate, and mitigate hazards in confined spaces and structural collapse environments before committing rescue resources.
- Work within a rescue team using established hand signals, radio communications, and ICS roles to coordinate extrication operations safely and efficiently.
- Document rescue operations accurately, including victim information, hazard assessments, tool assignments, and after-action observations, using standard fire-service forms.
Course text
This course prepares firefighters to perform structural collapse rescue, vehicle and machinery extrication, rope rescue, and confined-space rescue at the operations level, using NFPA 1006 and NFPA 1670 as guiding standards. Students apply incident command principles, size-up procedures, and coordinated teamwork to locate, access, stabilize, and disengage victims safely. Lesson content maps directly to the Firefighter I & II Pro Board/IFSAC skill sheets related to rescue and to Hazmat Operations competencies where chemical hazards intersect rescue scenes.
How the course runs. 12 blocks: Rescue Size-Up and Scene Management; Rescue Tool Identification, Inspection, and Maintenance; Cribbing and Stabilization Fundamentals; Vehicle Extrication — Access and Disentanglement; Rope Rescue Fundamentals — Knots, Anchors, and Systems; Low-Angle and High-Angle Rope Rescue Operations; Confined-Space Rescue — Hazard Recognition and Entry Protocol; Confined-Space Non-Entry and Entry Rescue Techniques; Structural Collapse Rescue — Search, Marking, and Void Identification; Structural Collapse Rescue — Shoring, Breaching, and Victim Removal; Patient Assessment and Packaging in Rescue Environments; Integrated Rescue Scenario and After-Action Review.
What competent looks like. Perform a systematic rescue size-up, identify hazards, and establish an incident action plan for structural, vehicle, confined-space, and rope rescue scenarios. Select, inspect, and operate hand tools, hydraulic spreading and cutting tools, air-lifting bags, and rope-rescue equipment according to manufacturer specifications and NFPA 1006 standards. Demonstrate safe patient packaging, spinal motion restriction, and transfer procedures that protect victims and rescuers throughout the disentanglement process. Apply NFPA 1670 operational-level protocols to recognize, isolate, and mitigate hazards in confined spaces and structural collapse environments before committing rescue resources. Work within a rescue team using established hand signals, radio communications, and ICS roles to coordinate extrication operations safely and efficiently. Document rescue operations accurately, including victim information, hazard assessments, tool assignments, and after-action observations, using standard fire-service forms.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Rescue Size-Up and Scene Management | 9.5 | theory | Students will conduct a structured rescue size-up using a recognized acronym (SLICERS or department equivalent) and communicate findings through an ICS-format report. |
| IFSTA Principles of Rescue (current edition), incident photos, ICS-202 and ICS-214 forms, whiteboard, projector | Completed size-up form identifies all primary hazards and correctly sequences stabilization before victim contact; pass = 80% of required elements present. |
| 2 | Rescue Tool Identification, Inspection, and Maintenance | 9.5 | demo | Students will identify every major rescue tool by name and purpose, perform a documented pre-use inspection, and complete minor maintenance tasks for hydraulic and pneumatic tools. |
| Hydraulic spreader, cutter, ram, reciprocating saw, cutoff saw, air bags (high- and low-pressure), come-alongs, cribbing set, manufacturer inspection checklists, service log forms, PPE (structural gloves, safety glasses, hearing protection) | Student completes inspection checklist without omitting any critical item and correctly identifies three tool defects planted by instructor; pass = zero missed defects and completed log. |
| 3 | Cribbing and Stabilization Fundamentals | 11.5 | lab | Students will stabilize a vehicle in multiple positions (upright, on side, on roof) using box cribs, step chocks, and struts to eliminate movement before patient access. |
| Two junked vehicles (upright, on side/inverted for rotation), 4×4 and 2×4 cribbing, step chocks, wheel chocks, ratchet straps, telescoping struts, tape measure, PPE (helmet, structural gloves, safety boots) | Vehicle does not move more than allowable tolerance under instructor push test; student completes task within department time standard; pass = stable vehicle AND completed sketch. |
| 4 | Vehicle Extrication — Access and Disentanglement | 15.5 | lab | Students will use hydraulic and manual tools to create emergency and standard access openings in a vehicle and safely disentangle a simulated victim without causing additional injury. |
| Hydraulic power unit, spreader, cutter, ram, reciprocating saw, hand tools (spring-loaded punch, glass saw), two junk vehicles, long backboard, c-collar, PPE for all students and victim role players (structural PPE, cut-resistant gloves, face shield) | Victim (mannequin) is removed with no tool contact and no sharp-edge exposure; all cribbing maintained throughout; instructor skills sheet signed off; pass = all critical tasks checked on NFPA 1006-based skill sheet. |
| 5 | Rope Rescue Fundamentals — Knots, Anchors, and Systems | 13.5 | practice | Students will tie eight life-safety knots to standard, build a three-point anchor system, and explain the mechanical advantage of a 3:1 and 5:1 haul system. |
| NFPA 1983-rated static kernmantle rope (11 mm), personal escape rope, carabiners (locking and non-locking), prusiks, pulleys, PMPs, anchor straps, IFSTA Rope Rescue Operations manual, knot ID cards | Each knot inspected by instructor and passes a drop-weight test simulation; anchor system passes load test; haul system worksheet correct; pass = all eight knots correct AND worksheet 80%. |
| 6 | Low-Angle and High-Angle Rope Rescue Operations | 13.5 | field | Students will lower and raise a packaged victim using a belay system on both a low-angle slope and a simulated high-angle edge, maintaining voice and hand-signal communication throughout. |
| Rescue litter with victim packaging, static rope (200 ft minimum), brake-bar rack, figure-eight descenders, belay devices, edge protection pads, NFPA 1983-rated hardware, radio headsets, airhorn, personal fall arrest harnesses for all participants | Victim litter never uncontrolled; belay line maintained taut throughout; student calls all commands correctly; instructor skill sheet completed; pass = zero uncontrolled movements AND all commands correct. |
| 7 | Confined-Space Rescue — Hazard Recognition and Entry Protocol | 11.5 | theory | Students will classify permit-required and non-permit-required confined spaces per OSHA 29 CFR 1910.146 and identify the atmospheric, engulfment, and configuration hazards that make confined-space rescue high-risk. |
| OSHA 29 CFR 1910.146 reference, NFPA 1670 standard, four-gas monitor (calibrated), sample confined-space entry permits, case study handouts, projector | Entry permit completed without missing any required field; atmospheric classification matches instructor key for all three scenarios; pass = 80% score on permit-completion rubric. |
