HomeMy WebLinkAboutFFD Trainee Academy Instructor Manual Fresno Fire Department
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Fresno Fire
Department
Trainee
Academy
Instructor Manual
Fresno Fire Department
Page 2
Table of Contents
CHAPTER 1: INTRODUCTION ................................................................................. 6
Instructor Manual Overview – Fresno Fire Department ................................... 6
Key Components ............................................................................................. 6
CHAPTER 2: BUDGET AND RESOURCES ............................................................. 9
Budget Development ....................................................................................... 9
Core Budget Categories .................................................................................. 9
Resource Accountability ................................................................................ 10
Funding Sources ........................................................................................... 11
CHAPTER 3: ACADEMY PLANNING, INITIAL SETUP, AND TIMELINES ............ 12
Academy Planning Framework ..................................................................... 12
Timeline Milestones ....................................................................................... 14
CHAPTER 4: ACADEMY SCOPE AND OBJECTIVES ........................................... 18
Training Objectives ........................................................................................ 18
Scope of Training: ......................................................................................... 18
Curriculum and Lesson Plan Development ................................................... 22
CHAPTER 5: INSTRUCTOR CODE OF CONDUCT ............................................... 24
Guiding Principles ......................................................................................... 24
Instructor Expectations .................................................................................. 25
Professional Boundaries with Trainees ......................................................... 25
Corrective Actions ......................................................................................... 26
Special Needs and Accommodations ............................................................ 26
Instructor Development and Debriefing ......................................................... 27
Violations of the Code of Conduct ................................................................. 27
CHAPTER 6: ACADEMY INSTRUCTOR AND CADRE COORDINATION ............. 28
Instructor Roles and Duties ........................................................................... 28
Key Roles and Responsibilities ..................................................................... 28
Firefighter 1 and 2 Instructor Qualifications ................................................... 29
Instructor Required Training .......................................................................... 29
Instructor Orientation ..................................................................................... 31
Collaboration and Communication ................................................................ 31
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Schedule Instructor Rotations ....................................................................... 32
Promote Mentorship and Cadet Engagement ............................................... 32
Summary ....................................................................................................... 32
CHAPTER 7: PRE-ACADEMY FAMILY NIGHT ...................................................... 34
Coordinating Pre-Academy Family Night ...................................................... 35
CHAPTER 8: DAILY ACADEMY OPERATIONS ..................................................... 36
Day One Trainee Academy ........................................................................... 36
Review of Student Handbook and Policies ................................................... 36
Uniform and Equipment Issue ....................................................................... 36
Daily Schedule Execution.............................................................................. 37
PT and Hydration Oversight .......................................................................... 37
Debriefs and Homework ................................................................................ 38
Instructor Logs and Progress Reports ........................................................... 38
CHAPTER 9: SAFETY AND RISK MANAGEMENT ............................................... 39
Safety and Accountability Practices .............................................................. 39
Daily Safety Briefs ......................................................................................... 39
Injury Prevention and Response ................................................................... 39
Environmental Monitoring.............................................................................. 40
Hazard Mitigation Planning ........................................................................... 41
PPE Compliance Checks .............................................................................. 41
CHAPTER 10: PLAN OF INSTRUCTION FOR FIREFIGHTER 1 AND 2 ............... 42
Instructor Requirements ................................................................................ 42
Instructor Resources ..................................................................................... 42
Course Description ........................................................................................ 43
Learning Objectives ...................................................................................... 44
Instructional Delivery ..................................................................................... 45
Evaluation ..................................................................................................... 45
CHAPTER 11: CURRICULUM COMPONENTS ...................................................... 46
Core Curriculum Components ....................................................................... 46
Instructor Application ..................................................................................... 48
CHAPTER 12: INDIVDUAL PERFORMANCE EVOLUTION .................................. 50
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Instructor Responsibilities ............................................................................. 51
Access to Individual Performance Evolutions (IPEs) ..................................... 52
CHAPTER 13: TESTING, EVALUATION, AND REMEDIATION ............................. 53
Testing and Grading Process ........................................................................ 54
Weighted Grading System ............................................................................ 55
FFD Manipulative Skills Exam: ...................................................................... 56
Retaking a Skills Exam (Individual Performance Evolutions) ........................ 56
State Fire Training (SFT) Cognitive Exam ..................................................... 58
SFT Skills Exam ............................................................................................ 58
Retaking a Skills Exam ................................................................................. 59
Assistance and Accommodations .................................................................. 60
CHAPTER 14: EVALUATION AND PERFORMANCE TRACKING ........................ 61
Performance Tracking ................................................................................... 61
Evaluation Reports ........................................................................................ 61
Instructor Responsibilities ............................................................................. 63
Trainee Feedback Surveys ........................................................................... 64
Daily Tracking Tools ...................................................................................... 64
Weekly Summary Submissions ..................................................................... 65
Compliance with Training Standards ............................................................. 65
Secured Record Keeping .............................................................................. 66
CHAPTER 15: TASK BOOK COMPLETIONS ........................................................ 67
Probationary Firefighter Task Book: .............................................................. 68
SFT Fire Fighter 1 and 2 Certification Task Book (2024) ............................... 68
Evaluator Responsibilities ............................................................................. 69
CHAPTER 16: TRAINEE SUPPORT RESOURCES ............................................... 71
Mentorship Program ...................................................................................... 71
Learning Materials and Digital Resources ..................................................... 72
Study and Academic Success Strategies ...................................................... 72
CHAPTER 17: DISCIPLINE, CONDUCT, AND EXPECTATIONS ........................... 74
Standard of Conduct ..................................................................................... 74
Corrective Action ........................................................................................... 74
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Instructor Documentation Protocols .............................................................. 74
Behavioral Interventions ................................................................................ 75
CHAPTER 18: GRADUATION PLANNING AND FINAL PREPARATIONS ............ 76
Ceremony Planning ....................................................................................... 76
Recognition of Achievement .......................................................................... 76
Final Checks and Clearance ......................................................................... 77
Celebrate Department Culture ...................................................................... 77
CHAPTER 19: POST-ACADEMY REVIEW AND DEBRIEF ................................... 78
After-Action Review ....................................................................................... 78
Curriculum Refinement ................................................................................. 78
Reporting and Records ................................................................................. 79
Archiving and Storage ................................................................................... 79
GLOSSARY OF TERMS ......................................................................................... 80
CROSS-REFERENCES .......................................................................................... 82
APPENDICES.......................................................................................................... 84
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CHAPTER 1: INTRODUCTION
Instructor Manual Overview – Fresno Fire Department
This manual serves as a standardized instructional reference for cadre members
responsible for delivering a consistent, high-quality firefighter trainee academy. It
provides structured guidance on how to plan, deliver, evaluate, and document training
in accordance with Fresno Fire Department (FFD) standards, State Fire Training
(SFT) requirements, and National Fire Protection Association (NFPA) professional
qualifications.
This manual underscores the Training Division’s critical role in two key areas: ensuring
that recruits successfully navigate all phases of the academy—preparation,
instruction, evaluation, and post-academy development—and supporting instructors
in delivering training that aligns with departmental priorities, accreditation standards,
and the expectations of public service.
A seamless transition from the Personnel Division to the Training Division is essential
to the success of each recruit. Once recruitment, hiring, and initial processing are
complete, the Training Division assumes full responsibility for the recruit’s
development. Guided by this manual, the division oversees all aspects of academy
integration, ensuring that training is delivered consistently and in full compliance with
professional and regulatory standards. This structured handoff reinforces the
department’s commitment to excellence, accountability, and public trust.
Key Components
Key component of this manual include:
1. Instructor Roles and Responsibilities
• Defines expectations for professionalism, conduct, and instructional
delivery.
• Outlines instructor qualifications, required training, and ethical
standards.
• Emphasizes mentorship, collaboration, and accountability.
2. Academy Planning and Operations
• Covers pre-academy coordination, budgeting, resource allocation,
and scheduling.
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• Includes detailed timelines and milestones for academy setup and
execution.
• Provides guidance on daily operations, safety protocols, and
documentation.
3. Curriculum and Instruction
• Aligns with NFPA 1010, 470, 1140, and State Fire Training (SFT)
standards.
• Includes lesson planning, instructional methods, and use of digital
tools (e.g., TargetSolutions LMS).
• Details the Plan of Instruction for Firefighter 1 and 2, including course
content, objectives, and delivery methods.
4. Evaluation and Performance Tracking
• Describes testing, grading, and remediation policies.
• Introduces Individual Performance Evolutions (IPEs) and their
administration.
• Outlines documentation protocols using FD-94, FD-95, and FD-96
forms.
• Explains the weighted grading system and expectations for
academic and manipulative performance.
5. Compliance and Documentation
• Provides tools for daily tracking, weekly summaries, and secure
recordkeeping.
• Ensures alignment with SFT, OSHA, and City of Fresno policies.
• Includes task book management for academy, probationary, and
certification phases.
6. Trainee Support and Development
• Details mentorship programs, digital learning resources, and
academic success strategies.
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• Emphasizes wellness, resilience, and integration into department
culture.
7. Graduation and Post-Academy Review
• Covers graduation planning, recognition of achievement, and final
clearance.
• Includes After-Action Review (AAR) procedures and curriculum
refinement processes.
It is expected that all cadre members will refer to this manual regularly, applying its
guidance as a living document to ensure that the department meets all learning
objectives and performance benchmarks. Instructors must approach their role with the
understanding that their actions directly influence both the success of individual
recruits and the credibility of the Fresno Fire Department’s Accredited Local Academy.
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CHAPTER 2: BUDGET AND RESOURCES
Purpose
The financial planning of the Fresno Fire Department (FFD) Trainee Academy is a
critical component of academy operations. A comprehensive and well-documented
budget ensures that instructors, recruits, and support staff are provided with the
necessary resources to meet the training standards of the National Fire Protection
Association (NFPA), State Fire Training (SFT), and departmental policies.
Budget planning not only supports day-to-day instructional delivery but also reinforces
accountability, transparency, and compliance with City of Fresno financial procedures.
Instructors are expected to understand the major resource categories, verify
instructional readiness, and provide input on training needs to support effective
financial decision-making. A copy of the budget template is in the following computer
network subfolder: T-Drive > TRN – ACADEMY > 0 - Budget Template
Budget Development
The Training Division, under the oversight of the Deputy Chief of Training, shall
collaborate closely with Fire Finance to draft a detailed budget plan for each academy.
Budget development must:
• Identify all line-items needed for the academy.
• Account for both direct instructional needs and indirect support
functions.
• Be submitted well in advance of the academy to align with city
purchasing cycles and vendor timelines.
• Include a contingency fund to address unanticipated expenses.
Core Budget Categories
Budget requests should include, at minimum, the following categories:
• Instructor Compensation and Backfill: Costs associated with cadre
members, overtime, or backfilling operational positions to ensure
adequate staffing.
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• Trainee Costs: Costs associated with academy trainees, including
onboarding expenses, uniforms, etc.
• Personal Protective Equipment (PPE): Helmets, turnout gear, gloves,
boots, and other safety equipment required for compliance with NFPA
standards.
• Academy Equipment: Trainee-issued equipment such as wildland
gear, SCBA components, flashlights, and utility tools.
• Instructional Materials: IFSTA manuals, skill sheets, classroom
handouts, digital licenses, and printing costs.
• Meals and Hydration: Academy-provided meals during extended
training days, hydration stations, and supplies to support NFPA 1584
rehabilitation requirements.
• Vendor Services: Contracted support for live-fire props, medical
standby, specialized instructors, or technical equipment rentals.
• Communications Equipment: Radios, headsets, chargers, and
accessories for instructional and field use.
• Fuel and Apparatus Costs: Fuel for engines, trucks, and support
vehicles; maintenance costs tied to training usage.
Resource Accountability
Instructors play a vital role in ensuring resource accountability by:
• Staying within budget and obtaining approval from the Administrative
Battalion Chief prior to making any additional unbudgeted expenditures.
• Verifying that all instructional materials and PPE are delivered,
functional, and compliant with training objectives.
• Reporting shortages, damaged equipment, or resource deficiencies to
the Logistics Coordinator immediately.
• Maintaining accurate records of consumable usage (e.g., lumber, OSB,
saw blades, propane, fuel) to support reordering and financial tracking.
• Assist in post-academy budget reconciliation by confirming that
resources were used effectively and aligned with training outcomes.
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Funding Sources
The Training Division must identify and secure funding from multiple sources to
sustain the academy. Typical sources include:
• Department Allocations from the General Fund: Annual budgetary
allotments dedicated to training.
• Grants: Regional or federal training grants that can subsidize PPE,
props, or specialized instruction (e.g. Federal SAFER grants, ARPA
funds (City allocation, etc.).
• Instructional Service Agreement (ISA) with Fresno City College:
City appropriations tied to a joint reimbursable training program with
FCC; FCC reimburses the City using apportionment (e.g., 60/40 split of
FTES apportionment in the ISA).
Summary
Budget planning and resource management are fundamental to the success of the
FFD Trainee Academy. By actively collaborating with Fire Finance, maintaining
accurate line-item accountability, and ensuring resources are available before
instruction begins, instructors contribute to the academy’s professionalism, efficiency,
and compliance. A well-prepared budget is not only a financial requirement but also a
reflection of the department’s commitment to excellence in training and public service.
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CHAPTER 3: ACADEMY PLANNING, INITIAL SETUP, AND TIMELINES
Purpose
The Fresno Fire Department (FFD) Trainee Academy requires precise planning and
disciplined execution to ensure that recruits receive training aligned with NFPA
standards, State Fire Training (SFT) requirements, and Departmental policies. This
chapter integrates both initial academy planning and timeline management to provide
instructors, coordinators, and command staff with a unified roadmap.
Establishing and adhering to these processes supports:
• Professionalism and Accountability – Clear milestones and
assignments ensure resources, staff, and recruits are prepared.
• Instructional Effectiveness – Timelines provide the framework for
lesson plan alignment, testing, and evaluations.
• Compliance – Structured planning ensures adherence to OSHA, NFPA,
and SFT regulations.
• Operational Readiness – Early preparation reduces last-minute
disruptions and supports smooth delivery of the academy.
Academy Planning Framework
1. Establish Academy Timeline
• Set Start and Graduation Dates: Confirmed by the Training
Division, in consultation with the Fire Chief and Personnel Services
Department (PSD), dates should avoid major city events, holidays,
wildfire deployments, or other operational conflicts. The 16-week
academy is most optimally began in the fall or spring. Early August
to finish before the end of the calendar year and mid-January to finish
before the summer months. The needs of the department shall be
paramount in scheduling.
