GEORGIA DEPARTMENT OF INSURANCE - CAREGIVER

FIRE SAFETY TRAININGCOURSE

CAREGIVER

FIRE SAFETY TRAININGCOURSE

(FOR USE WITH THE 5-HOUR INITIAL TRAINING COURSE)

DISTRIBUTED BY

GEORGIA INSURANCE AND SAFETY FIRE COMMISSIONER’S OFFICE

PUBLIC EDUCATION DIVISION

TABLE OF CONTENTS

INTRODUCTION

INSTRUCTOR’S GUIDE

MODULE 1: MOTIVATION TO TEACH FIRE SAFETY

MODULE 2: ABOUT FIRE AND FIRE BEHAVIOR IN BUILDINGS

MODULE 3: FACILITY FIRE PROTECTION SYSTEMS AND DEVICES

MODULE 4: FACILITY EVACUATION PLANS AND DRILLS

MODULE 5: BURN INJURY PREVENTION AND BURN TREATMENT

MODULE 6, PART 1: YOUTH FIRESETTER INTERVENTION/SPECIAL EVACUATION TYPES

FOR CHILD FACILITY TRAINING

MODULE 6, PART 2: SPECIAL EVACUATION TYPES ………………………………………………………………58

FOR ADULT FACILITY TRAINING

MODULE 7: TEACHING FIRE SAFETY ….

COURSE EXAMINATION: TEST, ANSWER KEYAND ANSWER SHEET ……………………………………… 65

INTRODUCTION

It is the purpose of this course to provide basic information about fire safety to adults working with occupants in “group day-care homes”, “day-care centers”, and for administrator’s, directors, operators and all staff of Group I-1 and Group R-4 assisted living communities, assisted living facilities, community living arrangements, memory care units, personal care homes, and residential board and care homes so they may provide the occupants of their facility with at least a minimum level of protection from fire and the potential risks associated with fire. To realistically reduce the number of fires, and the injuries, deaths, and property losses associated therewith, a measurable change in the attitudes and behaviors related to fire risks and safety measures on the part of children and adults must occur. All citizens must be educated regarding the potential risks associated with fire, and the safeguards that may be taken to reduce the occurrence of fire and the risks associated therewith. Heat energy, including fire, is a major tool in the modern world, just as it has been throughout the history of man.

Through the progression of this course, the caregiver professional will focus on the following:

Motivation to teach and practice fire prevention and fire preparedness in the facility and in the home.

Basic components of fire, products of combustion, and fire behavior in buildings.

Facility fire prevention measures and fire protection features.

Facility preparedness for a fire or other emergency, including building evacuation procedures.

Modern burn prevention and treatment practices.

Firesetting: Identification and Intervention (Child).

Special Evacuation Types (Adult).

Evacuation procedures.

Educating occupants about fire safety.

This course involves the use of lectures, discussions and audio/visual teaching aids. The participantis to be provided an agenda and the objectives of each course module. Participant will be tested at the end of the course to assure minimum competency and knowledge has been acquired. Upon satisfactory completion of the course, the participant will be provided a CaregiverCertificate from the Georgia Insurance and Safety Fire Commissioner’s Office.

INSTRUCTOR’S GUIDE

TheCAREGIVER FIRE SAFETY COURSE is intended for persons responsible for the care, welfare, and safety of occupants in a caregiver facility. The course is required to be attended by caregivers in “group day care homes,” “day care centers” and for administrator’s, directors, operators and all staff of Group I-1 and Group R-4 assisted living communities, assisted living facilities, community living arrangements, memory care units, personal care homes, and residential board and care homes.

This limited application is based on the provisions of the Official Code of Georgia Annotated (O.C.G.A.), Chapter 25, Title 2 that designates the building types and/or uses that fall under the jurisdiction of the Georgia Safety Fire Commissioner’s State Fire Marshal’s Office. The designations are located in O.C.G.A. 25-2-13(b)(1)(I)(J).

