Tought Leader


Developing an Effective, Dynamic Fleet Exercise Program


WRITTEN BY STEPHEN SATTERLY


Capability-based, Objective driven. Define core capabilities and associat- ed goals so the exercises can compare current capabilities to required or desired standards.


S


chool bus drivers make numerous decisions every day. Te deadly Chatta- nooga crash on Nov. 21


underscores the weight of these decisions. Most crashes are caused by driver error. A dynamic exercise program can prepare drivers for the many incidents they may face, and can be done in an inexpensive way. Te U.S. Department of Home-


land Security has developed the Homeland Security Exercise and Evaluation Program (HSEEP) that can be the basis of a comprehensive training program. Exercises can be a cost-effective means to test and validate plans and capabilities, familiarizes personnel with roles and responsibilities, and informs all stakeholders.


Programs should be guided by these principles:


Guided by both Central Office and Fleet Personnel.


Te engagement of Central Office personnel is the key to the success of any exercise program. Tey pro- vide guidance and direction while ensuring activities are within school board polices and administrative guidelines.


Steve Satterly (right) coordinates a full-scale exercise


with local first responders.


Progressive Planning Approach. Prioritizing a training program to balance immediate needs against capabilities and complexity of the exercises can maximize a team’s efficiency towards achieving their ultimate goal.


Whole Community Integration. Program developers are encouraged to engage the whole community in plan- ning exercises, keeping in mind the sensitive nature of the information.


Informed by Risk. Identifying and assessing risks and associated impacts can help establish priorities, objectives and core capa- bilities.


Stephen C. Satterly Jr.


Common Methodology. HSEEP includes a common meth- odology for exercises that are appli- cable to all mission areas, including divergent fleet sizes, geographies and capabilities. Tis provides a shared understanding of the exercise pro- gram, and fosters collaboration.


Tere is a distinct methodology for


developing a dynamic, effective exer- cise program, which includes: design and development, conduct, evalua- tion and an improvement plan. Design and development requires risks assessment and potential im- pact of such risks. Risk and program priorities are essential in developing effective exercises established goals. Te exercises can be briefings, drills, tabletop exercises, functional exercis- es or full-scale exercises.


20 School Transportation News • JANUARY 2017


Exercise conduct involves prepa- ration, exercise management and wrap-up activities. Te top priority is always the safety of the partici- pants, followed by relevancy and realism of activities. Don’t have an exercise just to have an exercise. Te core of any program is the ability to measure the effectiveness of the program and participants at every step and in all its aspects: objectives, strengths, weaknesses, readiness and unforeseen situations as experience and information is accumulated. A program should include the abil- ity to track and incorporate corrective actions effectively as needed to ensure exercises yield tangible improve- ments. Te program and documenta- tion should be dynamic, continually monitored and improved upon.


What It Might Look Like: A superintendent wants to imple- ment a new policy on how drivers handle fights on the bus. A meeting is called and it’s determined that the driver will:


1. Pull the bus over to a safe spot, park and turn off the bus


2. Radio the base and report the situation


3. Get the rest of the students to safety


4. Attempt to verbally intervene 5. Monitor the situation


Tis team establishes driver goals and guidelines for:


1. Securing the bus. 2. Effective communications. 3. Bus evacuation safety. 4. Aspects of Intervention.


Te director then meets with local law enforcement and EMS officials to


CELEBRATING 25 YEARS


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