• Develop Planning Tools: Use a project management platform (e.g.,
shared calendar or Gantt chart) to track curriculum preparation, PPE
procurement, onboarding, facility reservations and coordination with
personnel and various stakeholders.
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• Backward Planning: Graduation date is established concurrently
with the start date, allowing instructors to align lesson delivery,
testing, and remediation windows.
2. Budget and Resources
o Budget Line Items: Include PPE, SCBAs, consumables, classroom
rentals, instructional materials, meals and hydration, instructor
overtime, and vendor services (e.g., live fire props).
o Funding Sources: Identify departmental allocations, grants, or
regional training funds. Submit budget requests early to allow for
approvals and purchasing cycles.
o Contingency Fund: Maintain reserve funds for unexpected costs.
3. Onboarding and HR Coordination
o Partner with the Personnel Manager to confirm completion of all pre-
employment requirements: medical physicals, drug screening,
background checks, Live Scan, and new hire orientation.
o Ensure submission of forms (I-9, W-4, emergency contacts, etc.).
o All documents are to be scanned and uploaded to the LMS and
securely filed. Recruits who have not completed their paperwork
must be flagged for followed up immediately.
4. Facilities and Training Grounds
o Secure lecture classrooms, drill towers, burn buildings, drill yard,
vehicle extrication sites, and hazmat props.
o Confirm access logistics, restrooms, parking, and security
requirements.
o Maintain a facility use calendar distributed to all instructors and
support staff.
o Identify backup locations for weather or operational conflicts.
5. Academy Training Schedule
o Design a master schedule integrating NFPA 1010 JPRs and SFT
curriculum objectives.
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o Components must include daily physical training, classroom
lectures, guest speakers, manipulative skills labs, scenario-based
evolutions, remediation opportunities, and evaluation dates.
o Share schedule with instructors and update weekly. Assign
instructors to specific modules and clearly list learning objectives in
advance.
6. Compliance and Documentation
o Prepare all regulatory documents: liability waivers, OSHA-required
forms, SFT pre-certification paperwork, and Academy Rules and
Conduct Agreements.
o Establish both physical and digital filing systems for audit readiness.
o Conduct a pre-academy compliance audit.
7. Equipment Procurement and Vendor Coordination
o Inventory existing supplies, then order PPE, SCBAs, hand tools,
hose lines, consumables, and props.
o Coordinate vendor support for live fire evolutions, deliveries, and
service.
o Assign a logistics coordinator to track deliveries, inspect gear, and
distribute equipment.
Timeline Milestones
The table below highlights the recommended timeline for establishing a Firefighter
Trainee Academy.
Timeline Milestone
At this stage, the foundation of the academy is established. The Training
Division, under the direction of the Deputy Chief of Training and Administrative
Battalion Chief, must:
5 - 6 Months Prior to
Academy
Determine funding sources.
Coordinate recruiting pre-employment
requirements: medical physicals, drug screening,
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Timeline Milestone
background checks, Live Scan, and new hire
orientation with Personnel.
Develop a plan of action.
4 Months Prior to Academy Confirm start and graduation dates.
Initiate curriculum development and gear
procurement.
Establish shared planning calendar.
The focus shifts to onboarding and orientation. Instructors should prepare to
contribute to the professional presentation of the department to recruits and
their families.
3 Months Prior to Academy Orientation Day: PSD confirms logistics;
instructors prepare to brief on expectations, chain
of command, and academy culture.
Venue and Presenter Confirmation: Secure Fire
Museum or alternate venue; confirm speakers and
presenters.
NEO Coordination: Align HR-led onboarding with
academy schedule.
At this point, logistical and instructional alignment becomes the priority.
2 Months Prior to Academy Identify and select Academy Instructor Cadre
Confirm Family Night, start, and graduation dates
with Fire Chief and Personnel Management.
Verify trainee seniority list from PSD.
Draft and send welcome letters (with instructor
contributions).
Prepare trainee binders (task books, evaluations,
study guides).
Order and size PPE and gear.
Final preparations ensure all instructional resources are in place.
1 Month Prior to Academy Finalize Family Night agendas; instructors prepare
to address families.
Order consumables (e.g., OSB, propane, saws).
Inspect props for readiness.
Confirm training vehicles, tools, smoke machines,
and gas props.
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Timeline Milestone
Build out academy calendar with tests, homework,
and evaluations.
Assign SFT instructors and ensure Code of
Conduct compliance.
Provide Instructor and cadre orientation.
Ensure firefighter trainees are appropriately onboarded with the City
Personnel Services Division.
First Week of Academy Ensure firefighter trainees receive a new SFT
identification on the State Fire Training User
Portal.
Ensuring firefighter trainees have their iPads and
sufficient log-in access.
Ensure firefighter trainees understand duties and
assignments, daybook, equipment review, PPE
issues.
Verify documentation (driver’s licenses, EMT
cards, etc.).
Ensure firefighter trainees have signed the
Firefighter Trainee Signature Page (FD-97) on
grading and evaluating expectations
Instructors transition to full instructional delivery and assessment
responsibilities.
During the Academy Deliver instruction consistent with NFPA and SFT
standards.
Administer weekly FD-95 reports and incident
reports (FD-94).
Document all testing and evaluations in LMS.
The culmination of the academy requires precise documentation and
preparation for graduation.
Final Week of Academy Complete and submit Skills Results spreadsheet
to SFT.
Verify all modules, trainee task books, and
assessments are complete.
Prepare for graduation ceremony, ensuring
professionalism in presentation and recognition.
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Summary
Academy planning and timelines are inseparable components of effective training. By
establishing clear milestones, securing resources, and aligning instructional delivery
with compliance requirements, the FFD ensures that the Trainee Academy produces
firefighters who are competent, disciplined, and fully prepared to serve the
community.
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CHAPTER 4: ACADEMY SCOPE AND OBJECTIVES
The FFD trainee academy functions as an Accredited Local Academy (ALA) that
provides State Fire Training (SFT) Fire Fighter 1 (FF1) (2024) and Fire Fighter 2 (FF2)
(2024) curricula. Firefighter trainees who successfully complete the FFD Trainee
Academy testing requirements and task books are eligible to apply for the International
Fire Services Accreditation Congress (IFSAC) and Pro Board accredited FF1 and FF2
certification(s).
Training Objectives
The academy objectives are framed to build a well-rounded firefighter who
demonstrates competence, discipline, and resilience. Specifically, the academy will:
• Develop foundational knowledge in fire behavior, suppression tactics,
emergency medical services, hazardous materials awareness, rescue
operations, and wildland firefighting.
• Achieve competency in critical manipulative skills through repeated
practice, demonstration, and evaluation.
• Instill a deep understanding of FFD’s mission, core values, Standard
Operating Procedures (SOPs), and professional conduct expectations.
• Promote physical fitness, wellness, and resilience to meet the physical
and psychological demands of firefighting.
• Cultivate safety-focused attitudes and situational awareness to protect
self, team members, and the public.
• Prepare recruits to successfully complete all written examinations, skills
assessments, and performance benchmarks required for certification
and employment.
• Foster team cohesion, discipline, accountability, and adherence to the
paramilitary chain of command.
Scope of Training:
The following table provides a breakdown of the Fire Fighter Curriculum (2024) and
required hours to complete the course lectures, application, summative assessments,
and skills practice (lab/sets and reps):
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Fire Fighter Curriculum (2024) Lecture Application Units
Total
Fire Fighter 1A: Structure (2024) 72 169.5 241.5
Fire Fighter 1B: HazMat FRA/FRO (2022) 15 8.5 24
Fire Fighter 1C: Wildland (2022) 30 26 56
Fire Fighter 2A: Structure (2024) 20.5 28.5 48
IS-100.C: Introduction to the Incident
Command System (FEMA)
Online 2
IS-200.C: Basic Incident Command System
for Initial Response (FEMA)
Online 4
IS-700.B - Introduction to National Incident
Management System (FEMA)
Online 3.5
IS-800.D - National Response Framework,
An Introduction (FEMA)
Online 3
Fire Apparatus Driver/Operator 1A: Fire
Apparatus (CFSTES)
17.5 22.5 40
Fire Control 3 – Structural Fire Fighting
(FSTEP)
14 10 24
Fire Control 4A - Ignitable Liquids and
Gases Awareness/Operations (2022)
4 8 12
Fire Control 4B - Ignitable Liquids and
Gases Technician (2022)
7 5 12
Fire Fighter Survival (FSTEP) * 5.25 10.75 16
Confined Space Rescue (FSTEP) ** 6.5 1.5 8
Summative Assessments TBD TBD TBD
Skills Practice (Lab / Sets and Reps) TBD TBD TBD
Total Hours (Based on 16-Week Academy) 640
* Fire Fighter Survival curriculum is integrated into the FF1A module.
** Confined Space Rescue curriculum is integrated into the FF1A module.
The FF1/FF2 certification contains three levels of professional qualifications set by the
National Fire Protection Association (NFPA) that includes the following: levels:
1. Core Certification Modules
o Fire Fighter 1A – Structural Firefighting: Entry-level competencies in
suppression tactics, communications, PPE and equipment, building
construction, fire behavior, water supply, ladders, forcible entry, search
and rescue, interior fire attack, ventilation, property conservation,
overhaul, and suppression of Class A, vehicle, and ground cover fires.
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o Fire Fighter 1B – Hazardous Materials/WMD Awareness and
Operations: Hazard recognition, isolation, denial of entry, notification,
PPE use and inspection, decontamination, product control, and incident
progress reporting.
o Fire Fighter 1C – Wildland Firefighting: Use of wildland PPE,
deployment of fire shelters, fireline construction, structure defense, mop-
up, and patrol during wildland incidents.
o Fire Fighter 2A – Advanced Structural Firefighting: Expanded
responsibilities in communications, fireground leadership, rescue
operations, preparedness, maintenance, and fire and life safety
initiatives.
2. Emergency Management and Specialized Courses
o ICS/NIMS (IS-100, 200, 700, 800): FEMA, CAL FIRE, and NWCG
emergency management courses reinforcing the Incident Command
System (ICS) and National Incident Management System (NIMS).
o Fire Apparatus Driver/Operator 1A: Driving, operating, and
maintaining apparatus, including inspections, maneuvering in complex
conditions, and system operations (meets Class C Firefighter
endorsement requirements).
o Fire Control 3 – Structural Fire Fighting: Provides the knowledge and
skills that prepare a fire fighter to locate, control, and extinguish an
interior structure fire.
o Emergency Medical Services (EMS) Integration: Reinforcement of
EMT-level skills, with emphasis on integration into fireground operations
and compliance with FFD medical protocols.
o Physical Fitness Training: A hybrid model of strength, endurance, and
fireground-relevant functional fitness (hose deployments, ladder
evolutions, victim drags) designed to condition recruits to meet
operational demands.
o Confined Space Rescue Awareness: Awareness-level competencies
in hazard identification, victim communication, non-entry rescues, and
support for operations-level incidents.
o Firefighter Survival: Strategies to reduce injuries and fatalities,
including survival mindset, situational awareness, problem-solving, and
case study review of line-of-duty deaths (LODDs).
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3. Supplemental Training Areas
o Vehicle Rescue (Passenger Vehicles): Extrication skills, including
incident assessment, hazard mitigation, stabilization, victim
disentanglement, and adherence to AHJ policies.
Curriculum and Lesson Plan Development
To ensure alignment with NFPA, SFT, and FFD standards, instructors are responsible
for structured lesson delivery. Expectations include:
• Standards Alignment: Map instruction to NFPA 1010, 470, 1140, and SFT
requirements. Use IFSTA’s Essentials of Fire Fighting (8th Ed.) and
Hazardous Materials for First Responders (6th Ed.) as primary references.
• Lesson Planning: Every lesson must include objectives, materials,
methods, time allocation, and assessment criteria. Plans must be approved
by the Lead Instructor.
• Instructional Methods: Combine lecture, demonstration, and hands-on
practice, reinforced by PowerPoint presentations, skill sheets, and
scenario-based drills.
• Assessment: Use formative assessments (quizzes, practice evolutions)
and summative assessments (exams, Individual Performance Evolutions).
Maintain an academic passing standard of ≥80%, exceeding SFT
requirements.
• Digital Tracking: All performance data, including IPEs and test scores,
must be logged into TargetSolutions LMS and Excel score sheet to provide
real-time feedback on trainee progress.
• Scenario-Based Integration: Progressive scenarios must replicate
fireground conditions, requiring teamwork, decision-making, and
leadership.
• Remediation and Support: Instructors must identify underperforming
trainees, implement remediation plans, and provide mentorship.
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Summary
This integrated approach ensures that the academy’s objectives and scope are
directly linked to curriculum development and delivery. Instructors are provided with
the tools, standards, and expectations necessary to produce firefighters who are
technically competent, resilient, and aligned with FFD’s mission to serve the
community with professionalism and integrity.
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CHAPTER 5: INSTRUCTOR CODE OF CONDUCT
Purpose
Instructors are the cornerstone of the Fresno Fire Department (FFD) Trainee
Academy. Their professionalism, instructional quality, and conduct directly impact the
success of the academy and the development of future firefighters. This chapter
establishes the roles, responsibilities, and ethical expectations of academy
instructors, ensuring alignment with the Department’s mission, NFPA and SFT
standards, and the mission of the FFD to deliver safe, consistent, and high-quality
training.
Policy
All academy instructors shall:
• Conduct themselves in accordance with Administrative Manual Sections
109.001–109.012, Rules and Regulations, and the State Fire Training
Instructor Code of Conduct/Ethics.
• Model professionalism, discipline, and integrity at all times, recognizing that
they represent the Department both on and off the training grounds.
• Provide a safe, structured, and effective learning environment while
balancing the urgency of realistic fireground training with the need for
fairness, safety, and instructional consistency.
Guiding Principles
All instructional conduct must reflect the Fresno Fire Department’s core values:
• Teamwork
o Train for excellence.
o Leave it better than you found it.
o Everyone goes home safe.
• Trust
o Treat others the way you want to be treated.
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o Do the right thing.
o Walk the talk.
• Commitment
o United in our mission.
o Everyone plays an important role.
o Our work represents us.
Instructor Expectations
Instructors bridge policy, standards, and practice by ensuring consistency and
accountability in delivery. They are expected to:
• Arrive early, fully prepared, and in the appropriate uniform and PPE.
• Deliver training in accordance with NFPA, SFT, and departmental
requirements.