| 8 | Confined-Space Non-Entry and Entry Rescue Techniques | 13.5 | lab | Students will demonstrate non-entry retrieval of a victim using a tripod and mechanical retrieval device and perform a two-person entry team rescue in a simulated permit-required space wearing SCBA. |
| Rescue tripod with winch, retrieval harness, drag harness, SCBA units (pre-checked), four-gas monitor, entry permit, simulated confined space (department mock vault or conduit), mannequin, PPE (structural gear, gloves, helmet) | Non-entry retrieval completed without entry; entry team exits before any simulated IDLH alarm reaches 10% of IDLH; attendant log complete; pass = all three evolutions complete with no critical errors on instructor skill sheet. |
| 9 | Structural Collapse Rescue — Search, Marking, and Void Identification | 11.5 | field | Students will apply INSARAG/FEMA search marking systems to a simulated collapse environment, locate victims using physical search and acoustic methods, and mark the structure accurately for incoming resources. |
| Simulated collapse site or debris pile, INSARAG marking system reference card, lumber crayons, site sketch forms, acoustic listening device or amplified stethoscope, FEMA US&R Field Operations Guide (reference copy) | All four victims (two surface, two in void) located and marked; site sketch matches actual victim locations; incoming team brief contains all required elements; pass = all victims found AND sketch verified by instructor. |
| 10 | Structural Collapse Rescue — Shoring, Breaching, and Victim Removal | 13.5 | lab | Students will construct a single-post shore and a window/doorway horizontal shore in a simulated collapse void and safely remove a simulated victim through a breached opening without causing secondary collapse. |
| Timber shoring kit (4×4 lumber, wedges, header and footer boards), rotary hammer with chisel bit, pry bars, hand saws, CMU block practice wall, Sked stretcher, short and long backboard, cervical collars, PPE (helmet, structural gloves, knee pads, safety glasses) | Shore does not shift under instructor lateral load test; breach opening meets minimum size without damage to adjacent block; victim packaged with spinal alignment; pass = all three skill-sheet items checked. |
| 11 | Patient Assessment and Packaging in Rescue Environments | 11.5 | practice | Students will perform a primary and secondary patient assessment on a simulated trauma victim in a rescue environment and apply appropriate spinal motion restriction and bleeding-control interventions before transfer. |
| Moulaged mannequin, commercial tourniquets, hemostatic gauze, cervical collars (assorted sizes), KED and Sked stretchers, long backboard with straps, gloves (nitrile, exam grade), stopwatch, AHA first aid/CPR reference | Tourniquet applied with correct tension and time documented; junctional pack fills wound void; spinal alignment maintained through extraction; pass = all critical steps on instructor rubric completed without prompting. |
| 12 | Integrated Rescue Scenario and After-Action Review | 11.5 | field | Students will execute a full-scale, multi-type rescue scenario incorporating size-up, tool deployment, victim location, extrication or confined-space rescue, patient packaging, and verbal after-action report. |
| Two junk vehicles, manhole-cover prop or simulated vault, all rescue tools and PPE from prior lessons, ICS-214 forms, rescue reporting forms, stopwatch, video camera for playback review | Team completes both victim extractions with no critical safety violations; IC report contains all required size-up elements; written reflection submitted; pass = zero critical safety violations AND written reflection at least one full page addressing all four AAR questions. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Rescue Knowledge Exam | Written exam | 25% | 70% correct (42 of 60 questions) | A 60-question multiple-choice and short-answer written exam covering rescue size-up, tool identification and maintenance, OSHA confined-space regulations, NFPA 1670 operational-level protocols, INSARAG marking systems, knot and anchor theory, and patient-packaging principles. Questions are drawn from IFSTA, NFPA, and OSHA reference materials covered in lesson readings, mapped to Firefighter I & II Pro Board/IFSAC exam domains related to rescue. Standard met · Safety · Time · Quality/finish · Documentation |
| Practical Skills Demonstration | Skills demonstration | 45% | All critical steps completed without prompting; no critical errors; time standards met per department skill sheet | Students are evaluated one-on-one or in teams of two on four randomly selected skill stations drawn from: hydraulic vehicle extrication (door removal or roof removal), rope-rescue system rigging (knots plus 3:1 haul), confined-space non-entry retrieval, and structural-collapse victim packaging. Evaluators use NFPA 1006-aligned skill sheets with clearly identified critical steps that constitute automatic failure if missed. Standard met · Safety · Time · Quality/finish · Documentation |
| Rescue Lab Log Portfolio | Log | 15% | Submitted on time with all required entries; each entry includes hazard ID, tool selection rationale, sketch or photo documentation, and self-assessment; average rubric score 75% or higher | Students maintain a cumulative lab log throughout the course, recording entries after every lab, practice, and field lesson (Lessons 3–4, 6–12). Each entry must include a scene or evolution sketch, a list of hazards identified and controls applied, tool selection with justification, and a brief self-assessment of team performance. The completed portfolio demonstrates progressive skill development and is reviewed by the instructor at mid-course for feedback before final submission. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety Behavior Check | Safety audit | 15% | Zero critical safety violations observed across all observed evolutions; any single critical violation results in immediate remediation and recheck before the student may continue practical work | The instructor conducts ongoing direct observation of each student's safety behavior during all lab and field lessons, using a standardized safety observation form that tracks PPE compliance, tool handling, lockout/tagout application before any maintenance, SCBA buddy-check completion, and adherence to confined-space entry permit procedures. A summary safety rating is compiled at course end; students with any unresolved critical violation cannot receive a course completion certificate until a supervised remediation evolution is passed. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-FIRE51-06 Trade course
Emergency Medical Technician – Basic (EMT-B)
145 hr · $1,825 COMPLIMENTARY
This 145-hour course prepares students to function as Emergency Medical Technicians at the Basic level, covering patient assessment, airway management, trauma and medical emergencies, and EMS operations in the context of fire-based EMS. Lessons are mapped to the NREMT cognitive and psychomotor exam content areas so students are prepared to sit the National Registry EMT examination. Emphasis is placed on scene safety, team integration with fire suppression, and professional documentation.