“(I) Group day care homes and daycare centers required to be licensed or commissioned as such by the Department of Early Care and Learning where at least seven children receive care. As used in this subparagraph, the term “group day care home” means a day care facility subject to licensure by the Department of Early Care and Learning where at least seven but not more than 12 children receive care; and the term “day care center” means a day care facility subject to licensure or issuance of a commission by the Department of Early Care and Learning where more than 12 children receive care. Fire safety standards adopted by the Commissioner pursuant to Code section 25-2-4 which are applicable to group day care homes and day care centers shall not require staff-to-child ratios;”

(J) Personal care homes and assisted living communities required to be licensed as such by the Department of Community Health and having at least seven beds for nonfamily adults, and the Commissioner shall, pursuant to Code Section 25-2-4, by rule adopt state minimum fire safety standards for those homes, and any structure constructed as or converted to a personal care home on or after April 15, 1986, shall be deemed to be a proposed building pursuant to subsection (d) of Code Section 25-2-14 and that structure may be required to be furnished with a sprinkler system meeting the standards established by the Commissioner if he deems this necessary for proper fire safety.

A significant portion of the course content within the modules will be relatively new to a participant taking the course for the first time. Therefore, it is essential for the instructor to cover the contents of each module at least to the minimum extent established herein. Taking this into consideration, the modules have been constructed so the instructor may easily present this course by following the “objectives” and “methods of instruction” contained in the various modules. The following is a guide for the instructors when presenting this course:

Purpose:Each module has a “purpose.” This provision simply defines the “purpose” for the particularmodule.

Objectives: The “objectives” of each module are presented at the beginning of the module. It is imperative that all objectives are covered, as the competency exam derives directly from the objectives. A list of the Module objectives is provided in the Instructor Support File. This list should be provided to the participant when the class begins.

Methods of

Instruction:Each module contains a suggestedmethod of instruction. The course isdesigned so the participant may utilize their learning skills through lecture, discussion and audio/visual teaching aids. The instructor is encouraged to use practical exercises and other methods of instruction that are not contained herein. It is intended that the instructor adjust his or her teaching styles and methods of instruction to meet the needs of the participant.

Module

Time:Each module has a suggested time period during which the course material may be adequately covered. The course length is five (5) hours. Time needs to be provided for administrative duties and the Competency Exam. Because of this, the seven modules have a suggestedtotal time of four (4) hours. Additional time may be required for the Competency Exam;however, the suggestedmaximum time for completing the exam is sixty (60) minutes. The instructor may adjust the suggested module times accordingly; however, it is imperative that all course objectives be covered.

*Notes:Each module contains Instructor Notes that are indicated by *Note: Notes are intended to direct the instructor’s attention to specific details or instructions regarding subject content. Notes may include reference to the Instructor Support File, prompting the instructor to ask questions, or to offer suggestions to the instructor regarding the use of audio/visual aids or other resources.

Audio/visual

Aids:Audio/visual aids, including videos, are not required to be used during the presentation of course modules, unless otherwise noted herein, or through future directives from the Public Education Division. The use of relevant videos or other aids is highly recommended. Appropriate videos are suggestedfor use in each module. Instruction time is very valuable. Videos or other aids should not be used to simply “take up” class time. A list of videos is provided in the Instructor Support File. The State does not have copies of these, you may choose to purchase them or download them.

Practical

Fire

Extinguisher

Training:It is not mandatory for the participant to participate in live fire training during the Portable Fire Extinguisher segment of Module III. Classroom instruction and/or simulated use of portablefire extinguishers are required. It needs to be stressed to participant that the use of portable fire extinguishers by facility staff is secondary to removing occupants from danger and evacuating the facility. Staff is not required to engage in fire control or extinguishment. Such action is a decision of staff based on the circumstances encountered during a fire emergency. The instructor may choose to perform a live fire extinguishment demonstration, or to seek the assistance of the local fire department. When the instructor decides to demonstrate the use of extinguishers on live fires, the use of protective clothing is necessary by the instructor, and participant safety and property protection require high priority. The use of a relevant video is highlyrecommended. The Instructor shall direct participant to the Web site, for additional information about portable fire extinguishers and their use.