• Serve as role models of FFD professionalism, ethics, and accountability.
• Reinforce safety, teamwork, and discipline in all instructional activities.
• Uphold discipline while fostering a respectful, professional environment.
• Provide consistent, constructive feedback to recruits.
• Maintain confidentiality and impartiality, avoiding favoritism or bias.
• Report safety hazards, misconduct, or policy violations immediately.
• Support one another as a unified cadre, reinforcing team cohesion.
• Monitor trainee progress and document all assessments in the LMS.
Professional Boundaries with Trainees
Instructors must maintain appropriate professional boundaries with firefighter trainees:
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• Contact outside of academy hours and activities is prohibited without prior
authorization from the Deputy Chief of Training or designee.
• One-on-one interactions should be avoided. Any necessary meetings must
include at least two department staff members.
• Instructors must maintain impartiality and avoid favoritism or preferential
treatment.
Corrective Actions
Instructors are responsible for addressing trainee misconduct or performance issues
promptly and professionally:
• Corrective measures must be tied to behavioral and learning objectives,
focusing on accountability and growth.
• Verbal warnings must include an explanation of consequences for repeated
infractions, and all incidents must be documented.
• Significant issues regarding trainee skills, behaviors, or test performance
must be reported to the Deputy Chief of Training, Fire Chief, and Personnel
Manager.
• Hazing, discrimination, harassment, or any illegal or unsafe behavior is
strictly prohibited and grounds for immediate dismissal.
Special Needs and Accommodations
FFD is committed to supporting all trainees, including those with documented
accommodation needs:
• Requests must be submitted to the Deputy Chief of Training and reviewed
on a case-by-case basis.
• Accommodations must comply with departmental policy, SFT standards,
and applicable state and federal laws.
• Training integrity and safety must be preserved while ensuring equitable
access.
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Instructor Development and Debriefing
Continuous improvement is a core expected:
• Weekly instructor debriefs will review successes, challenges, and
adjustments.
• Peer observations and feedback are encouraged to promote professional
growth.
• Instructors shall participate in Department or regional professional
development programs.
• Recruit feedback surveys will be reviewed at the conclusion of each
academy.
• Lessons learned shall be documented annually and incorporated into future
revisions of the Instructor and Student Manual.
Violations of the Code of Conduct
All instructors are required to report violations or suspected violations of the Instructor
Code of Conduct/Ethics to the Deputy Chief of Training.
• Violations are treated as serious offenses.
• Consequences may include removal from the cadre or disciplinary action
under Department policy.
Summary
The effectiveness of the FFD Trainee Academy depends on a cadre of instructors who
are technically proficient, ethically grounded, and organizationally aligned. By
defining roles and responsibilities, reinforcing the Department’s values, and holding
instructors accountable to professional conduct, the Academy ensures that every
recruit receives consistent, safe, and high-quality training.
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CHAPTER 6: ACADEMY INSTRUCTOR AND CADRE COORDINATION
Instructor Roles and Duties
To ensure clarity and accountability, each instructor must be assigned a defined role
within the academy structure. The recommended staffing model is one captain, one
battalion chief, one engineer, and one firefighter. Every effort should be made to
ensure that the instructor cadre is diverse in its cultural and gender composition.
Engineers and firefighters may be added as necessary to maintain adequate
instructor-to-student ratios, particularly during high-hazard training events, and to
comply with NFPA, OSHA, OSFM and SFT standards.
Refer to the State Fire Training Procedure Manual (May 2020) and OSFM Fire Fighter
1A and 2A (Structural) 2024 Curriculum Update dated April 11, 2025, for additional
requirements.
Special consideration must be given to staffing an engineer as an academy instructor.
Many training scenarios require water to be pumped and specialized equipment to be
operated. If no engineer is assigned as a training officer, accommodations must be
made to ensure one is present when pumping and operating an aerial
Key Roles and Responsibilities
To ensure clarity and accountability, each instructor must be assigned a defined role
within the academy structure. The following positions are essential:
• Lead Instructor: Oversees all academy operations, ensures curriculum
alignment, manages instructor coordination, and serves as the primary
liaison with the Training Battalion Chief.
• Assistant Instructor: Administers a course, keeps course records, and
administers periodic tests and psychomotor skills exams for Fire Fighter I
or Fire Fighter II programs. Must be certified
• Skills Instructors: Deliver hands-on training in structural, wildland,
HazMat, and rescue operations. Responsible for skill demonstrations,
safety monitoring, and IPE evaluations.
• OSFM Registered Instructor: Registered by SFT to administer California
Fire Service Training and Education System (CFSTES) or Fire Service
Training and Education Program (FSTEP) courses based on the course(s)
they are qualified to teach.
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• OSFM Registered Lead Evaluator: Instruct candidates on the exam
procedures, ensure exam security, and aid candidates as needed.
• OSFM Registered Skills Evaluator: Evaluate and score candidates on a
specific psychomotor skill or station and aid candidates as needed.
o During the administration of a psychomotor skills exam, a registered
Psychomotor Skills Evaluator shall not evaluate a candidate on any
psychomotor skill for which that registered Psychomotor Skills Evaluator
served as the candidate’s “lead instructor” during training.
• EMS Instructor: Reinforces EMT skills, integrates EMS into fireground
scenarios, and ensures compliance with department medical protocols.
• Safety Officer: Conducts risk assessments, enforces safety protocols, and
responds to injuries or near-misses during training.
• Logistics Coordinator: Manages equipment, PPE, consumables, and
vendor coordination. Ensure all training props and facilities are ready and
functional.
Each instructor is accountable for their assigned domain and must report progress,
issues, and needs during daily briefings. A clear chain of command must be always
maintained.
Firefighter 1 and 2 Instructor Qualifications
Members selected for academy instructor assignments must meet the criteria listed
below. If a member does not meet the criteria, he/she must acquire the required level
of training to meet the needs of the Department and SFT requirements for an
academy:
1. Certified as an SFT Fire Instructor 1/Training Instructor 1/ Fire Instructor
1/Fire and Emergency Services Instructor 1 or higher.
2. Held the rank of firefighter performing suppression duties for a minimum of
three years.
3. Registered as a Skills and/or Lead Evaluator with SFT.
Instructor Required Training
Required training for training officers (delivered via LMS or the Training Division):
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1. Anti-Harassment Training (SB1343/AB1825); Administrative Order 2-16.
2. Workplace Diversity
3. S-404/ L-954 Safety Officer (recommended).
4. NFPA Ethics (NFPA 1021)
5. Instructor Code of Conduct
6. Leadership Theory
7. Grading and Evaluation
a) Trainee Incident Report
b) Daily Observation Report
c) End of Week Report
d) Summary of Performance Report
e) Performance Plan
8. Report Writing and Documentation
9. Discipline and Counseling Procedures:
a) Dismissal Process
10. Academy Curriculum:
a) Performance Standards
b) Individual Performance Evolutions (IPEs)
c) Task Book (Academy)
11. Technology
a) T-Drive
b) iPad
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c) TargetSolutions
Instructor Orientation
Prior to the start of each academy, conduct a mandatory Instructor Orientation. This
session should include:
• Completion of required instructor training.
• Review of daily procedures, including arrival times, uniform standards,
and communication protocols.
• Overview of documentation tools (LMS, IPE forms, FD-94/95/96 reports,
and attendance logs).
• Walkthrough of training sites, including classrooms, drill grounds, PT
areas, and emergency exits.
• Review of safety protocols, including injury reporting, heat illness
prevention, and emergency action plans.
• Distribution of the Instructor Manual, training calendar, and lesson plan
assignments.
Orientation ensures instructional consistency, reinforces expectations, and prepares
cadre members to deliver a safe and effective training experience.
Collaboration and Communication
Effective communication is critical to academy success. Instructors must:
• Participate in daily instructor briefings to review objectives, assignments,
and safety concerns.
• Use a centralized file-sharing system (e.g., T-Drive or Microsoft Teams)
to access lesson plans, rosters, and evaluation tools.
• Maintain a Daily Briefing Log to document key decisions, schedule
changes, and trainee issues.
• Use group messaging platforms for real-time updates and coordination
during live drills.
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All instructors are expected to communicate professionally, share observations, and
support each other in maintaining instructional quality and safety.
Schedule Instructor Rotations
To prevent fatigue and ensure instructional coverage:
• Build instructor availability into the master training calendar.
• Rotate instructors through lecture, skills, PT, and evaluation duties to
maintain engagement and reduce burnout.
• Ensure minimum staffing levels (instructor to student ratios) are met for
all high-risk evolutions (e.g., live fire, ladder operations).
Instructor rotations should be planned in advance but remain flexible to accommodate
injuries, absences, or emergent needs.
Promote Mentorship and Cadet Engagement
Each instructor plays a vital role in shaping the professional development of recruits.
To foster mentorship:
• Assign small groups of recruits to specific instructors for consistent
guidance and feedback.
• Encourage instructors to build positive, professional relationships with
their assigned recruits.
• Use weekly evaluations (FD-95) to provide individualized feedback and
identify areas for improvement.
• Promote a coaching mindset, where instructors model department values,
reinforce expectations, and support growth.
Mentorship enhances learning, builds trust, and prepares recruits for the demands of
the fire service.
Summary
The effectiveness of the FFD Trainee Academy depends on a cadre of instructors who
are technically proficient, ethically grounded, and organizationally aligned. By clearly
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defining expectations, roles, and responsibilities, and by fostering a culture of
mentorship, accountability, and continuous improvement, the department ensures that
every recruit receives consistent, safe, and high-quality training.
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CHAPTER 7: PRE-ACADEMY FAMILY NIGHT
Purpose
The purpose of the pre-academy orientation is to prepare firefighter trainees and their
families or friends for the rigorous training and commitment required to successfully
complete a 16-week drill school. Although the event is informal and may include food
and drinks, it provides the opportunity for the academy staff and firefighter trainees,
along with their family or friends, to get to know each other and begin networking prior
to the first day of class.
Application
A minimum of thirty (30) days prior to the start of an academy, training staff will
coordinate an academy orientation for firefighter trainees. The orientation includes key
information about the academy, employment and professional expectations, work
schedules, testing processes, and physical fitness.
The Department shall host a pre-academy orientation for all incoming firefighter
trainees. During the pre-academy event, the department will provide an opportunity
for International Association of Fire Fighters (IAFF) representative(s) to address
firefighter trainees.
Operational Guideline
The pre-academy orientation is a collaborative effort between Fire Administration,
Personnel Services Division (PSD), Training Division, and Local 202. The primary
goals of academy orientation are to welcome firefighter trainees to the Department
and to assist trainees in gaining a full understanding of the demands of the drill school.
Firefighter trainees are encouraged to bring their family.
The Training Division is responsible for coordinating the pre-academy orientation.
Once PSD has notified the FFD Personnel Manager of the selection of successful
candidates for the trainee academy, their names will be provided to the Training
Division.
The Training Division will work with the Personnel Manager and Fire Chief to select a
date and time to conduct academy orientation.
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Coordinating Pre-Academy Family Night
• The family night is typically scheduled on a weeknight between 1800 – 2000
hours.
• Training staff will develop the agenda and confirm the attendance of
presenters.
• Training staff will contact and provide electronic confirmation to all trainees
to inform them of the pre-academy orientation date and time.
• During pre-academy orientation the Fire Chief, executive team, and
academy cadre will be introduced.
• The Local 202 President or designee will address the firefighter trainees to
explain the role of the union and provide contact information.
• The firefighter trainees will be provided with access to the FFD electronic
manuals to gain familiarization with the Department. By having this
information early, trainees will be better prepared for the rigorous pace and
volume of information provided in the trainee academy.
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CHAPTER 8: DAILY ACADEMY OPERATIONS
Day One Trainee Academy
Day one orientation sets the tone for the entire academy. The Lead Instructor must
coordinate a formal Welcome Briefing that includes remarks from the Fire Chief,
Deputy Chief of Training, and Lead Instructor. This session should emphasize the
department’s core values—Teamwork, Trust, and Commitment—and outline the
expectations for professionalism, discipline, and performance.
The Instructor cadre will introduce themselves and explain their roles. Recruits must
be made aware of the support systems available to them, including mentorship, peer
support, and wellness resources. The tone should be motivational yet firm, reinforcing
that the academy is both a training ground and proving ground for future firefighters.
Review of Student Handbook and Policies
Following the welcome, instructors must conduct a thorough review of the Firefighter
Trainee Handbook and FFD policies. Topics to cover include but are not limited to:
• Expectations • Physical Fitness
• Standards • Daily Schedule
• Rules and Regulations • Grading and Evaluation
• Uniforms • Discipline
• Curriculum • Special Needs / Accommodations
• Technology Platform
The Training Division should allow time for questions and ensure all recruits sign an
acknowledgment form confirming their understanding of the policies.
Uniform and Equipment Issue
The Cadre will coordinate the distribution of all required gear and materials. This
includes:
• PPE: Turnouts, helmet, gloves, boots, hood, and SCBA
• Academy supplies: Manuals, notebooks, iPads, and ID
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• Uniform items: Name tags (remaining uniform items will be procured by
the candidate prior to the academy)
Each recruit must verify the fit and condition of their issued gear. Use a standardized
Equipment Issue Log to document receipt and ensure accountability. Any sizing
issues or defects must be addressed immediately to avoid training delays. Ipads,
student manuals and boots may be distributed on family night.
Daily Schedule Execution
Each training day must begin with a structured and disciplined routine. Instructors will
initiate the day with a roll call, followed by a uniform and grooming inspection to
ensure compliance with departmental standards. This reinforces accountability and
sets a professional tone.
Immediately following inspection, recruits will participate in Physical Training (PT)
led by the PT Instructor. PT should be varied and progressive, incorporating strength,
endurance, and job-specific movements such as hose drags, ladder raises, and victim
carries.
The remainder of the day should alternate between classroom instruction and
hands-on skills training. Classroom blocks should align with the IFSTA curriculum
and include interactive lectures, group discussions, and quizzes. Skills blocks must
follow the approved lesson plans and IPEs, with instructors providing demonstrations,
coaching, and evaluations.
PT and Hydration Oversight
The PT Instructor is responsible for monitoring recruit performance and ensuring
safety during all physical activities. This includes:
• Tracking rest cycles and enforcing recovery periods
• Monitoring for signs of heat illness, dehydration, or overexertion
• Adjusting intensity based on weather conditions and individual readiness
Hydration stations must be set up at all training sites, stocked with water, and
electrolyte solutions. Recruits should be encouraged to hydrate before, during, and
after PT and drills. Instructors must document any injuries or medical concerns and
report them to the Safety Officer immediately.