Outcomes- Perform a systematic patient assessment (scene size-up, primary survey, secondary survey, and reassessment) on medical and trauma patients and verbalize findings using SOAP/CHART format.
- Demonstrate correct airway management techniques including positioning, suctioning, BVM ventilation, and the use of oropharyngeal and nasopharyngeal airways to maintain adequate oxygenation.
- Recognize and provide appropriate BLS interventions for life-threatening medical emergencies including cardiac arrest (CPR/AED), stroke, respiratory distress, diabetic emergencies, and anaphylaxis.
- Apply hemorrhage control, spinal motion restriction, splinting, and burn management principles following current evidence-based trauma care guidelines.
- Complete accurate patient care reports (PCR) and verbal hand-off reports that meet documentation standards required by state EMS regulatory agencies.
- Demonstrate safe ambulance operations, patient packaging, and lifting and moving techniques that protect both patient and provider from injury.
Course text
This 145-hour course prepares students to function as Emergency Medical Technicians at the Basic level, covering patient assessment, airway management, trauma and medical emergencies, and EMS operations in the context of fire-based EMS. Lessons are mapped to the NREMT cognitive and psychomotor exam content areas so students are prepared to sit the National Registry EMT examination. Emphasis is placed on scene safety, team integration with fire suppression, and professional documentation.
How the course runs. 12 blocks: EMS Systems, Roles, and Legal/Ethical Foundations; Anatomy, Physiology, and Medical Terminology for the EMT; Airway Management and Ventilation; Patient Assessment: Scene Size-Up and Primary Survey; Patient Assessment: Secondary Survey, Vital Signs, and SAMPLE History; Medical Emergencies: Cardiac, Respiratory, and Neurological; Medical Emergencies: Diabetic, Toxicological, Behavioral, and Obstetric; Trauma: Hemorrhage Control and Shock Management; Trauma: Musculoskeletal, Burns, Head, Spine, and Chest; EMS Operations: Lifting, Moving, Ambulance, and MCI; Special Patient Populations: Pediatric, Geriatric, and Special Needs; Documentation, Communication, and Integrated Patient Care Scenarios.
What competent looks like. Perform a systematic patient assessment (scene size-up, primary survey, secondary survey, and reassessment) on medical and trauma patients and verbalize findings using SOAP/CHART format. Demonstrate correct airway management techniques including positioning, suctioning, BVM ventilation, and the use of oropharyngeal and nasopharyngeal airways to maintain adequate oxygenation. Recognize and provide appropriate BLS interventions for life-threatening medical emergencies including cardiac arrest (CPR/AED), stroke, respiratory distress, diabetic emergencies, and anaphylaxis. Apply hemorrhage control, spinal motion restriction, splinting, and burn management principles following current evidence-based trauma care guidelines. Complete accurate patient care reports (PCR) and verbal hand-off reports that meet documentation standards required by state EMS regulatory agencies. Demonstrate safe ambulance operations, patient packaging, and lifting and moving techniques that protect both patient and provider from injury.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | EMS Systems, Roles, and Legal/Ethical Foundations | 10 | theory | Students will identify the structure of the EMS system, define the scope of practice of the EMT-Basic, and explain key legal and ethical responsibilities including consent, confidentiality, and duty to act. |
| National EMS Education Standards (NHTSA), state EMS practice act, Brady Emergency Care textbook (current edition), whiteboard | Written 20-question multiple-choice quiz covering EMS system components, EMT scope of practice, consent types, confidentiality (HIPAA basics), and duty to act; pass = 70% or higher. |
| 2 | Anatomy, Physiology, and Medical Terminology for the EMT | 12 | theory | Students will correctly use directional and anatomical terminology and describe the normal structure and function of the respiratory, cardiovascular, musculoskeletal, and nervous systems as a foundation for patient assessment. |
| Brady EMT textbook, anatomical models (torso, skull), laminated anatomical diagrams, flash card sets, markers | Practical ID test: students correctly label 15 of 18 anatomical structures on a blank diagram and correctly define 12 of 15 medical terms; both sub-scores must meet threshold. |
| 3 | Airway Management and Ventilation | 14 | lab | Students will perform a complete sequence of airway management skills — positioning, suctioning, OPA/NPA insertion, BVM ventilation with oxygen, and pulse oximetry interpretation — on manikins at NREMT psychomotor skill-sheet standards. |
| Airway management manikins (adult, child, infant), BVM devices (adult/pedi), OPA sets, NPA sets with lubricant, suction units (manual and powered), oxygen cylinders with regulators, non-rebreather masks, nasal cannulas, pulse oximeters, NREMT airway skill sheets | NREMT-format psychomotor skill sheet for BVM ventilation: student must pass all critical criteria (no critical failures) and score 70% on non-critical steps; instructor signs off on OPA and NPA insertion separately with zero critical failures. |
| 4 | Patient Assessment: Scene Size-Up and Primary Survey | 12 | demo | Students will conduct a scene size-up (BSI/PPE, scene safety, MOI/NOI, number of patients, additional resources) and a primary survey (XABC: exsanguinating hemorrhage, airway, breathing, circulation, disability) on simulated patients, identifying and treating immediate life threats. |
| PPE (gloves, eye protection), simulation manikins, cue cards, blood pressure cuffs, penlight, tourniquet trainers, scenario props (hazmat placards, simulated blood, safety cones), NREMT patient assessment skill sheets | Observed performance on two live-role-play scenarios scored on the NREMT patient assessment skill sheet; student must complete all critical steps with zero critical failures on both scenarios; instructor sign-off required. |
| 5 | Patient Assessment: Secondary Survey, Vital Signs, and SAMPLE History | 10 | lab | Students will accurately obtain a full set of baseline vital signs (pulse, respiration, blood pressure, SpO2, pupils, skin signs) and a SAMPLE history, and document findings using correct medical terminology within a realistic time frame. |
| Sphygmomanometers (manual aneroid), stethoscopes, pulse oximeters, penlights, wristwatches with second hands, blank PCR forms, scenario symptom cards, Brady textbook | Instructor compares student-recorded vital signs to reference values measured simultaneously by instructor; blood pressure must be within 8 mmHg, pulse within 4 bpm, respirations within 2 breaths/min; SAMPLE history must include all six components; 100% of critical elements required for sign-off. |
| 6 | Medical Emergencies: Cardiac, Respiratory, and Neurological | 14 | lab | Students will recognize and manage cardiac arrest (CPR and AED), acute coronary syndrome, respiratory distress, stroke (using a validated stroke screening tool), and altered mental status using current evidence-based BLS protocols. |
| CPR manikins with quality-feedback devices, AED trainers, BVM devices, oxygen equipment, Cincinnati Prehospital Stroke Scale laminated cards, scenario cards, epinephrine auto-injector trainer, Brady textbook, current AHA BLS guidelines | CPR quality-feedback device report: student must achieve compression rate within AHA-recommended range and adequate depth on at least 80% of compressions during a 2-minute cycle; AED skill sheet must show zero critical failures; stroke scenario: 4 of 5 correct identification required. |
| 7 | Medical Emergencies: Diabetic, Toxicological, Behavioral, and Obstetric | 10 | theory | Students will identify the signs and symptoms of hypoglycemia, hyperglycemia, poisoning/overdose, behavioral emergencies, and normal and abnormal childbirth, and select appropriate BLS interventions for each condition. |