Competency

Exam:Each participant is required to complete and pass the Competency Exam. The passing score is seventy-five percent (75%). The exam has twenty (20) multiple choice questions, each having a value of five (5) points. The instructor shall maintain security of the testanswer key. If the test answer key is compromised or lost, the instructor shall promptly notify the Public Education Division. Participants are NOT permitted to keep a copy of the exam and test answer sheets.

Handouts:Throughout the instructional modules, references are made to theInstructor Support File, which contains charts, narratives, code references, news articles and other resources. The instructor is encouraged to duplicate and distribute any of the noted resources in the Instructor Support File that may assist the participant upon successful completion of the course. The Instructor Support File is made available on the web site by logging in to your Instructor account.

*Note:Your roster, the list of objectives, the Competency Examand a Test Answer Sheet must be provided to the participant. As noted elsewhere, all of the aforementioned materialmust be returned to the instructor. Theevaluation form is available on the web site at

Class

Registration: In order for the participant to receive credit for the course, the instructor mustenter each participant’s data online – within three (3) to five (5) days or less –following the completion of the course. The registration process shall be as follows:

  1. The instructor is responsible for his/her own roster/register for obtaining allnecessary information from each participant. The information disclosedmust be legible enoughso the instructor can complete the online process of entering theparticipant’s data.
  1. The instructor must report the classes on line by entering the participant’sinformation from the instructor’s roster/register. Go to down the page to the “Other Services” category to locate and click “Public Education” and scroll to the links on the far left side and click “Caregiver Instr. Report” in order to enter the participant’s data. The instructor must check the appropriate course given, i.e., 5-hour or 2-hour Refresher when entering the data online.
  2. After the participant has successfully completed the course and the data has been entered by the instructor, the participant can go to the web site,
    to search their name and view/print their certificate.
  3. The evaluation form is available on the web site at

The online registration form must be completed as follows:

Date of Class:Date the class occurred

Location Class Held: Location where instructor held the class

Name of Facility: Enter the complete name of the facility.

Address of Facility: Street address of facility wherethe participant works, or home address

City of Facility:Same as above but with city information

Zip of Facility:Same as above but with zip information

First Name of Caregiver: Firstname ONLY

Middle Initial of Caregiver: Middle initial ONLY (if applicable)

Last Name of Caregiver: Last Name ONLY

CaregiverTelephone Number: Participant Telephone Number
Caregiver Email Address:Participant Email Address (ONE ONLY)

5 hours/2 hours:5 hour initial course and 2 hour refresher course.

Test Score:The instructor mustenter the participant’s test score, as well as the applicable Pass/Fail in thebox provided. 75% is theminimum scorefor the participant to pass the course. This means that the participant must have fifteen (15) of the twenty (20) questions answered correctly.

Caregiver Certificate:As of June 1, 2010, participants who passed can download and print their certificate from our web site. The web page is located at:

Evaluations:Upon completion of each course, it important to get participant feedback. #Evaluations are reserved for passing participants only.

MODULE 1: MOTIVATION TO TEACH FIRE SAFETY

Purpose:The purpose of this module is to make the participant aware of the impact of fire in the United States and Georgia.

Objectives:At the conclusion of this module, the participant will explainthe following:

  • The impact of fire in the United States and Georgia
  • The impact of fire in caregiver facilities
  • Why caregivers should teach fire safety related topics

Method of

Instruction:Lecture, Discussion and Audio/Visual(Optional)

Module Time:30 minutes

*Note:The instructor is encouraged to utilize one of the following narratives found in the Instructor Support File to begin this module. The narratives may be effective in captivating the participant’s interest before proceeding further into the course. The instructor may use his or her own narratives, stories, or other sources of relevant material instead of the narratives or materials provided in theInstructor Support File.During the refresher course, cover only updated statistics and related resources in the Instructor Support File.