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Debriefs and Homework
Each day should conclude with a formal debrief led by the Instructor of the Day (IOD).
This session should:
• Review the day’s objectives and performance
• Address safety concerns or behavioral issues
• Reinforce key learning points
• Preview the next day’s schedule and expectations
Instructors should assign homework or reading from the IFSTA manual or LMS
modules to reinforce classroom content. Recruits should be encouraged to ask
questions and reflect on their progress.
Instructor Logs and Progress Reports
All instructors are required to submit daily documentation of recruit performance,
behavior, and safety compliance. This includes:
• Daily Observation Reports (input for FD-95 weekly summaries)
• Skills evaluation forms and IPE checklists
• Attendance and participation logs
• Incident reports for any safety or conduct issues
Documentation must be uploaded to the LMS or submitted to the Admin Support
Liaison by the end of each day. These records are critical for tracking progress,
identifying trends, and supporting remediation or disciplinary actions.
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CHAPTER 9: SAFETY AND RISK MANAGEMENT
Safety and Accountability Practices
Safety is the foundation of all academy operations. Instructors must enforce strict
check-in and check-out procedures at the start and end of each training block.
Headcounts must be conducted:
• At the beginning of the day
• Before and after PT
• Prior to and following any off-site or high-risk evolution
• At the conclusion of the day
All incidents, near-misses, or injuries must be documented using the appropriate
forms (e.g., FD-94) and reported to the Lead Instructor and Safety Officer. Instructors
must also ensure that all recruits wear the correct PPE and follow safety protocols
during drills.
Daily Safety Briefs
Each training day must begin with a morning safety briefing led by the Instructor of
the Day (IOD) or designated Safety Officer. This briefing should be tailored to the day’s
scheduled evolutions and include:
• Identification of high-risk activities (e.g., live fire, ladder work, confined
space)
• Review of weather conditions, hydration protocols, and PPE requirements
• Assignment of safety responsibilities and emergency procedures
• Location of rehab areas, first aid kits, and AEDs
For all high-risk drills, a dedicated Safety Officer must be assigned. This individual is
responsible for monitoring conditions, enforcing safety protocols, and halting training
if unsafe conditions arise. The Safety Officer must remain free from instructional duties
during these evolutions to maintain full situational awareness.
Injury Prevention and Response
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Injury prevention begins with proactive planning and vigilant oversight. Instructors
must ensure that:
• First aid kits are stocked and accessible at all training sites
• Hydration and rehab areas are clearly marked and shaded
• Cooling towels, electrolyte drinks, and ice packs are available during PT
and drills
In the event of an injury, instructors must follow the department’s incident response
protocol as outlined in Administrative Manual, Section 110.003 On-The-Job Injury
(OJI) Reporting:
1. Render immediate care and notify the Safety Officer
2. Complete an FD-94 Incident Report
3. Notify the Lead Instructor and Admin Support Liaison
4. Document the incident in the LMS and ensure follow-up care is arranged
All injuries, no matter how minor, must be reported and documented to ensure
transparency and support.
Environmental Monitoring
Environmental conditions must be continuously monitored to ensure safe training. The
Safety Officer or PT Instructor will use:
• Heat index tools or weather apps to assess temperature, humidity, and
wind
• Adjustments to PT intensity, drill duration, and PPE requirements based on
conditions
Live fire evolutions must be postponed or modified if environmental conditions exceed
safe thresholds. Instructors must be trained to recognize signs of heat stress and act
immediately to prevent heat-related illness.
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Hazard Mitigation Planning
Prior to any high-risk evolution, instructors must conduct a hazard mitigation review.
This includes:
• Identifying potential hazards (e.g., trip hazards, collapse zones, entrapment
risks)
• Assigning rescue roles and establishing rapid intervention teams (RIT)
• Reviewing emergency communication protocols and evacuation routes
• Ensuring all instructors and recruits are briefed on the emergency action
plan
Pre-planning is essential to minimize risk and ensure a coordinated response in the
event of an emergency.
PPE Compliance Checks
Instructors must conduct pre- and post-drill PPE inspections to ensure all gear is:
• Properly fitted and worn correctly
• Free from damage or contamination
• Appropriate for the evolution (e.g., wildland vs. structural PPE)
Recruits must be trained to inspect their own gear and report any issues immediately.
Instructors must document PPE compliance and report repeated violations to the Lead
Instructor for corrective action.
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CHAPTER 10: PLAN OF INSTRUCTION FOR FIREFIGHTER 1 AND 2
Overview
The Fresno Fire Department (FFD) Trainee Academy delivers the Fire Fighter 1 (FF1,
2024) and Fire Fighter 2 (FF2, 2024) curricula as prescribed by State Fire Training
(SFT) and aligned with NFPA 1010: Standard on Professional Qualifications for
Firefighters (2024 Edition). The purpose of this chapter is to outline the Plan of
Instruction (POI), define instructor qualifications, and provide the framework for
instructional delivery.
This plan ensures that all trainees receive a structured, standardized education that
prepares them for SFT certification testing and subsequent field operations. It also
ensures instructors are equipped with the appropriate resources and procedures to
maintain consistency across all academy sessions.
Instructor Requirements
• Certification Standards: Instructors must meet the standards outlined in
the SFT Procedures Manual for Fire Fighter Instructors. They are required
to possess appropriate certification, subject-matter knowledge, and
operational experience in the suppression disciplines they teach.
• Assignment Oversight: The Administrative Battalion Chief of Training is
responsible for verifying that all instructional staff meet or exceed SFT and
FFD instructor qualifications.
• Professional Readiness: Instructors are expected to thoroughly review the
Essentials of Fire Fighting 1 and 2 (IFSTA 8th Edition) and Hazardous
Materials for First Responders (IFSTA 6th Edition), and all supplemental
resources prior to teaching assigned modules.
Instructor Resources
The following core resources support instructional delivery:
• Required Texts:
o Essentials of Fire Fighting (IFSTA, 8th edition, ISBN: 978-
087939831-6)
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o Hazardous Materials for First Responders (IFSTA, 6th Edition, ISBN:
978-0-87939-757-9) Essentials of Fire Fighting, 8th Edition (Fire
Fighter 1 and 2)
o Wildland Fire Fighter: Principles and Practice, Revised (Jones and
Bartlett Learning, 2nd edition, ISBN: 978-1-284-280869)
• Instructor Materials: Lesson outlines, PowerPoint presentations, skill
evaluation checklists, and instructor toolkits.
• Instructional Technology: Computer, projector, screen, and access to the
IFSTA eLibrary for student and instructor reference.
• FFD-Specific Materials: Task books, FD-94 and FD-95 forms, and LMS-
based documentation (TargetSolutions LMS Crew Sense, and Evaluations+
applications).
Course Description
The Fire Fighter courses are based on the Essentials of Fire Fighting (IFSTA 8th
Edition) and are structured to meet NFPA Job Performance Requirements (JPRs).
Supplemental instruction is provided from Hazardous Materials for First Responders
(IFSTA 6th Edition) to ensure alignment with NFPA 470 standards. Wildland
Firefighting is based on Wildland Fire Fighter: Principles and Practice, Revised (Jones
and Bartlett Learning, 2nd Edition).
Below is a summary of the SFT course plan for the FFD Trainee Academy:
• Fire Fighter 1A: Structure Course Plan
o Fire Service Introduction and Firefighter Safety
o Communications
o Fire Tools and Equipment
o Structural Fire Suppression
o Fire Fighter Survival
o Suppression of Fires Outside of a Structure
o Building Construction and Fire Dynamics
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• Fire Fighter 1B: HazMat FRA/FRO Course Plan
o Firefighter Safety Hazardous Materials/WMD Awareness
o Hazardous Materials/WMD Operations
• Fire Fighter 1C: Wildland (2022) Course Plan
o Preparation
o Suppression
• Fire Fighter 2A Content Overview
o Fire Department Communications
o Fireground Operations
o Rescue Operations
o Fire and Life Safety
• Fire Apparatus Driver/Operator 1A (2017)
o Preventive Maintenance
o Operations
Learning Objectives
• Develop foundational knowledge and applied skills in alignment with
NFPA 1010 Job Performance Requirements.
• Demonstrate proficiency in manipulative skill sheets under instructor
supervision.
• Apply problem-solving and situational awareness in simulated
fireground and Hazmat environments.
• Reinforce professionalism, teamwork, and FFD core values throughout
the learning process.
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Instructional Delivery
• Instructor-to-Participant Ratio: A recommended ratio of 20:1 for
classroom sessions; practical evolutions may require lower ratios to
ensure safety.
• Preparation: Instructors must review lesson outlines, skill sheets, and
course objectives prior to each session.
• Customization: The IFSTA curriculum may be adapted to reflect FFD-
specific operational procedures, equipment, and local hazards.
• Integration: Each lesson must be cross-referenced with corresponding
NFPA JPRs to ensure certification readiness.
Evaluation
Evaluation of trainee learning is accomplished through both formative and
summative measures:
• Formative Evaluation: Conducted through classroom questioning,
observation during drills, and chapter quizzes.
• Summative Evaluation: Conducted through multiple-choice exams,
skills performance checklists, and scenario-based assessments.
• Passing Standard: A cumulative score of ≥80% on written exams and
successful completion of all required skills is required to advance.
• Remediation: Trainees who do not meet the minimum standard must
participate in remediation sessions under instructor supervision.
Summary
The Plan of Instruction ensures the FFD Trainee Academy delivers a structured,
standardized, and nationally recognized training program that prepares recruits for the
demands of modern firefighting. Instructors play a critical role by maintaining fidelity
to NFPA standards, adapting instruction to local needs, and upholding the professional
values of the Fresno Fire Department.
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CHAPTER 11 : CURRICULUM COMPONENTS
Purpose
The Fresno Fire Department (FFD) Trainee Academy curriculum is designed to
provide instructors with a comprehensive instructional toolkit that supports
consistent, effective delivery of the Fire Fighter 1 (FF1) and Fire Fighter 2 (FF2)
curricula. Curriculum components serve as both instructional aids and evaluation
tools, ensuring that trainees achieve the competencies outlined in NFPA 1010 (2024)
and State Fire Training (SFT) standards.
These components may be used as provided or customized to reflect the operational
realities and policies of the Fresno Fire Department. Instructors are expected to use
them to guide classroom discussions, reinforce content through practice, and evaluate
student performance in a structured and objective manner.
Core Curriculum Components
• ResourceOne: ReSourceOne is IFSTA’s digital learning management
platform that provides instructors and trainees with an online
environment for accessing course materials, submitting assignments,
and engaging in supplemental activities. It supports hybrid and online
instruction, enhancing flexibility in course delivery. �� https://r1.ifsta.org
• Syllabus: A syllabus template is provided for each academy session
and must be tailored to the needs of the FFD Trainee Academy. It
establishes expectations, outlines learning objectives, and provides a
structured overview of course content.
• Lesson Outlines: Each chapter includes a Lesson Outline, serving as
a roadmap for instructional delivery. These outlines incorporate
discussion prompts, review questions, and suggested activities that
instructors can expand upon to match local needs and learning styles.
• PowerPoint Presentations: PowerPoint® presentations correspond to
lesson outlines and serve as a visual framework for instruction. They
include photographs, diagrams, and tables drawn directly from the
IFSTA manuals, ensuring consistency between classroom visuals and
validated course content.
• Skill Sheets: Skill sheets illustrate the psychomotor competencies
required by NFPA 1010. Each skill is paired with an evaluation checklist
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that instructors must use to document performance and provide
structured feedback. Instructors may adapt these checklists to align with
FFD-specific policies, procedures, or equipment.
• Quizzes and Tests: Each chapter is supported by a multiple-choice quiz
and exam. These assessments have been integrated into the Vector
Solutions Learning Management System (LMS), where instructors
can assign them as pre-course work or administer them in class. Tests
may also be customized with FFD-specific policy questions. Answer
keys are provided to support consistency in grading.
• Instructor Resources
o Instructor Resources supplement the core curriculum with additional
instructional resources such as:
o Activity worksheets (e.g., Fire Dynamics Basics, Pressure
Laboratory, Materials Laboratory)
o Instructor resource lists and evaluation templates
o Historical academy documentation for reference
All curriculum materials for the academy are centrally stored in the FFD network:
• T Drive > TRN – ACADEMY > 0 – 2025 Course Curriculum, Student
Manuals, and Skills Sheets.
Files are available in PDF and Word formats, ensuring adaptability for FFD-specific
modifications.
Tracking and Evaluation Systems
The FFD Trainee Academy integrates TargetSolutions LMS and Microsoft Excel
dashboards into its Tracking and Evaluation System. This system ensures real-time
monitoring of trainee progress and enhances accountability.
• TargetSolutions LMS Features
o Training Assignment & Tracking: Assigns modules, policies, and
certifications, with automated completion monitoring.
o Performance Evaluation Tools (Vector Evaluations+): Provides
customizable evaluation forms for fire and EMS training.
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o Reporting & Analytics: Offers real-time dashboards, compliance
tracking, and automated reports.
o Record Keeping: Maintains training histories, credentials, and
certification data.
o Integration Capabilities: Links with scheduling, HR, and incident
reporting systems.
Application in the Academy
• Instructors assign online coursework, quizzes, and policy reviews
through TargetSolutions.
• Trainee performance data (quiz scores, time spent, completion rates)
is automatically compiled.
• Data is exported into Excel dashboards for analysis by the Training
Division, providing visibility into individual and class-wide performance.
• Post-training assessments and surveys provide instructors with
feedback to refine instructional methods and ensure continuous
improvement.
Instructor Application
Instructors must use curriculum components intentionally and consistently.
Expectations include:
• Reviewing and adapting lesson outlines to align with FFD operational
priorities.
• Using skill sheets and evaluation checklists during every manipulative
evolution.
• Administering and documenting all quizzes and exams through
TargetSolutions.
• Leveraging DTES reports to identify trainees who require remediation or
additional support.
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• Contributing to continuous curriculum improvement by providing
feedback to the Training Division.
Summary
Curriculum components provide the framework for delivering a structured,
standardized, and compliant training academy. When used effectively, they ensure
that every recruit receives the same high-quality instruction and is evaluated against
objective, NFPA -validated standards. By combining traditional instructional tools with
advanced digital tracking systems, the Fresno Fire Department guarantees
accountability, compliance, and excellence in its training operations—ensuring every
graduate is fully prepared for the challenges of the fire service.