| Brady EMT textbook, birthing manikin with delivery kit (bulb syringe, clamps, drapes), blood glucose monitor trainer, activated charcoal bottle (training prop), scenario cards, whiteboard | 20-question written quiz covering all four emergency categories; pass = 70%; birthing simulation checklist: student must complete all critical delivery steps including newborn airway management with no critical failures for sign-off. |
| 8 | Trauma: Hemorrhage Control and Shock Management | 12 | practice | Students will apply direct pressure, wound packing, and commercial tourniquets to control hemorrhage and recognize and manage hypovolemic shock using current Stop the Bleed and TCCC-adapted BLS principles. |
| Commercial tourniquet trainers (CAT/SOFTT-W), wound-packing models, gauze rolls (training), synthetic blood/moulage supplies, trauma manikin, PPE (gloves, eye protection), Stop the Bleed reference cards, Brady textbook | Tourniquet application skill sheet: correct placement, tightened to arterial occlusion, time noted, zero critical failures required; wound-packing checklist: all critical steps completed; shock scenario: student must correctly identify shock stage and verbalize all priority interventions — instructor pass/fail sign-off. |
| 9 | Trauma: Musculoskeletal, Burns, Head, Spine, and Chest | 14 | lab | Students will assess and manage fractures, dislocations, burns, suspected head injury, spinal motion restriction, and chest trauma using appropriate splinting, immobilization, and bandaging techniques. |
| Board splints, traction splint (Hare or Sager), cervical collars (multiple sizes), long spine board with straps, head immobilizer, roller gauze, triangular bandages, burn-diagram worksheets, moulage kit, Brady textbook, NREMT skill sheets | NREMT-format traction splint skill sheet: zero critical failures, all steps in sequence; SMR skill sheet: zero critical failures; burn worksheet: BSA calculation within 5% of reference answer for three of four diagrams — instructor sign-off on all three. |
| 10 | EMS Operations: Lifting, Moving, Ambulance, and MCI | 11 | field | Students will demonstrate safe patient lifting and moving techniques, describe ambulance pre-trip inspection procedures, and explain the START triage system for mass-casualty incidents. |
| Wheeled stretcher, stair chair, power cot (if available), blankets, ambulance apparatus check sheet, training ambulance or simulated equipment bay, START triage tags, MCI scenario patient cards, ICS-100 reference handout | Lifting/moving: instructor checks that student uses correct body mechanics and verbalizes commands with zero unsafe lifts; ambulance inspection: 100% of checklist completed and deficiency correctly identified; START triage: 10 of 12 patients tagged correctly — all three components must pass. |
| 11 | Special Patient Populations: Pediatric, Geriatric, and Special Needs | 10 | theory | Students will adapt patient assessment and intervention techniques to pediatric, geriatric, and patients with special healthcare needs, correctly using the Pediatric Assessment Triangle and identifying age-specific anatomical and physiological differences. |
| Brady EMT textbook, PAT reference cards, pediatric video vignettes (or printed photo sets), blank comparison chart templates, sample geriatric medication list, cue cards, whiteboard | PAT vignette exercise: student correctly categorizes 8 of 10 patients AND identifies the correct priority intervention for each correct categorization; comparison chart evaluated by instructor for completeness and accuracy of vital-sign ranges — 90% accuracy required. |
| 12 | Documentation, Communication, and Integrated Patient Care Scenarios | 16 | practice | Students will complete accurate and legally defensible patient care reports, deliver structured verbal hand-off reports, and manage a series of integrated simulated EMS calls from dispatch through transfer of care demonstrating competency across all prior course content. |
| Blank PCR forms (state-standard format), documentation rubric, simulation manikins, moulage supplies, radio trainer handsets, scenario scripts, comprehensive scenario checklist, all previously used skills equipment | PCR documentation: 90% of required data fields completed accurately with no critical documentation errors (no wrong patient, wrong treatment, or falsified data) on all three PCRs; integrated scenario: zero critical failures on the NREMT patient assessment skill sheet for the student's assigned team-leader scenario — instructor sign-off required. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| NREMT Cognitive Content Examination | Written exam | 25% | 70% overall with no single content area below 60% | A 100-question multiple-choice examination modeled on the NREMT cognitive exam blueprint, covering airway/ventilation/oxygenation, cardiology/resuscitation, trauma, medical/obstetrics/gynecology, EMS operations, and special populations in proportion to NREMT weighting. Students must achieve 70% overall with no single domain below 60% to demonstrate readiness to sit the National Registry examination. Standard met · Safety · Time · Quality/finish · Documentation |
| NREMT Psychomotor Skills Demonstration | Skills demonstration | 45% | Zero critical failures on all five required skill stations | Students complete all five NREMT-required psychomotor skill stations: patient assessment/management (trauma), patient assessment/management (medical), BVM ventilation of an apneic patient, cardiac arrest management/AED, and spinal immobilization (supine patient). Each station is evaluated using the official NREMT skill sheets; any critical failure on any station requires a remediation and retest of that station before the student is recommended for the National Registry practical examination. Standard met · Safety · Time · Quality/finish · Documentation |
| Clinical Skills Lab Log | Log | 15% | All required skills documented with instructor sign-off; 100% completion | Throughout the course students maintain a cumulative lab log recording each hands-on skill performed, the date, the scenario context, self-assessment notes, and the instructor's signature confirming competent performance. The log must show at least the minimum required repetitions for each NREMT skill area (as defined by the course skill-repetition tracking sheet) with 100% of entries carrying an instructor sign-off; incomplete or unsigned entries are not accepted. Standard met · Safety · Time · Quality/finish · Documentation |
| Scene Safety and PPE Compliance Check | Safety audit | 15% | 100% of critical safety behaviors demonstrated correctly on every evaluated scenario | At three unannounced points during the practical lessons, the instructor conducts a formal safety audit evaluating: correct donning of PPE (gloves and eye protection) before patient contact, verbalization of scene safety before entering a simulated scene, proper sharps handling, and correct body mechanics during all patient moves. Any single critical safety failure (e.g., patient contact before gloves, failure to verbalize an unsafe scene) is recorded and requires the student to repeat the associated lesson before progressing; all three audits must show 100% compliance with critical safety behaviors. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-FIRE51-07 Capstone
Capstone Project: Integrated Firefighting and Emergency Response
162 hr · $1,620 COMPLIMENTARY
Students plan, execute, and document a full-scale simulated emergency incident that integrates fire suppression, hazmat operations, rescue, and emergency medical response skills acquired throughout the program. Each student produces a written incident action plan, leads or participates in a live field evolution, compiles a professional portfolio of program work, and defends their performance before a panel of instructors and a working fire service evaluator. The capstone is the summative demonstration that a graduate is ready for entry-level employment and credentialing exams.