  • School Fires
  • Our Lady of the AngelsSchool Fire
  • Be a Star Thrower
  • DaycareCenter Fires (U.S. Fire Administration Topical Fire Research Series)
  • The Overall Fire Picture – 2006 (NFPA)
  • 2005 United States Fire Loss Clock (NFPA)
  • An Overview of the U.S. Fire Problem (NFPA)
  • Non-Residential Structures (NFPA)
  • Structure Fires in Educational Properties (NFPA)
  • Georgia Fire Death Rates – 1975 Thru 2005 (based on USFA data)

►Discuss the fire problem in the United States and Georgia with emphasis on our target facilities.

Fire in the United States

The United States has had, and continues to have, significant problems with fires out of control, more so than is generally perceived by the average person. Annually, there are millions of fires, thousands of deaths and injuries, and billions of dollars in property and indirect losses. These losses have a significant impact on our Nation, but also the people who are directly impacted by fire out of control. The United States has, and continues to have one of the worst fire records of the industrialized countries. Nationally, there are between three and five thousand fire deaths each year, and an estimated direct dollar loss involving property of over ten billion dollars.In 2013, there were 1,240,000 fires reported in the United States. These fires caused 3,240 civilian deaths, 15,925 civilian injuries, and $11.5 billion in property damage.

Fire in Georgia

Historically, the Southeastern region of the United States suffered more deaths to fire out of control than other regions. There were a few exceptions, such as Alaska, which had many deaths annually associated with alcoholic beverage consumption and smoking. The causes of fires and life loss varied from region to region. The Southeastern United States and some other Southern states became known as the Burn Belt of the nation.Georgia was one of these states.Georgia’s fire death rate in 1975 was 50.88 per million of the population. Georgia was ranked fifth (5th) in the Nation in fire related deaths. It should never be forgotten that to this date, the Winecoff Hotel fire in Atlanta in 1946, remains the worst hotel fire, with 119 deaths, in the history of the United States. In 2013, there were 34,062 fires reported in Georgia. These fires caused 135 civilian deaths, 382 civilian injuries, and over $270 million in property damage.

Fire in the United Stateswas a very significant problem in the 1940’s. In 1947, President Harry Truman established the President’s Conference on Fire Prevention. Many of the problems identified during that time still exist: however, many of the problems identified were solved. Two reports from that conference can be downloaded from the United States Fire Administration (USFA). (

In 1973, the National Commission on Fire Prevention and Control, established by President Richard Nixon, released its findings in a report entitled, America Burning.This report was very comprehensive and its findings dealt with issues that were nonexistent in 1947, such as the risks imposed on the public and firefighters by burning plastics. Fires involving “petro-chemicals” are still a significant challenge, however, to a somewhat lesser degree due to changes in codes and standards during the last several years. More advances in fire protection technology must continue in regards to “petro-chemicals.” In 1998, a follow-up report to America Burning was published. Both documents have resulted in many fire safetyand fire protection improvements in the United States. More remains to be done. The America Burning reports and other reports on America’s problems associated with fire out of control can be obtained from the USFA and the National Fire Protection Association (NFPA).

Fire in Day Care Facilities

Structure Fires in Educational Properties, published by the National Fire Protection Association (NFPA), includes day care facilities. The NFPA data indicates that between 2007 and 2011, there was an average of 580 structure fires in educational occupancies.Most fires in educational properties occurred in nursery, elementary, middle, or high schools, with an estimated average of 4,060 structure fires per year reported in these properties. Over half (54%) of the fires in these properties occurred between 9 a.m. and 3:00 p.m. Half (49%) of the fires in these properties were set intentionally. One-third (32%) of the fires in these schools occurred in a lavatory or bathroom and 13% began in a kitchen or cooking area.*Note: More details will be covered as you continue throughthe course.