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CHAPTER 12: INDIVDUAL PERFORMANCE EVOLUTION
Purpose
Individual Performance Evolutions (IPEs) are the Fresno Fire Department’s
standardized method for evaluating manipulative skill competency throughout the
Trainee Academy. They ensure that each firefighter trainee demonstrates the ability to
perform critical fireground skills in accordance with State Fire Training (SFT)
requirements, National Fire Protection Association (NFPA) 1010 professional
qualifications, and departmental operational expectations.
IPEs provide instructors and evaluators with a consistent tool for assessing whether
trainees can apply classroom knowledge to practical tasks while meeting the
Department’s priorities of safety, efficiency, and competence.
Application
As an Accredited Local Academy (ALA) authorized to deliver SFT curriculum, the
Fresno Fire Department is approved to administer its IPEs as part of the California
Fire Service Training and Education System (CFSTES). These evolutions are
aligned with SFT course objectives and NFPA Job Performance Requirements
(JPRs), ensuring that evaluations remain consistent with statewide and national
certification standards.
Trainees will be evaluated on their ability to:
• Perform assigned skills safely, without placing themselves or others at
undue risk.
• Complete evolutions efficiently, demonstrating mastery of sequence and
technique.
Show competency by meeting all criteria established in the SFT skill sheets and
evaluation checklists.
IPEs are foundational to the academy experience, forming the bridge between theory,
practice, and certification readiness.
Operational Policy
• Evaluator Requirements: Only State Fire Training–registered
evaluators may sign off on trainee IPEs during the trainee academy.
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The academy must designate a Registered Instructor who assumes
responsibility for oversight, compliance, and documentation of all IPEs.
• Testing Oversight: Each IPE must be conducted under the supervision
of a Lead Evaluator or Skills Evaluator, as mandated by the Office of
the State Fire Marshal (OSFM).
• Consistency Across the Department: The same IPEs used for the
Trainee Academy are applied to FFD firefighters to maintain consistency
in skill assessment across all ranks.
• Evaluation Standard: IPEs are scored on a pass/fail basis only.
Successful completion requires meeting all safety and procedural
benchmarks as outlined in the SFT skill sheets.
• Documentation: Upon completion, IPE evaluations must be uploaded
into the trainee’s electronic record in the Learning Management
System (LMS). These records are treated with the same confidentiality
as written exams and are shared only with the trainee and their
supervisor.
Instructor Responsibilities
Instructors serving as evaluators must:
• Thoroughly review each evolution’s SFT skill sheet and evaluation
checklist prior to administration.
• Ensure trainees are provided with adequate practice opportunities
before formal testing.
• Administer evaluations objectively, maintaining fairness and impartiality
at all times.
• Document performance promptly and accurately in the LMS, ensuring
electronic records remain current.
• Provide immediate feedback to trainees following each evolution,
reinforcing both strengths and areas for improvement.
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Access to Individual Performance Evolutions (IPEs)
All current IPEs are available to trainees and instructors in the Policies, Procedures,
Guides, & Forms section of the Department’s Fire Training webpage and viewable in
media format in FFD’s Learning Management System. Trainees are expected to
review videos and documents regularly as part of their study and preparation.
For additional guidance, instructors and trainees may refer to:
• Fire Training Policies, Procedures, Guides, & Forms → Section 316
Summary
IPEs are a cornerstone of the Fresno Fire Department Trainee Academy. They ensure
that each firefighter trainee can safely and competently perform essential fireground
tasks under evaluation conditions consistent with State Fire Training and NFPA
standards. Instructors, as evaluators, bear the responsibility of upholding the integrity
of this process by ensuring fairness, consistency, and compliance with OSFM
regulations.
By faithfully administering IPEs, the Fresno Fire Department reinforces its
commitment to excellence in training, accountability, and operational readiness.
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CHAPTER 13: TESTING, EVALUATION, AND REMEDIATION
Purpose
The Fresno Fire Department (FFD) Trainee Academy testing and evaluation system
provides a structured framework for assessing trainee performance across
academics, manipulative skills, professional conduct, and alignment with
departmental core values. These evaluations ensure that every exceeds the
standards established by State Fire Training (SFT), National Fire Protection
Association (NFPA) 1010 (2024 edition), and the operational expectations of the
Department.
The evaluation system reinforces accountability and ensures that only individuals who
demonstrate competence, integrity, and discipline advance into the fire service.
Application
Testing, grading, and evaluation are applied consistently for firefighter trainees
throughout the academy to measure:
• Academic Knowledge: Written and online quizzes, midterm, and final
examinations.
• Manipulative Skills: Practical evolutions and Individual Performance
Evolutions (IPEs).
• Emergency Medical Competency: Compliance with National Registry
EMT (NREMT) standards.
• Departmental Core Values: Professionalism, teamwork, trust, and
commitment as demonstrated in day-to-day conduct.
Examinations are scheduled at designated intervals, with additional impromptu
quizzes administered at the discretion of instructors to reinforce key concepts or
address areas requiring emphasis.
Operational Policy
The FFD Trainee Academy follows the SFT Procedural Manual, while in certain cases
applying more rigorous departmental standards. Key requirements include:
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• Cumulative academic score of 80%, exceeding the SFT minimum
standard.
• Written and manipulative exams administered under controlled and
standardized conditions.
• Skills evaluations conducted by Registered SFT Skills Evaluators and
overseen by a Lead Evaluator.
• Core values assessed as part of the holistic evaluation process, with
violations subject to disciplinary action or dismissal.
Grading criteria are structured into five categories:
1. Academics (Quizzes, Midterm, Final)
2. Emergency Medical Competency (NREMT)
3. Manipulative Skills (IPEs, skills exams)
4. Core Values (Departmental expectations)
5. State Fire Training (Cognitive and skills exams)
Testing and Grading Process
Firefighter trainees undergo a rigorous testing process while attending the academy
in preparation for a career with the Department. The table below illustrates the
Department’s maximum attempts and score requirements.
AHJ Type Cumulative
Score
Attempts
FFD Written Quizzes ≥ 80% No Retake
FFD Midterm Exam ≥ 80% No Retake
FFD Final Exam ≥ 80% No Retake
FFD Skills Exam Pass/Fail 2 Retakes
SFT Cognitive Exam ≥ 80% 1 Retest
SFT Skills Exam Pass/Fail 2 Retakes
Cumulative Average ≥ 80%
Table 1. Cumulative Average to Graduate from Academy
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Weighted Grading System
The FFD trainee academy uses a weighted grading system to ensure evaluations
reflect real-world demands of the fire service. This system emphasizes critical skills
like emergency response, safety, and physical performance. It helps trainees focus on
essential competencies, supports fair and transparent scoring, and aligns with state
and national certification standards. Instructors will use this system to guide trainees
toward the highest standards of operational readiness and professional conduct.
How the Weighted Grading System Works
Instructors must apply the following grade weights: 35% for IPEs, 20% for weekly
quizzes, 30% for midterm/final exams, 10% each for core values and safety
compliance and 5% for SFT . IPEs are scored as 100 points for a pass, 50 for one
failure, and 0 for two failures. Core values and safety violations each deduct 50 points
per infraction. This structure ensures trainees are evaluated on both performance and
behavior, reinforcing the Academy’s expectations for excellence and accountability.
The table below illustrates the weighted averages and scoring details based on
category.
Category Weight Scoring Details
Individual Performance
Evaluations (IPEs)
35% Pass = 100 pts.
1 Fail = 50 pts.
2 Fails = 0 pts
Weekly Quizzes 20% Average of all weekly quiz scores
Midterm & Final Exams 30% Combined average midterm and final
exam scores
Core Values 5% Start at 100 pts: –50 pts per infraction
Safety Compliance 5% Start at 100 pts: –50 pts per safety
violation
SFT (FF1A, FF1B, FF1C, FF2A)
SFT Skills ( FF1, FF2, HazMat,
Wildland)
5% Exam Score = 70%
Skills Score = 100%
FFD Cognitive Quizzes and Exams
Firefighter trainees should be prepared for at least one (1) quiz per week, one (1) mid-
term exam, and one (1) final exam.
Academics are evaluated by written, verbal, or online quizzes and exams. All quizzes
or exams require a standard of ≥80 percent, which exceeds the SFT standard. Each
academic score is carried over as a running percentage. A firefighter trainee is
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required to achieve a cumulative average of ≥80 percent on the Department’s quizzes
and exams to successfully pass the academic portion of the academy.
If the firefighter trainee reaches a point where it is no longer mathematically possible
to achieve a cumulative score of ≥80 percent, the firefighter trainee will be
dismissed from the academy and be terminated from employment with the City
of Fresno.
FFD Manipulative Skills Exam:
Each trainee will be provided with identical test instructions to ensure fairness. The
order in which firefighter trainees are tested should be random. One example is to
have firefighter trainees draw nametags from a container. Trainees will be called in the
order drawn to complete the evolution/skill.
Draw the necessary number of trainees for a multi-person, "company," evolution/skill,
such as the 35-foot ladder, so they execute the evolution/skill together. As doing
evolutions/skills on an incident with members from different companies is not
uncommon, this provides a realistic scenario. The base firefighter is the one being
evaluated.
Should a first attempt at a manipulative test result in failure, a 10-minute rest period is
required before a second attempt. A rest period may be longer and should be
consistent throughout specific tests. To ensure the required rest period is met, the
retest may be conducted after all firefighter trainees have completed their first round
of tests prior to any retesting. When a retest is required, two different skills evaluators
are to be utilized.
Retaking a Skills Exam (Individual Performance Evolutions)
To pass the skills exam, a trainee must successfully complete all the assigned skills.
An unsafe act committed during the skills exam shall be grounds for a failing score.
The skills evaluator will notify the trainee of a pass or fail score upon completion of the
skills station. Blank IPEs, for training and studying, are located on the Department’s
Policies, Procedures, Guides, & Forms webpage in the 300 Training and Equipment
subfolders and in the LMS File Center thread: Fresno Fire Department's
Files > Training > Academy - Firefighter Trainee > Firefighter Trainee Academy
Curriculum > FFD Individual Performance Evolutions (IPEs) > IPE Video Files.
Each IPE must be passed to successfully pass the trainee academy. Consistent with
Department’s standards, trainees will be provided with the opportunity to retest the
failed skill up to two (2) times.
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1. Failed First Attempt (Retake 1)
a. The Registered Skills Evaluator will advise the Registered Lead
Evaluator that a student has failed a skills station.
b. The Registered Lead Evaluator will evaluate the reason for the
candidate’s failure and determine if a retake is authorized.
i. If a retest cannot be authorized, the candidate will be
escorted from the exam site.
ii. If a retest can be authorized, the trainee will be placed on
the bottom of the list and when instructed, report to staging
area on the same day to continue with the exam and
report for a retest.
2. Second Attempt (Retake 2) Procedures
a. The Registered Skills Evaluator will advise the Registered Lead
Evaluator that a student has failed a skills station.
b. The Registered Lead Evaluator will evaluate the reason for the
candidate’s failure and determine if a retake is authorized. If a
retake is authorized, it will be conducted on the following day
and/or predetermined time to take the exam.
i. If a retest cannot be authorized, the candidate will be
escorted from the exam site.
ii. If a retest can be authorized, the trainee will report to
staging area to continue with the exam and report for a
second retest.
c. The firefighter trainee will be removed from employment with the
City of Fresno if he/she fails the second retest.
3. National Registry Emergency Medical Technician (NREMT):
The firefighter trainee is expected to meet the minimum skills and
academic requirements for NREMT. Failure to meet the requirements
set in NREMT is grounds for dismissal from the academy. Dismissal from
the academy is termination from employment with the City of Fresno.
The final grade is pass or fail. This score will not be combined with the
academic section.
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State Fire Training (SFT) Cognitive Exam
The academy certification test request must be made within the SFT Acadis Portal
six (6) weeks prior to the start date and have a registered lead instructor and
registered skills evaluators associated with the request.
SFT requires a minimum score of 70 percent to pass the Fire Fighter 1 (FF1) (2024)
and Fire Fighter 2 (FF2) (2024) cognitive exams. Trainees are advised the score will
be part of the cumulative total during the trainee academy. Therefore, a score of less
than 80 percent on the SFT cognitive exam may have a negative impact on the
trainee’s overall cumulative score.
• Each module must be passed. Consistent with SFT standards, one
retest will be offered per module if needed. If a firefighter trainee fails a
module retest (a score lower than 70%), they will be removed from
employment with the City of Fresno.
The academy has been structured to follow the reference material to ensure all
material is covered prior to the module exams.
SFT Skills Exam
The Psychomotor/Manipulative exam for each module operates in a similar manner.
SFT will provide the lead instructor with a list of the mandated skills, and one or more
of the random skills for the exam. The random skills are not to be shared with the
firefighter trainees per the SFT. There are a total of 7 required skills and 41 random
skills in the FF1 module. Firefighter trainees should have been trained in all required
and random skills and have access to the skills sheets. The process is the same
across the three different modules. Only registered evaluators who received training
in the process are to be utilized. A minimum of two evaluators assesses the trainees’
skills during each exam. Additionally, two new evaluators are used if a retest is
necessary. Nothing in the SFT process would limit FFD from adding additional skills
to the exam process or the method in which the skills are delivered -- station based
versus scenario based.
To pass the skills exam, a candidate must successfully complete 100% of the assigned
skills and 100% of the skills steps in each scenario. An unsafe act committed during
the skills exam shall be grounds for a failing score. The skills evaluator will notify the
trainee of a pass or fail score upon completion of the skills station. Blank skill sheets,
for training and studying, are published on the respective certification page on the SFT
website under Training Documentation.
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Retaking a Skills Exam
Each skill must be passed. Consistent with SFT standards, trainees will be provided
with the opportunity to retest the failed skill up to two (2) times.
1. Failed First Attempt (Retake 1)
a. The Registered Skills Evaluator will advise the Registered Lead
Evaluator that a student has failed a skills station.
b. The Registered Lead Evaluator will evaluate the reason for the
candidate’s failure and determine if a retake is authorized.
i. If a retest cannot be authorized, the candidate will be
escorted from the exam site.
ii. If a retest can be authorized, the trainee will be placed on
the bottom of the list and when instructed, report to staging
area on the same day to continue with the exam and report
for a retest.