Outcomes- Develop a written Incident Action Plan (IAP) using ICS forms that identifies command structure, tactical objectives, resource assignments, and safety considerations for a multi-hazard scenario.
- Execute assigned tactical operations—including fire attack, patient assessment and treatment, hazmat isolation, and victim rescue—in a live field evolution that meets NFPA 1001 and NFPA 470 operations-level performance requirements.
- Evaluate their own and their crew's performance using an after-action review (AAR) framework, identifying at least three strengths and three corrective actions supported by evidence from the evolution.
- Assemble a professional portfolio that documents competency evidence across all program courses, including skills checklists, written reports, scenario evaluations, and CPR/first aid certification.
- Communicate technical and tactical decisions clearly in an oral defense before a panel, justifying choices with reference to applicable NFPA standards, ICS principles, and department-level SOGs.
- Demonstrate professional readiness by submitting a completed job-application packet—including resume, cover letter, and reference list—targeted to an entry-level firefighter or EMT-B position.
Course text
Students plan, execute, and document a full-scale simulated emergency incident that integrates fire suppression, hazmat operations, rescue, and emergency medical response skills acquired throughout the program. Each student produces a written incident action plan, leads or participates in a live field evolution, compiles a professional portfolio of program work, and defends their performance before a panel of instructors and a working fire service evaluator. The capstone is the summative demonstration that a graduate is ready for entry-level employment and credentialing exams.
How the course runs. 4 blocks: Incident Action Planning and ICS Documentation; Scenario Design, Pre-Planning, and Safety Briefing; Live Capstone Field Evolution; Portfolio Compilation, AAR, and Oral Defense.
What competent looks like. Develop a written Incident Action Plan (IAP) using ICS forms that identifies command structure, tactical objectives, resource assignments, and safety considerations for a multi-hazard scenario. Execute assigned tactical operations—including fire attack, patient assessment and treatment, hazmat isolation, and victim rescue—in a live field evolution that meets NFPA 1001 and NFPA 470 operations-level performance requirements. Evaluate their own and their crew's performance using an after-action review (AAR) framework, identifying at least three strengths and three corrective actions supported by evidence from the evolution. Assemble a professional portfolio that documents competency evidence across all program courses, including skills checklists, written reports, scenario evaluations, and CPR/first aid certification. Communicate technical and tactical decisions clearly in an oral defense before a panel, justifying choices with reference to applicable NFPA standards, ICS principles, and department-level SOGs. Demonstrate professional readiness by submitting a completed job-application packet—including resume, cover letter, and reference list—targeted to an entry-level firefighter or EMT-B position.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Incident Action Planning and ICS Documentation | 40 | theory | Given a multi-hazard scenario description, the student will produce a complete written Incident Action Plan using standard ICS forms that correctly identifies the incident objectives, command-and-control structure, tactical assignments, communication plan, and medical plan. |
| FEMA ICS-100, ICS-200, and ICS-700 course materials; blank ICS form packet (ICS-201 through ICS-208); NFPA 1001 Standard for Fire Fighter Professional Qualifications (current edition); department-level SOG samples; scenario packets; whiteboard and markers | Instructor scores the submitted individual IAP against a 25-point rubric covering completeness of all required ICS form sections, accuracy of command structure, feasibility of tactical assignments, and clarity of the safety/medical plan; passing score is 20/25 (80%). |
| 2 | Scenario Design, Pre-Planning, and Safety Briefing | 30 | demo | Each student will design the specific evolution parameters for their capstone scenario, conduct a written pre-plan of the training facility or burn building, and deliver a formal crew safety briefing that addresses all known hazards before any live evolution begins. |
| NFPA 1620 Standard for Pre-Incident Planning (current edition); training facility site maps; OSHA 29 CFR 1910 General Industry hazard communication resources; structural PPE ensemble (helmet, hood, coat, pants, gloves, boots, SCBA) for demonstration; accountability tags/PASSPORT system; safety briefing observer checklist | Instructor uses a pass/fail observer checklist (minimum 90% of required safety elements present and correctly stated) to evaluate each student's mock safety briefing; any student scoring below 90% must revise and re-deliver before advancing to the live field evolution. |
| 3 | Live Capstone Field Evolution | 52 | field | Operating within their assigned ICS role, each student will successfully execute all assigned tactical tasks—fire suppression, patient assessment and basic life support, hazmat isolation and denial of entry, and victim rescue—during a full-scale, graded multi-hazard training evolution that meets the performance requirements of NFPA 1001 Levels I and II and NFPA 470 Hazmat Operations. |
| Full structural PPE (NFPA 1971) per student; SCBA units (NFPA 1981); charged hoselines, nozzles, and appliances; hazmat response kit including ERG (current edition), chemical-resistant PPE Level B/C, and decontamination supplies; EMS jump bag with AED trainer, BVM, oxygen delivery equipment, and cervical collars; vehicle-extrication equipment or simulated rescue prop; moulage kit; ICS accountability system; evaluator skills checklists; audio-recording device for hot-wash | Each student must receive a passing score (meets standard) on a minimum of 85% of scored JPR line items on the evaluator checklist; any critical safety failure (e.g., SCBA removed in IDLH atmosphere, hoseline abandoned without accountability) results in an automatic unsatisfactory and requires a remedial re-attempt before the portfolio defense. |
| 4 | Portfolio Compilation, AAR, and Oral Defense | 40 | lab | Each student will compile a complete professional portfolio documenting program-wide competency evidence, write a formal after-action review of their capstone evolution, and successfully defend their preparation, decision-making, and professional readiness before a two-person evaluation panel. |
| Portfolio binder or digital folder template with required table-of-contents checklist; AAR four-column template; student hot-wash audio recordings and evaluator checklists from field evolution; résumé and cover-letter templates from Course 1; NFPA 1001 and NFPA 470 standards for reference during defense prep; oral-defense scoring rubric; external evaluator orientation packet | Portfolio is scored pass/fail against the required table of contents (all items present and legible); AAR is scored on a 20-point rubric (passing = 16/20, 80%), with deductions for missing columns, absence of standard references, or unsupported claims; oral defense is scored on a 30-point panel rubric covering technical accuracy, communication clarity, self-assessment quality, and professional demeanor, with a passing score of 24/30 (80%). |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Capstone Field Evolution Project | Project | 60% | Pass (85% or more of scored NFPA 1001/470 JPR line items rated 'meets standard' by the evaluator; zero critical safety failures; completed IAP scoring 80% or above on the ICS rubric) | The student plans and executes a full-scale, multi-hazard training evolution—integrating fire suppression, rescue, hazmat isolation, and EMS tasks—under the direct observation of a credentialed evaluator who scores each required job performance requirement against NFPA 1001 Levels I and II and NFPA 470 Hazmat Operations standards. The IAP, safety briefing, and live tactical execution are all scored; failure of any critical safety item requires a documented remediation and re-attempt before the student may proceed to the portfolio defense. Meets specification · Within estimate · Workmanship · Safety · Documentation |
| Professional Portfolio | Portfolio | 20% | Pass (all required table-of-contents items present; AAR scoring 16/20 or above; résumé and application materials reviewed and approved by instructor as employer-ready) | The portfolio is a curated collection of competency evidence spanning all seven didactic and lab courses in the program, including signed skills checklists, writing samples, industry certification cards, and a complete job-application packet. The formal written after-action review of the capstone evolution is the centerpiece document and is evaluated for technical accuracy, use of standard references, and quality of self-assessment. Completeness · Organization · Evidence quality |
| Oral Defense Before Evaluation Panel | Oral / panel | 20% | Pass (24/30 or above on the panel rubric; no unanswered critical safety question; panel consensus that the student demonstrates entry-level readiness) | Each student presents their capstone work to a two-person panel consisting of a program instructor and an external fire service professional, then answers questions drawn from all credential exam domains—fire behavior, suppression tactics, hazmat operations, rescue, and EMS. The panel scores technical accuracy, the ability to cite applicable standards, communication clarity, and professional demeanor, and provides written feedback that the student uses to target final exam preparation in Course 9. Explains decisions · Answers technical questions · Professional communication |
AGR-FIRE51-08 Externship / clinical
Externship / Worksite Placement – Fire and EMS Field Experience
243 hr · $970 COMPLIMENTARY
Students complete supervised worksite hours at an assigned fire station, emergency medical services agency, or combined fire-EMS department, applying Firefighter I & II, EMT-B, and Hazmat Operations skills under the direct oversight of credentialed fire service personnel. Each student maintains a structured field journal documenting incident types, skills performed, and professional reflections that connect field experience to NFPA 1001, NFPA 470, and NREMT competency areas. The course culminates in a formal employer evaluation and a reflective skills demonstration reviewed by the program instructor.
Outcomes- Perform assigned fireground and EMS support tasks safely and within scope, meeting the performance standards of NFPA 1001 Firefighter I & II under direct supervision.
- Document at least 20 distinct field activities in a structured field journal, linking each entry to a specific credential competency area (Firefighter I/II, NREMT EMT, or Hazmat Operations).
- Demonstrate professional conduct, punctuality, and adherence to department SOPs throughout the externship, as rated satisfactory or above on the employer mid-term and final evaluations.
- Apply hazmat operations awareness and defensive actions correctly when supporting hazmat incidents or training exercises encountered during the placement.
- Perform patient assessment and EMT-level interventions as permitted by the host agency's scope and medical director authorization, consistent with NREMT EMT competency areas.
- Present a structured verbal debrief to the program instructor summarizing three significant learning experiences, identifying gaps addressed and skills confirmed during the placement.
Course text
Students complete supervised worksite hours at an assigned fire station, emergency medical services agency, or combined fire-EMS department, applying Firefighter I & II, EMT-B, and Hazmat Operations skills under the direct oversight of credentialed fire service personnel. Each student maintains a structured field journal documenting incident types, skills performed, and professional reflections that connect field experience to NFPA 1001, NFPA 470, and NREMT competency areas. The course culminates in a formal employer evaluation and a reflective skills demonstration reviewed by the program instructor.
How the course runs. 4 blocks: Externship Orientation and Worksite Integration; Fireground and Station Operations Skills Practice; EMS and Hazmat Operations Field Experience; Final Employer Evaluation and Instructor Debrief.