2. Second Attempt (Retake 2) Procedures
a. The Registered Skills Evaluator will advise the Registered Lead
Evaluator that a student has failed a skills station.
b. The Registered Lead Evaluator will evaluate the reason for the
candidate’s failure and determine if a retake is authorized. If a
retake is authorized, it will be conducted on the following day
and/or predetermined time to take the exam.
i. If a retest cannot be authorized, the candidate will be
escorted from the exam site.
ii. If a retest can be authorized, the trainee will report to
staging area to continue with the exam and report for a
second retest.
iii. The firefighter trainee will be removed from employment
with the City of Fresno if he/she fails the second retest.
3. Certification Exam Results
Results will be made available in the SFT User Portal when the processing is
complete.
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Assistance and Accommodations
The Department is committed to supporting trainees with documented
accommodation needs in compliance with applicable law. It is the trainee’s
responsibility to communicate any need for accommodation to academy staff.
• Requests must be submitted to the Administrative Battalion Chief of
Training at least six (6) weeks prior to the exam.
• Accommodation is provided without compromising exam security or
SFT/FFD standards.
• Trainees receiving accommodation are evaluated against the same
performance benchmarks as all other candidates.
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CHAPTER 14: EVALUATION AND PERFORMANCE TRACKING
Purpose
The Fresno Fire Department (FFD) Trainee Academy uses a structured reporting
system to ensure that firefighter trainees receive consistent, timely, and standardized
feedback regarding their progress. Evaluation reports are designed to reinforce
accountability and document compliance with departmental and State Fire Training
(SFT) standards and provide a clear record of individual performance.
Evaluation reports are not only corrective in nature but also developmental tools,
guiding trainees toward continuous improvement and reinforcing the Department’s
core values of teamwork, trust, and commitment.
Performance Tracking
Each recruit’s progress must be tracked through weekly evaluation meetings. These
meetings are led by the Lead Instructor or designated evaluator and must include:
• Review of academic scores, skills evaluations, and attendance
• Discussion of behavioral performance and adherence to core values
• Identification of strengths and areas for improvement
• Documentation of goals and expectations for the remainder of the
academy
These reviews are critical for early intervention and ensuring each recruit is on track
for successful completion.
Evaluation Reports
Instructors are required to complete evaluation reports at designated intervals or
immediately following incidents that require documentation. Reports provide a
transparent record of trainee conduct, skill performance, and academic
achievement, and they form the basis for decisions regarding remediation,
continuation, or dismissal from the academy.
• The Lead Instructor should ensure that firefighter trainees have signed
off on the Trainee Grading and Evaluation Understanding Signature
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Page (FD-97), at the beginning of the trainee academy prior to initiating
the below evaluation reports.
Evaluation reports are separated into three standardized categories:
1. Firefighter Trainee Incident Report (FD-94)
• Purpose: To document incidents that involve a violation of safety
protocols, operational procedures, or departmental policies.
• Examples of Violations:
o Failure to wear appropriate PPE.
o Failure to secure equipment such as ladders or tools.
o Conduct that violates departmental policies, including
harassment, threats, or inappropriate language.
• Timing: Issued immediately following the incident to ensure
accountability and corrective action.
• Use: Provides written documentation of the violation, outlines
corrective expectations, and is maintained in the trainee’s
permanent record.
2. End of Week Report (FD-95)
• Purpose: To provide comprehensive weekly feedback on trainee
performance, integrating both academic and practical components.
• Process:
o Instructors document daily observations for each trainee.
o At the end of the week, observations are compiled into a single
report summarizing overall performance.
• Content:
o Academic results (quiz and exam scores).
o Performance in manipulative skills and evolutions.
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o Behavioral observations, including adherence to core values.
o Any disciplinary actions or critical incidents.
• Distribution: Delivered to the trainee during the weekly evaluation
meeting. The Administrative Battalion Chief of Training should be
present for these deliveries. If circumstances prevent timely
distribution, the report must be issued the following instructional day.
• Use: Ensures that trainees receive regular, documented feedback
that promotes accountability and provides opportunities for
corrective action before issues escalate.
3. Academy Summary of Performance Report (FD-96)
• Purpose: To provide a summative evaluation of each trainee’s
performance over the entire course of the academy.
• Content:
o Verification of completion of all academic and manipulative
requirements.
o Summary of weekly reports, incident reports, and remediation
efforts.
o Confirmation of whether the trainee has satisfied all criteria
necessary for graduation and certification.
• Timing: Issued at the conclusion of the academy.
• Use: Serves as the official performance record, used for certification
verification, employment confirmation, and developmental feedback.
Instructor Responsibilities
Instructors play a central role in the evaluation process and must:
1. Complete reports promptly and accurately.
2. Document trainee performance using objective, evidence-based
observations. Use daily notes to capture key behaviors and support
weekly evaluations. Destroy all daily notes after the weekly evaluation is
completed
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3. Provide trainees with direct feedback to reinforce developmental growth.
4. Submit reports to the Training Division in accordance with departmental
policy and ensure they are uploaded to the Learning Management
System (LMS).
5. Maintain confidentiality and ensure evaluation reports are shared only
with the trainee, their supervisor, and authorized Training Division staff.
Trainee Feedback Surveys
To support continuous improvement and instructional accountability, the Fresno Fire
Department Trainee Academy will administer anonymous feedback surveys for all
firefighter trainees:
• Final Survey
o Administered during the final week of the academy, this survey
evaluates:
o Overall training experience
o Quality and relevance of curriculum
o Effectiveness of instructional delivery
o Perceived preparedness for field operations
Survey results will be reviewed by the Lead Instructor and Training Division
leadership. Key findings will be discussed during the post-academy After-Action
Review (AAR) and used to inform curriculum updates, instructor development, and
operational improvements.
Participation in surveys is voluntary but strongly encouraged. All responses will remain
confidential and will not impact trainee evaluations or standing in the academy.
Daily Tracking Tools
Instructors are responsible for maintaining accurate and timely documentation of all
training activities. Each day, instructors must complete the following logs:
• Attendance Rosters: Record recruit presence at roll call, PT,
classroom, and skills sessions.
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• Training Hours Log: Track instructional hours by category (e.g.,
EMS, HazMat, Wildland, PT).
• Objective Completion Logs: Document which NFPA/SFT
objectives were covered and practiced.
• Skills Sign-Off Sheets: Use IPE checklists to record recruit
performance during manipulative drills.
These records must be submitted to the Admin Support Liaison by the end of each
training day and uploaded to the department’s LMS or shared drive.
Weekly Summary Submissions
At the end of each training week, the Lead Instructor or designee must provide a
weekly summary. This summary should include:
• Overview of completed modules and objectives
• Summary of recruit performance trends and concerns
• Notable incidents, injuries, or disciplinary actions
• Recommendations for remediation or instructional adjustments
This summary must be communicated to the Administrative Battalion Chief of Training
for delivery to the Deputy Chief of Operations, and Personnel Manager. These
summaries support transparency, early intervention, and administrative oversight.
With the Administrative Battalion Chief being present for the delivery of the weekly
evaluations, this report may be verbally provided by the Lead Instructor.
Compliance with Training Standards
To maintain accreditation and readiness for audits by ISO, NFPA, and SFT, instructors
must ensure:
• All lesson plans are current, detailed, and aligned with NFPA 1010,
470, and 1140 standards
• Instructor rosters and qualifications are documented and updated
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• Training records are complete, accurate, and accessible for review
• SFT-required forms (e.g., course rosters, skills evaluations, task
books) are properly completed and submitted
Instructors should periodically review the SFT Procedures Manual and department
SOPs to ensure ongoing compliance.
Secured Record Keeping
All training documentation must be stored securely in accordance with City of Fresno
records retention policies. This includes:
• Uploading digital files to approved folders on the T:\TRN –
ACADEMY drive or LMS
• Scanning and archiving hard copies of rosters, evaluations, and
reports
• Restricting access to sensitive records to authorized personnel only
• Backing up files regularly to prevent data loss
Only authorized personnel can access these records. Instructors must upload
documentation daily and ensure that all files are labeled accurately and stored in the
appropriate location. Hard copies, if used, must be scanned and archived digitally.
Records must be retained for the duration specified by city policy and SFT guidelines,
typically a minimum of five years for certification-related documentation.
Summary
Evaluation reports provide a comprehensive framework for documenting trainee
progress across daily performance, weekly achievements, and overall academy
outcomes. They balance corrective accountability with developmental guidance,
ensuring that firefighter trainees are held to the highest standards of safety,
professionalism, and operational excellence.
Through the systematic use of FD-94, FD-95, and FD-96 forms, the Fresno Fire
Department reinforces its commitment to professional development, transparency,
and readiness, producing graduates who are fully prepared to enter the fire service.
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CHAPTER 15: TASK BOOK COMPLETIONS
Purpose
Task books serve as the official record of skill development, performance, and
certification eligibility for firefighter trainees and probationary firefighters. They ensure
alignment with State Fire Training (SFT) standards, National Fire Protection
Association (NFPA) Job Performance Requirements (JPRs), and Fresno Fire
Department (FFD) operational expectations.
The purpose of this chapter is to define the use, management, and completion
requirements of the three task books employed during and after the Trainee Academy:
1. Firefighter Trainee Task Book
2. Probationary Firefighter Task Book
3. SFT Fire Fighter 1 and 2 Certification Task Book (2024 edition)
Application
Task books document training from the academy through the probationary period,
ensuring that each firefighter develops the knowledge, skills, and professional
behaviors required for certification and continued employment.
Upon completion of the academy and probationary period, employees are responsible
for ensuring all task books are complete and signed by the Administrative Battalion
Chief of Training or designee. Finalized copies are uploaded into the Learning
Management System (LMS) for permanent recordkeeping and future reference.
Operational Policy
• Each trainee is issued a Firefighter Trainee Task Book upon entering the
academy. Completion is required for graduation.
• Upon academy completion and promotion to firefighters, individuals are
assigned a Probationary Firefighter Task Book, which must be
completed during the probationary period.
• At the 11 -month exam, firefighters must bring their completed
Probationary Task Book. The cadre will review it and transfer signatures
to the 2024 SFT Fire Fighter 1 & 2 Task Book, which will be uploaded to
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Acadis the same day. Final sign-off by the Fire Chief (or designee)
requires full task book completion.
Operational Guidelines
Firefighter Trainee Task Book:
• Aligned with SFT Fire Fighter 1 (FF1), Wildland, Hazardous Materials
(HazMat), and Fire Fighter 2 (FF2) required random skills.
• Cross-referenced with FFD policies, IFSTA Essentials of Fire Fighting,
8th Edition, and Individual Performance Evolutions (IPEs).
• Maintained by academy staff throughout the training program and
uploaded to the LMS for archival and certification purposes.
• Serves as both an instructional guide for instructors and a performance
record for trainees.
Probationary Firefighter Task Book:
• Establishes the minimum training requirements for firefighters during
their probationary period.
• Five-Month Evaluation: Task book should be approximately 50%
complete. Probationary firefighters must bring the task book to the
evaluation for review.
• Eleven-Month Evaluation: Task book must be completed in full to qualify
for end-of-probation review. Higher priority JPRs may be repeated in the
second half of the probationary period to reinforce proficiency.
• This task book will be used by the training division to complete the
required SFT Task book. Final sign-off by the Fire Chief or designee is
contingent upon completion of both the Probationary and SFT Task
Books.
o Reference: FFD Training and Equipment Manual, Section 325.001
– Probationary Firefighter Task Book.
SFT Fire Fighter 1 and 2 Certification Task Book (2024)
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• Initiated at the completion of the 11 month evaluation. The completed
Probationary Firefighter Task Book serves as the primary source
document of the SFT skills.
• Required for SFT certification and based on current NFPA standards.
• Verifies competence in structural firefighting, wildland firefighting,
hazardous materials response, rescue operations, and fire prevention.
• Completion requires:
o Observation and evaluation by qualified evaluators.
o Documentation of JPR performance in either simulated or actual
emergency environments.
o Final review and approval by the Fire Chief or designee.
• Certification Timeline:
o Fire Fighter 1 Certification: Granted upon academy graduation and
successful completion of SFT exams.
o Fire Fighter 2 Certification: Contingent upon completion of
probation and SFT task book. Submitted to SFT on the day of the
11 month evaluation.
Evaluator Responsibilities
Evaluators are essential to ensuring the validity and credibility of task book
completions.
• Qualifications:
o Must be designated by the Fire Chief or authorized designee.
o Must hold equivalent or higher-level certification for the skill or JPR
being evaluated.
o If not available within the Department, an experienced evaluator may
be designated with demonstrated competence.
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• Responsibilities:
o Observe and verify successful completion of JPRs.
o Date and initial task book entries upon satisfactory performance.
o Complete signature verification pages as required.
o Where multiple related skills are demonstrated during a single
evolution, evaluators may sign off on multiple JPRs if observed.
o Ensure documentation is consistent, timely, and uploaded into the
LMS for accountability.
Summary
Task books form the backbone of FFD’s performance-based training system,
linking academy preparation, probationary development, and formal certification.
Through the combined use of the Trainee Task Book, Probationary Firefighter Task
Book, and SFT Certification Task Book, the Fresno Fire Department ensures that
every firefighter is trained, evaluated, and certified according to NFPA standards, SFT
requirements, and departmental policies.
By maintaining integrity in task book evaluation and completion, instructors and
evaluators safeguard the Department’s reputation as an Accredited Local Academy
and ensure that every firefighter entering the field is competent, certified, and
prepared to serve the community with excellence.
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CHAPTER 16: TRAINEE SUPPORT RESOURCES
Purpose
The Fresno Fire Department (FFD) recognizes that the success of its Trainee
Academy depends not only on the rigor of its curriculum but also on the support
systems available to each recruit. This chapter outlines the resources provided to
trainees to promote academic achievement, professional development, and personal
resilience during the academy and probationary period.
Support systems, including mentorship, access to study materials, and digital learning
platforms—are designed to create a holistic training environment that enhances
performance, encourages accountability, and fosters integration into the Department’s
culture.
Mentorship Program
The Probationary Firefighter Mentorship Program reinforces the Department’s
commitment to professional development and cultural integration. Mentorship
provides trainees with the guidance, encouragement, and perspective necessary to
successfully transition into the fire service.
• Primary Mentorship: Each probationary firefighter is primarily
mentored by their assigned captain and crew, who provide day-to-day
instruction, role modeling, and accountability.
• Formal Mentorship Assignment: Toward the conclusion of the Trainee
Academy, each trainee is paired with a designated mentor to support
their professional, educational, and personal development during the
probationary year.
• Program Goals:
o Facilitate career transitions by connecting probationary firefighters
with experienced personnel.
o Provide an additional layer of structured support beyond the
assigned crew.
o Reinforce Departmental values of teamwork, trust, and commitment.
o Improve long-term retention, job satisfaction, and overall
performance.
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Mentorship is viewed not only as a tool for skill development but also as an essential
component of building cohesion and resilience within the Department.
Learning Materials and Digital Resources
The Department provides centralized, technology-based resources to ensure all
trainees have equitable access to materials:
• Learning Management System (LMS): All academy-specific
information—including forms, policies, and procedures—is housed
within the LMS and the Policies, Procedures, Guides, & Forms section
of the Department’s website. This minimizes the need for hard-copy
materials and provides easy digital access.
• Issued iPads: Each trainee is assigned an iPad as their primary
platform for training, department communications, and email. The iPad
remains the property of the Department and is configured by the Training
Cadre to include all required applications, including access to:
o FFD’s LMS (Vector Solutions).
o ResourceOne for IFSTA curriculum access.
o Digital forms and study materials.
• Accountability: Trainees are responsible for maintaining and using the
device appropriately, ensuring they are prepared for all academic and
skills-based requirements.
Study and Academic Success Strategies
The Trainee Academy is designed to be both physically demanding and
academically rigorous. Success requires intentional preparation, consistent effort,
and proactive use of available resources.
• Pre-Academy Study Guide: Trainees receive preparatory materials
prior to the start of the academy. Familiarity with these resources is
essential for meeting the accelerated pace of instruction.
• Exam and Skills Preparation: Trainees are expected to review
materials daily, practice manipulative skills regularly, and seek
clarification from instructors when needed.
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• Peer Collaboration: Study groups are encouraged as a means of
reinforcing content knowledge, improving retention, and fostering
teamwork.
• Proactive Engagement: Trainees should address uncertainties early,
request guidance from instructors, and take advantage of mentorship to
reinforce understanding.
Summary
The Fresno Fire Department’s approach to trainee support is intentional, structured,
and multi-dimensional. By combining formal mentorship, digital learning
platforms, and targeted study strategies, the Department ensures that every recruit
has the tools necessary to succeed academically, develop professionally, and
integrate into the culture of the fire service.
Support resources are not supplemental, they are foundational to the Department’s
mission of producing firefighters who are competent, resilient, and fully prepared to
serve the community.
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CHAPTER 17: DISCIPLINE, CONDUCT, AND EXPECTATIONS
Standard of Conduct
The Fresno Fire Department Trainee Academy operates under a military-style
discipline model that emphasizes punctuality, respect, and professionalism.
Instructors must consistently reinforce these expectations from Day 1. Recruits are
expected to:
• Arrive early and prepare for all training activities
• Maintain proper uniform and grooming standards at all times
• Address instructors and peers with respect and professionalism
• Follow the chain of command and academy protocols without exception
Instructors must model these behaviors and hold recruits accountable through
consistent enforcement. Any deviation from expected conduct must be addressed
immediately to preserve the integrity of the academy environment.
Corrective Action
The City of Fresno promotes consistent and fair disciplinary practices through
progressive corrective action, ranging from retraining and written reprimands to
suspension or termination, depending on the nature and frequency of the offense.
Supervisors are expected to use sound judgment, ensure firefighter trainees are
aware of the rules, and apply discipline equitably. The goal is to correct behavior, not
to punish, and all actions must follow the procedures outlined in the Fresno Municipal
Code.
For complete details, refer to City of Fresno Administrative Order Number 2-14,
Subject: Guide to Corrective Action
Instructor Documentation Protocols
Instructors are required to document all conduct-related incidents using the following
tools:
• FD-94 Incident Report – Used for safety violations, insubordination, or
inappropriate behavior
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• Daily Observation Logs – Used to track patterns of behavior, attitude,
and professionalism
• FD-95 Weekly Summary – Used to summarize behavioral trends and
disciplinary actions
All documentation must be submitted to the Lead Instructor and stored in the recruit’s
digital file. Instructors must notify the Lead Instructor immediately when a violation
occurs, especially if it involves safety, harassment, or potential dismissal.
Behavioral Interventions
Before punitive action is taken, instructors should attempt behavioral interventions
when appropriate. These include:
• Coaching sessions to clarify expectations and provide guidance
• Performance Improvement Plans (PIPs) that outline specific goals,
timelines, and support strategies
• Mentorship assignments to pair struggling recruits with experienced
instructors for additional support
These interventions must be documented and reviewed weekly. The goal is to correct
behavior while preserving the recruit’s opportunity to succeed.
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CHAPTER 18: GRADUATION PLANNING AND FINAL
PREPARATIONS
Ceremony Planning
Graduation is a formal recognition of the recruits’ successful completion of the
academy and their transition into the fire service. Planning should begin at least four
weeks prior to the scheduled date. The Lead Instructor, in coordination with the
Training Division, must:
• Reserve a venue that accommodates family, department personnel,
and city officials
• Send invitations to families, department leadership, and city
representatives
• Coordinate logistics such as seating, audio/visual needs, parking, and
accessibility
• Develop a ceremony program that includes the presentation of colors,
guest speakers, cadet address, and badge pinning
The event should reflect the professionalism and pride of the department. Recruits
should be in full-dressed uniform and briefed on ceremony protocols during the final
week.
Recognition of Achievement
To honor excellence and growth, instructors will nominate recruits for the following
awards:
• Top Cadet – Highest overall performance in academics, skills, and
leadership
• Most Improved – Demonstrated significant growth and resilience
• Core Values Award – Embodied the department’s values of Teamwork,
Trust, and Commitment
Nominations must be submitted to the Lead Instructor with supporting documentation.
Award recipients will be announced during the ceremony and presented with
certificates or plaques. These recognitions reinforce the department’s culture of
excellence and inspire future classes.
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Final Checks and Clearance
Before graduation, instructors must ensure that each recruit has met all academy
requirements. This includes:
• Completion of all NFPA/SFT objectives and task book signoffs
• Passing scores on all written and manipulative exams
• Fulfillment of training hours and attendance minimums
• Return of all issued gear, equipment, and materials
A Final Clearance Checklist must be completed for each recruit and signed by the
Lead Instructor. Any outstanding items must be resolved before the recruit is cleared
for graduation.
Celebrate Department Culture
Graduation is not only a milestone—it is a celebration of the department’s mission and
values. Instructors should use this opportunity to:
• Reinforce the honor and responsibility of wearing the badge
• Emphasize the importance of teamwork, humility, and service
• Encourage recruits to carry forward the traditions and expectations of
the Fresno Fire Department
The ceremony should close with a message of unity and pride, welcoming the
graduates into the brotherhood and sisterhood of the fire service. This moment marks
the beginning of their careers and the continuation of the department’s legacy.
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CHAPTER 19: POST-ACADEMY REVIEW AND DEBRIEF
After-Action Review
Upon completion of the academy, the Lead Instructor must coordinate a formal After-
Action Review (AAR) with the full training cadre. This meeting should take place
within one week of graduation and include:
• A structured debrief of each training phase (orientation, PT, classroom,
manipulative skills, testing)
• Open discussion of what worked well and what needs improvement
• Identification of logistical challenges, safety concerns, and instructional
gaps
• Review of recruit performance trends and behavioral issues
Use a standardized AAR template to capture feedback from all instructors. The goal
is to evaluate the academy holistically and identify actionable improvements for future
classes.
Curriculum Refinement
Following the AAR, instructors must update and refine curriculum materials based on
feedback and observed outcomes. This includes:
• Revising lesson plans to improve clarity, pacing, or instructional
methods
• Updating PowerPoint presentations, skill sheets, and evaluation rubrics
• Adjusting logistics plans for equipment, facilities, and vendor
coordination
• Incorporating new SFT or NFPA updates into training content
All changes must be documented and saved in the department’s shared curriculum
folder (e.g., T:\TRN – ACADEMY\2025 Course Curriculum). The Lead Instructor is
responsible for ensuring that all updates are reviewed and approved before the next
academy cycle.
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Reporting and Records
The Lead Instructor must compile and submit a Final Academy Report to the Battalion
Chief of Training and Deputy Chief of Training. This report should include:
• Summary of recruit outcomes (graduation rate, test scores, remediation)
• Overview of incidents, injuries, and disciplinary actions
• Instructor feedback and AAR findings
• Recommendations for future improvements
In addition, ensure that all FD-94, FD-95, and FD-96 forms, task books, and evaluation
records are finalized and uploaded to the LMS or department-approved storage
system. These records support compliance, transparency, and future planning.
Archiving and Storage
All academy documentation must be securely archived in accordance with City of
Fresno records retention policies and SFT audit requirements. This includes:
• Digital storage of all training records, rosters, evaluations, and reports in
the LMS and shared drive
• Physical storage of signed documents (e.g., waivers, task books) in
locked cabinets or scanned and archived digitally
• Backup of all files to prevent data loss
• Restricted access to sensitive records to authorized personnel only
Records must be retained for a minimum of five years, or longer if required by legal,
audit, or certification standards. The Admin Support Liaison is responsible for verifying
that all documentation is complete and properly stored.
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GLOSSARY OF TERMS
Acronym / Term Definition
AAR After-Action Review – A structured debrief conducted post-
academy to evaluate training effectiveness and identify
improvements.
ALA Accredited Local Academy – A fire agency authorized by the
Office of the State Fire Marshal (OSFM) to deliver approved
State Fire Training (SFT) curriculum.
AO Administrative Order – A City of Fresno policy directive
governing employee conduct, operations, and use of city
resources.
ARFF Aircraft Rescue and Firefighting – Specialized firefighting
operations at airports.
CCEMSA Central California Emergency Medical Services Agency –
The regional EMS authority governing protocols and training
in Fresno County.
CFSTES California Fire Service Training and Education System – A
division of SFT responsible for curriculum and certification.
FGFPD Fig Garden Fire Protection District – A contract service area
covered by the Fresno Fire Department.
HAZMAT Hazardous Materials – Substances that pose a risk to health,
property, or the environment.
IFSTA International Fire Service Training Association – Publisher of
widely used fire service training manuals such as Essentials
of Fire Fighting.
IFSAC / Pro Board
Certification
Accreditation systems that ensure fire service certifications
meet NFPA standards through fair and valid testing.
IPE Individual Performance Evolution – A manipulative skills
evaluation used to assess trainee competency in alignment
with SFT standards.
IRPG Incident Response Pocket Guide – A field reference used in
wildland firefighting for safety and operational guidance.
JPR Job Performance Requirement – A specific task or skill that
must be demonstrated to meet NFPA and SFT standards.
LMS Learning Management System – A digital platform (e.g.,
Vector Solutions) used for training delivery, document
management, and performance tracking.
NFIRS National Fire Incident Reporting System – A standardized
system for documenting fire and emergency incidents.
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NFPA National Fire Protection Association – Organization that
develops codes and standards for fire service operations
and training.
NREMT National Registry of Emergency Medical Technicians – A
certification body for EMS professionals.
NWCG National Wildfire Coordinating Group – An interagency group
that establishes wildland fire training and operational
standards.
OSFM Office of the State Fire Marshal – The California agency
responsible for fire service training, certification, and safety
regulations.
PARA-MILITARY
ROUTINE
A structured, hierarchical system of operations and discipline
modeled after military organizations, used in fire
departments for efficiency and safety.
PPE Personal Protective Equipment – Gear worn to minimize
exposure to hazards (e.g., turnout gear, SCBA, gloves,
helmets).
RMS Records Management System – A digital system used to
document incidents, injuries, and training records.
SFT State Fire Training – A division of the OSFM responsible for
fire service curriculum, certification, and instructor
accreditation.
SOP Standard Operating Procedure – Departmental guidelines for
consistent and safe operations.
Task Book A structured document used to track and verify completion of
job performance requirements (JPRs) for certification and
probation.
Vector Solutions The Department’s Learning Management System (LMS)
used for training, testing, scheduling, and document storage.
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CROSS-REFERENCES
Office of the State Fire Marshal State Fire Training
Fire Fighter 1 (2024)
Fire Fighter 2 (2024)
Fire Fighter 1 and 2 Certification Task Book (2024)
Fire Fighter 1A and 2A (Structural) 2024 Curriculum Update
State Fire Training Procedures Manual (May 2020)
Administrative Manual, Rules, and Regulations
Section 106.018, FC-11 Medical Service Order (MSO) Occupational
Health Provides List
Section 106.020, FC-17 Employee’s Claim for Workers’ Compensation
Benefits.
Section 109, Rules and Regulations
Section 110.003 On-The-Job Injury (OJI) Reporting
Section 116.001 Social Media
Training and Equipment Manual
Section 325.001, Probationary Firefighter Task Book
Firefighter Trainee Manual
Section 501.003a, Firefighter Trainee Incident Report (FD-94)
Section 501.003b, End of Week Report (FD-95)
Section 501.003c, Summary of Performance Report (FD-96)
Section 501.009, Trainee Academy Task Book (FD-98)
Standard Operations Procedures Manual
Section 203.007c, No Tobacco Use Policy
Section 203.011a, Physical Fitness Program
Sections 205.001-205.009, Uniforms
Section 205.010, Grooming
Fresno Municipal Code
Chapter 3, City Personnel § 3-264 Article 2, Civil Service Regulations,
Special Provisions Relating to Fireman Trainee Class
Chapter 3, City Personnel § 3-107. Article 1 Personnel - Sick Leave and Special
Leave
National Fire Protection Association
1010: Standard on Professional Qualifications for Firefighters (2024)
1140: Standard for Wildland Fire Protection (2022)
470: Hazardous Materials/Weapons of Mass Destruction (WMD) Standard for
Responders (2022)
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City of Fresno Administrative Order Manual
Section 2-16, Discrimination and Harassment
Section 2-19, Leaves of Absence
Section 8-19, Social Media Policy
Section 8-11, Use of Electronic Systems and Tools
Wildland Fire Fighter: Principles and Practice, Revised (Jones and Bartlett
Learning, 2nd edition, ISBN: 978-1-284-280869)
•
The New Generation Fire Shelter (NWCG, March 2003 edition)
•
Incident Response Pocket Guide (NWCG, current edition)
•
NFPA 1140: Standard for Wildland Fire Protection (current edition)
International Fire Service Training Association (IFSTA)
Essentials of Fire Fighting 8th Edition
Hazardous Materials for First Responders 6th Edition
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APPENDICES
GRADING AND EVALUATION UNDERSTANDING SIGNATURE PAGE (FD-97)
Academic Expectations:
I will be given one attempt at each written, verbal, or online quiz/exam. No retakes will
be given.