What competent looks like. Perform assigned fireground and EMS support tasks safely and within scope, meeting the performance standards of NFPA 1001 Firefighter I & II under direct supervision. Document at least 20 distinct field activities in a structured field journal, linking each entry to a specific credential competency area (Firefighter I/II, NREMT EMT, or Hazmat Operations). Demonstrate professional conduct, punctuality, and adherence to department SOPs throughout the externship, as rated satisfactory or above on the employer mid-term and final evaluations. Apply hazmat operations awareness and defensive actions correctly when supporting hazmat incidents or training exercises encountered during the placement. Perform patient assessment and EMT-level interventions as permitted by the host agency's scope and medical director authorization, consistent with NREMT EMT competency areas. Present a structured verbal debrief to the program instructor summarizing three significant learning experiences, identifying gaps addressed and skills confirmed during the placement.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Externship Orientation and Worksite Integration | 24 | field | The student will successfully complete department onboarding, demonstrate knowledge of the host agency's SOPs and chain of command, and begin contributing to station duties safely under assigned crew supervision. |
| Host agency SOP manual, NFPA 1001 Standard (current edition), field journal (provided by program), PPE issued by host agency, department radio, apparatus familiarization checklist | Signed host agency orientation checklist returned to program coordinator by end of week one; field journal contains at least four entries from this lesson block with specific SOP references; supervising officer confirms student is cleared for supervised participation — pass requires all three conditions met. |
| 2 | Fireground and Station Operations Skills Practice | 96 | field | The student will perform fireground support tasks — including hose deployment, ventilation support, search and rescue assistance, and post-incident salvage and overhaul — at a competency level consistent with NFPA 1001 Firefighter I & II standards, as evaluated by the supervising officer. |
| Full structural PPE (issued by host agency or student-owned and department-approved), SCBA assigned by department, hoselines and nozzles, ground ladders, salvage covers, thermal imaging camera (department-issued), NFPA 1001 JPR reference list, field journal | Mid-term employer evaluation form score of satisfactory or above on a minimum of eight NFPA 1001 Firefighter I task areas; field journal shows at least ten documented fireground or drill entries with officer initials confirming accuracy — pass requires satisfactory rating and ten verified entries. |
| 3 | EMS and Hazmat Operations Field Experience | 87 | field | The student will provide EMT-level patient care support on EMS responses and apply hazmat operations defensive actions during hazmat incidents or drills, documenting each event against NREMT and NFPA 470 competency areas in the field journal. |
| EMS jump bag (host agency-supplied), BVM, pulse oximeter, BP cuff, stretcher, NREMT EMT cognitive exam content outline (current edition), ERG (current edition), NFPA 470 competency checklist, field journal | Field journal contains at least eight EMS call entries and at least one hazmat event entry, each linked to a specific NREMT or NFPA 470 competency; supervising officer or EMS preceptor initials each entry confirming student participation — pass requires eight EMS entries, one hazmat entry, all initialed, and the incident comparison entry completed. |
| 4 | Final Employer Evaluation and Instructor Debrief | 36 | field | The student will submit a complete field journal, receive a final employer evaluation rating of satisfactory or above across all domain areas, and deliver a structured verbal debrief to the program instructor that demonstrates reflective analysis of professional growth and identified competency gaps. |
| Completed field journal, employer final evaluation form, program externship completion checklist, NFPA 1001 / NREMT / NFPA 470 competency references for debrief support | Final employer evaluation form shows satisfactory or above on all domain ratings with supervisor signature; field journal is complete per the program checklist; verbal debrief addresses all four required topics with specific examples — pass requires all three conditions met; any unsatisfactory domain rating triggers a remediation plan before the course grade is finalized. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Employer Skills Evaluation (Skills Demonstration) | Skills demonstration | 70% | Satisfactory or above rating on all domain areas of the standardized employer evaluation form, signed by the supervising officer | The host agency supervising officer completes the program's standardized employer evaluation form at mid-term and at the conclusion of the placement, rating the student on NFPA 1001 fireground task performance, EMT-level patient care support, hazmat defensive action adherence, professional conduct, and teamwork. Any domain rated below satisfactory at final evaluation requires the student to complete a documented remediation plan and, if time permits, additional supervised hours before a passing grade is awarded. Competency · Safety · Attendance · Conduct · Initiative |
| Field Journal and Competency Log (Lab Log) | Log | 30% | Complete entries for all required activities across all four lesson blocks, with officer or preceptor initials on each entry and a one-page summary submitted; all entries must link to a specific credential competency area | The field journal serves as the student's running record of externship experience, with each entry dated, describing the task performed, naming the credential competency area addressed (Firefighter I/II JPR, NREMT content area, or NFPA 470 competency), and initialed by the supervising officer or EMS preceptor to verify participation. The program instructor reviews the complete journal for thoroughness, accuracy of competency mapping, and quality of reflective commentary, and uses it alongside the employer evaluation to determine the final course grade. Complete · Verified |
AGR-FIRE51-09 Exam prep
Certification Exam Preparation: Firefighter I & II, EMT-B, and Hazmat Operations
68 hr · $680 COMPLIMENTARY
This capstone review course systematically maps every lesson to the tested domains of the Pro Board/IFSAC Firefighter I & II, NREMT EMT-Basic, and Hazmat Operations credentialing exams, reinforcing knowledge and skills through targeted review, scenario-based reasoning, and full-length mock examinations. Learners identify personal knowledge gaps, practice exam-style questioning under timed conditions, and refine test-taking strategies so they enter each credentialing exam with demonstrated readiness. Emphasis is placed on safety principles, accurate decision-making, and the integrated application of all program content.
Outcomes- Correctly answer practice questions mapped to all NFPA 1001 Firefighter I and II job performance requirement domains at a rate consistent with passing the Pro Board/IFSAC written examination.
- Demonstrate cognitive mastery of NREMT EMT-Basic tested content areas—airway, respiration and ventilation; cardiology and resuscitation; trauma; medical/obstetrics/gynecology; and EMS operations—at or above the NREMT minimum passing standard on timed practice assessments.
- Accurately apply hazardous-materials operations knowledge consistent with NFPA 472/470 Operations-level competencies as tested by the state fire training credentialing system.
- Identify personal weak domains through diagnostic mock-exam analysis and develop a targeted self-study remediation plan before each credentialing exam date.
- Apply effective exam-taking strategies—time management, question dissection, and answer elimination—to maximize performance across all three credentialing exams.
- Complete at least one full-length mock examination for each credential under timed, proctored conditions and meet or exceed the program-established passing benchmark before the credentialing exam date.
Course text
This capstone review course systematically maps every lesson to the tested domains of the Pro Board/IFSAC Firefighter I & II, NREMT EMT-Basic, and Hazmat Operations credentialing exams, reinforcing knowledge and skills through targeted review, scenario-based reasoning, and full-length mock examinations. Learners identify personal knowledge gaps, practice exam-style questioning under timed conditions, and refine test-taking strategies so they enter each credentialing exam with demonstrated readiness. Emphasis is placed on safety principles, accurate decision-making, and the integrated application of all program content.
How the course runs. 4 blocks: Firefighter I & II Exam Domain Review: Fire Behavior, Suppression, Rescue, and Fireground Operations; NREMT EMT-Basic Exam Domain Review: Airway, Cardiology, Trauma, Medical, and EMS Operations; Hazmat Operations Exam Domain Review: Recognition, Actions, Decon, and Incident Management; Full-Length Proctored Mock Examinations and Personalized Remediation.
What competent looks like. Correctly answer practice questions mapped to all NFPA 1001 Firefighter I and II job performance requirement domains at a rate consistent with passing the Pro Board/IFSAC written examination. Demonstrate cognitive mastery of NREMT EMT-Basic tested content areas—airway, respiration and ventilation; cardiology and resuscitation; trauma; medical/obstetrics/gynecology; and EMS operations—at or above the NREMT minimum passing standard on timed practice assessments. Accurately apply hazardous-materials operations knowledge consistent with NFPA 472/470 Operations-level competencies as tested by the state fire training credentialing system. Identify personal weak domains through diagnostic mock-exam analysis and develop a targeted self-study remediation plan before each credentialing exam date. Apply effective exam-taking strategies—time management, question dissection, and answer elimination—to maximize performance across all three credentialing exams. Complete at least one full-length mock examination for each credential under timed, proctored conditions and meet or exceed the program-established passing benchmark before the credentialing exam date.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Firefighter I & II Exam Domain Review: Fire Behavior, Suppression, Rescue, and Fireground Operations | 22 | theory | Given a representative set of NFPA 1001-aligned practice questions covering fire behavior, hose and water supply, ladders, ventilation, forcible entry, search and rescue, and incident command, the learner will correctly answer at least 75 percent of items in each domain. |
| IFSTA Essentials of Fire Fighting (current edition), NFPA 1001 Standard for Fire Fighter Professional Qualifications (current edition), domain-mapped practice question bank, personal gap-analysis worksheets, printed or digital flashcard sets, whiteboard, projector | Each learner scores at least 75 percent correct on a 50-question domain practice quiz at the close of the lesson; learners scoring below 75 percent in any single domain receive a targeted remediation reading assignment and must retake a 20-question domain quiz before advancing. |
| 2 | NREMT EMT-Basic Exam Domain Review: Airway, Cardiology, Trauma, Medical, and EMS Operations | 18 | theory | Given NREMT-style scenario-based practice questions across all five tested content areas, the learner will correctly answer at least 70 percent of items in each content area and verbally explain the clinical reasoning behind correct answers. |
| AAOS Emergency Care and Transportation of the Sick and Injured (current edition) or equivalent approved EMT textbook, NREMT Candidate Handbook, domain-mapped NREMT-style practice question bank, patient scenario case-study packets, whiteboard, projector, timer | Each learner scores at least 70 percent on the 30-question mixed-domain quiz; any learner below 70 percent in a specific content area completes a focused reading and a 15-question remediation quiz on that domain before the next lesson. |
| 3 | Hazmat Operations Exam Domain Review: Recognition, Actions, Decon, and Incident Management | 10 | theory | Given practice questions and scenario prompts mapped to NFPA 472/470 Operations-level competencies, the learner will correctly identify hazardous materials, select appropriate defensive actions and PPE, describe decontamination procedures, and apply incident-command principles at a passing rate consistent with state credentialing standards. |
| NFPA 472 Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents (current edition), NFPA 470 Hazardous Materials/WMD Standard for Responders, current Emergency Response Guidebook (DOT ERG), hazmat scenario packets, blank quick-reference card template, whiteboard, projector | Each learner scores at least 75 percent on the 20-question timed practice quiz and correctly completes all required fields on the tabletop scenario documentation sheet; learners with gaps in any competency area receive an ERG and NFPA 472 targeted reading assignment before the mock exam lesson. |
| 4 | Full-Length Proctored Mock Examinations and Personalized Remediation | 18 | practice | Under timed, proctored conditions that replicate actual credentialing exam environments, the learner will complete one full-length mock examination for each of the three credentials—Firefighter I & II, NREMT EMT-B, and Hazmat Operations—score each against credentialing benchmarks, and produce a written remediation plan addressing any domain scoring below the passing threshold. |
| Full-length proctored mock exam packets for each credential (Firefighter I & II, NREMT EMT-B, Hazmat Operations), bubble-answer sheets, timer, proctor script, scoring rubrics with domain breakdowns, gap-analysis worksheets from Lesson 1, Credentialing Readiness Plan template, IFSTA Essentials of Fire Fighting, AAOS Emergency Care and Transportation textbook, NFPA 472/470, Emergency Response Guidebook | Passing benchmark for the mock exams is 75 percent overall on the Firefighter I & II and Hazmat Operations mocks, and 70 percent overall on the NREMT EMT-B mock, consistent with program-established readiness thresholds; any learner scoring below threshold on any credential mock must submit a completed Credentialing Readiness Plan and complete at least one additional instructor-reviewed domain practice set before their scheduled credentialing exam date. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Proctored Full-Length Mock Certification Examinations (All Three Credentials) | Mock certification exam | 100% | 75 percent or higher overall on the Firefighter I & II written mock and the Hazmat Operations written mock; 70 percent or higher overall on the NREMT EMT-Basic written mock; learners not meeting any benchmark must complete a documented remediation plan and an instructor-reviewed retake domain quiz before sitting the actual credentialing exam. | Each learner completes three separate full-length, timed, closed-book proctored mock examinations—one for Pro Board/IFSAC Firefighter I & II, one for NREMT EMT-Basic, and one for Hazmat Operations—under conditions that replicate the actual credentialing exam environment, including exam rules, time limits, and no reference materials. Scores are reported by overall percentage and by domain, and each learner submits a written Credentialing Readiness Plan that uses the domain-level results to guide final self-directed study before the credentialing exam dates. Score · Time management |
Program completion
External credential: Hazmat Operations; NREMT EMT; Pro Board/IFSAC Firefighter I & II
Students sit the Pro Board/IFSAC Firefighter I and II written and practical examinations administered through their state fire training system, the NREMT cognitive and psychomotor examinations for EMT certification administered by the National Registry of Emergency Medical Technicians, and the state fire training system Hazmat Operations certification examination aligned to NFPA 470. Pass standard: Credential issued by the body.
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