I am required to achieve a cumulative average of ≥80% to successfully pass the
academy.
If I reach a point where it is no longer mathematically possible to achieve a cumulative
≥80%, I will be dismissed from the academy.
If I fail to maintain the requirement of a cumulative ≥80%, I will fail the academy, which
is grounds for termination from employment with the City of Fresno.
If I achieve a cumulative ≥80% or better, I will pass the academic section.
Firefighter Trainee Initials ________
Manipulative Skills Expectations:
Performance evolutions and skills will be strictly pass/fail.
I have been given access to the skill sheets (Individual Performance Evolutions [IPEs])
and understand how to access them.
I have been given access to the Central California Emergency Medical Services
Agency (CCEMSA) policies and skill sheets.
Each Individual Performance Evolution or skills test requires a designation of pass.
Two retest will be given if I fail an evolution or skill.
If I fail an evolution or skill retest a second time, I will fail the evolution or skill and be
dismissed from the academy. If I am dismissed from the academy, I will be terminated
from employment with the City of Fresno.
If I pass all the required evolution and skills tests, I will pass the manipulative skills
section of the academy.
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Firefighter Trainee Initials ________
FFD Core Values:
The FFD core values will be pass/fail.
I understand the FFD core values.
I understand the examples given in the Trainee Manual and how they can be used to
evaluate my behavior.
I understand that those examples are not all-inclusive and merely show how the FFD
basic core values can and will be used.
I understand how I can use the FFD core values to guide my decision making.
I understand if I display a pattern or have a single significant event that is inconsistent
with the FFD core values I may be dismissed from the academy.
I understand I must pass the core values section of the academy.
Firefighter Trainee Initials ________
Evaluation Reports:
I understand evaluation reports will be provided to all firefighter trainees on a regular
basis to provide consistent and standardized feedback on performance.
I understand the three types of reports that will be used to evaluate my performance:
• Trainee Incident Report (FD-94)
• End of Week Report (FD-95)
• Summary of Performance Report (FD-96)
I understand I am under constant observation by the Academy Cadre and these
observations along with my cognitive and psychomotor exams will constitute the basis
for my End of Week Report.
I understand the instructors may use technological devices in the classroom and on
the drill yard to record their observations of my performance (i.e., all the capabilities
of a modern cell phone/tablet or any other tool the academy instructors see fit).
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I understand in the event the needs of the academy and Department prevent the End
of Week Report from being given, it will be given the following day class is held.
I understand that a summary of my performance throughout the Academy will be
shared with the captain to whom I will be assigned during my probationary period.
Firefighter Trainee Initials ________
General:
I understand to pass the Fresno Fire Department Trainee Academy I must pass all
three sections. Academics, Manipulative Skills, and the Department’s Core Values.
I understand, if I fail one section, I will fail the academy and be terminated from
employment with the City of Fresno.
I understand the grading and evaluation process, including the expectations that are
required of me, to successfully pass the Fresno Fire Department Trainee Academy.
Firefighter Trainee Signature ID No. Date
TRAINEE INCIDENT REPORT
Revision 11/12/25 Page 87
FD-94
Trainee Information
Trainee: Click or tap here to enter
text. Date / Time: Click or tap here to enter
text.
Trainee ID: Click or tap here to enter
text.
Station
Assignment.:
Click or tap here to enter
text.
Training Officer: Click or tap here to enter
text. Company No.: Click or tap here to enter
text.
Report for Duty
Date / Time:
Click or tap here to enter
text.
Company
Officer:
Click or tap here to enter
text.
Final Minimum Standard Evaluation
Cumulative Academic Score: % Pass Fail Not Applicable ☐ Meets minimum academic standard ☐ ☐ ☐ Meets minimum EMT standard ☐ ☐ ☐ ☐ Meets minimum manipulative skills standard ☐ ☐ ☐ Meets minimum CORE Values standard ☐ ☐
All criteria must receive a pass ☐ ☐
Details
Number of Performance Plans: Click or tap here to enter text.
Outcome of Performance Plans: Click or tap here to enter text.
First Month Performance Plan: Click or tap here to enter text.
Trainee Comments
Click or tap here to enter text.
Acknowledgment of Receipt of Warning
By signing this form, I confirm I understand the results of the Summary of Performance. I also
confirm I have discussed the Performance Plan with my Training Officer(s).
Trainee Signature ID No. Date
Training Officer Signature ID No. Date
Training Officer Signature ID No. Date
END OF WEEK REPORT
Page 88
FD-95
Trainee Information
Trainee: Click or tap here to enter
text. Date: Click or tap here to enter
text.
Trainee ID: Click or tap here to enter
text. Company No.: Click or tap here to enter
text.
Training Officer: Click or tap here to enter
text.
Company
Leader:
Click or tap here to enter
text.
Academics
☐ Meets performance standard at this time. Quiz / Exam: %
☐ Does not meet performance standard at this time. Cumulative Average: %
EMT
☐ Meets performance standard at this time. Quiz / Exam: %
☐ Does not meet performance standard at this time. Cumulative Average: %
☐ Not Applicable
Manipulative Skills
☐ Meets performance standard at this time.
☐ Does not meet performance standard at this time.
Core Values
☐ Meets performance standard at this time.
☐ Does not meet performance standard at this time.
Evaluator Comments
Click or tap here to enter text.
Trainee Comments
Click or tap here to enter text.
Acknowledgment
Trainee Signature ID No. Date
Training Officer Signature ID No. Date
Training Officer Signature ID No. Date
SUMMARY OF PERFORMANCE REPORT
Revision 11/12/25 Page 89
FD-96
Trainee Information
Trainee: Click or tap here to enter
text. Date / Time: Click or tap here to enter
text.
Trainee ID: Click or tap here to enter
text.
Station
Assignment.:
Click or tap here to enter
text.
Training Officer: Click or tap here to enter
text. Company No.: Click or tap here to enter
text.
Report for Duty
Date / Time:
Click or tap here to enter
text.
Company
Officer:
Click or tap here to enter
text.
Final Minimum Standard Evaluation
Cumulative Academic Score: % Pass Fail Not Applicable ☐ Meets minimum academic standard ☐ ☐ ☐ Meets minimum EMT standard ☐ ☐ ☐ ☐ Meets minimum manipulative skills standard ☐ ☐ ☐ Meets minimum CORE Values standard ☐ ☐
All criteria must receive a pass ☐ ☐
Details
Number of Performance Plans: Click or tap here to enter text.
Outcome of Performance Plans: Click or tap here to enter text.
First Month Performance Plan: Click or tap here to enter text.
Trainee Comments
Click or tap here to enter text.
Acknowledgment of Receipt of Warning
By signing this form, I confirm I understand the results of the Summary of Performance. I also
confirm I have discussed the Performance Plan with my Training Officer(s).
Trainee Signature ID No. Date
Training Officer Signature ID No. Date
Training Officer Signature ID No. Date
Firefighter Trainee Task Book
(Firefighter Trainee Academy)
Firefighter Trainee Name: (print)
Employee ID No. (print)
Signature: (sign)
Firefighter Trainee Responsibilities:
The firefighter trainee named above is solely responsible for the completion and safe
keeping of this task book. Loss or damage to the task book may result in disciplinary
action and require the firefighter trainee to re-attempt all previously completed
signoffs. The firefighter trainee is responsible for completing all signoffs required
during the given period before the end of the assigned training period (i.e., Firefighter
Trainee Academy). The firefighter trainee must present the task book to the assigned
training officer at the end of the Firefighter Trainee Academy exam for documentation
and evaluation purposes. Successful completion of this task book does not guarantee
the firefighter trainee any certifications or completion of the probationary period.
Evaluator Responsibilities:
An evaluator is any individual who verifies the firefighter trainee can satisfactorily
execute a job performance requirement (JPR). A qualified evaluator is designated by
the firefighter trainee’s fire chief (or authorized designee) and shall possess the
equivalent or higher-level certification. If no such evaluator is present within the
organization, the fire chief (or authorized designee) shall designate an individual with
more experience than the firefighter trainee and a demonstrated ability to execute the
job performance requirements. A task book may have more than one evaluator. On
successful or unsuccessful completion of a skill/JPR by a firefighter trainee, the
evaluator will circle the appropriate pass/fail grade, date, and initial the task book. The
evaluator will ensure one section of the signature verification page is completed.
References:
This task book includes the certification training standards included in NFPA 1010:
Standard on Professional Qualifications for Firefighters (2024), NFPA 470: Hazardous
Materials/Weapons of Mass Destruction (WMD) Standards for Responders (2022),
and NFPA 1140: Standard for Wildland Fire Protection (2022). This task book also
includes Fresno Fire Department Individual Performance Evolutions and the
knowledge, skills, and abilities (KSAs) identified as required to do the job by the
October 2014 Fresno Fire Department job analysis validated by CPS HR
CONSULTING.
Fresno Fire Department
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Tools and Equipment
No. Reference Title Trainee
Academy
Date/
Initials
1. FF1 Skill 1-4 FF1
Skill 1-7
IFSTA Ch. 6
Don (within 60 seconds), doff, and prepare structural
personal protective equipment (PPE) for reuse.
1st P / F
*2nd P / F
2. FF1 Skill 3-6
IFSTA Ch. 9
Pg. 346, 360, 361
362 & 365
Demonstrate skill in use of ladder belts. 1st P / F
*2nd P / F
3. IPE 316.017
T&E 306.003
FF1 Skill 3-20a
IFSTA Ch. 8
IPE- Basic Knots, explain types of ropes, inspection,
and maintenance.
1st P / F
*2nd P / F
4. IPE 316.018
FF1 Skill 3-20b
IFSTA Ch. 8
IPE- Tying and hoisting tools aloft. 1st P / F
*2nd P / F
5. T&E
306.003
T&E 306.003a
T&E 306.003b
Demonstrate skill in use of Stokes stretcher. 1st P / F
*2nd P / F
6. IPE 316.020
FF1 Skill 3-21
FF2 Skill 5-4
IFSTA FF1 Ch 10
Pg. 394-397,
402-403, 429,
430, & 448, 535,
IFSTA 2 Ch 6, T
& E 309.001
T & E 309.005
IPE- Service and Operate a Chainsaw. 1st P / F
*2nd P / F
7. IPE 316.021
Ventilation Guide
FF1 Skill 3-13
IFSTA Ch. 12
Ventilate a Roof with a Power Saw. Demonstrate
ventilation of a pitched and flat roof or floor.
1st P / F
*2nd P / F
8. IPE 316.022
Ventilation Guide
FF1 Skill 3-12
IFSTA Ch. 12
T & E 308.008
IPE- Operate Forced Air Ventilation Equipment. 1st P / F
*2nd P / F
9. IPE 316.023
FF1 Skill 1-3
FF1 Skill 3-1a
IFSTA Ch. 6
T & E 311.001
IPE- Daily Inspection for SCBA. Replace cylinder.
(1- and 2-person method).
1st P / F
*2nd P / F
10. IPE 316.024
FF1 Skill 1-5
FF1 Skill 1-6
IFSTA Ch.6
IPE- Don an SCBA and Doff an SCBA. 1st P / F
*2nd P / F
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No. Reference Title Trainee
Academy
Date/
Initials
11. FF1 Skill 3-1b
IFSTA Ch. 6
Demonstrate controlled breathing techniques, and
emergency procedures in the event of a SCBA failure
or air depletion.
1st P / F
*2nd P / F
12. T&E 311.003 Explain and demonstrate use of the RIC pack. 1st P / F
*2nd P / F
13. IPE 316.025
FF1 Skill 3-18 &
4-1, IFSTA Ch. 2
Pg. 64-65
T & E 308.006
T & E 308.009
IPE- Operate a Generator and Electrical Accessories
to light a scene.
1st P / F
*2nd P / F
14. IPE 316.026
FF1 Skill 3-17
IFSTA Ch. 7
IPE- Operate a Portable Fire Extinguisher. 1st P / F
*2nd P / F
15. IPE 316.027
FF1 Skill 3-15b
T & E 307.003
Salvage &
Overhaul Guide
IPE- Operate a Salvage Master. 1st P / F
*2nd P / F
16. FF1 Skill 3-5
T & E 306.004
T & E 306.004a
T & E 306.004b
IFSTA Ch. 11 &
15
IPE- Operate Thermal Imaging Cameras. 1st P / F
*2nd P / F
17. IPE 316.032
FF2 Skill 4-1
IFSTA FF2 Ch 3
pgs. 97-127
T & E 306.001
T & E 306.001a
T & E 306.001b
T & E 306.001c
T & E 306.002
IPE- Operate Vehicle Extrication Equipment. 1st P / F
*2nd P / F
18. IPE 316.036
FF1 Skill 3-21
IFSTA FF1 Ch.10
& 12, IFSTA FF2
Ch.3 & 6
T & E 309.002
IPE- Operate Stihl TS 400 Saw. 1st P / F
*2nd P / F
Hose and Water Supply
No. Reference Title Trainee
Academy
Date/
Initials
19. IPE 316.002
FF1 Skill 3-11d
IFSTA Ch. 13
Hose Practices
Guides
IPE- Deploy a Pre-Connected Hose Line. 1st P / F
*2nd P / F
Fresno Fire Department
Page 93
No. Reference Title Trainee
Academy
Date/
Initials
20. FF1 Skill 3-11d
IFSTA Ch. 13
Hose Practices
Guides
IPE- Advance a 2-1/2“ Handline. 1st P / F
*2nd P / F
21. FF1 Skill 3-11d
IPE 316.004
Hose Practices
Guide
IFSTA Ch.13
IPE- Advance a 5“ Hose to a Standpipe. 1st P / F
*2nd P / F
22. FF1 Skill 3-11d
IFSTA Ch. 13
Hose Guide
IPE- Advance Hand lines from a Standpipe.
1st P / F
*2nd P / F
23. IPE 316.006
FF1 Skill 3-11d
IFSTA Ch.13
Hose Guide
IPE- Advance an Apartment Lay. 1st P / F
*2nd P / F
24. IPE 316.008
FF1 Skill 3-11d
IFSTA Ch. 13
Hose Guide
IPE- Deploy a Large Diameter Hose Supply Line. 1st P / F
*2nd P / F
25. IPE 316.009
IFSTA Ch.13
IPE- Deploy a Packing House Loop. 1st P / F
*2nd P / F
26. IPE 316.010
IFSTA FF2 Ch. 4
Hose Guide
IPE- Deploy an In-Line Eductor. 1st P / F
*2nd P / F
27. IPE 316.031
FF1 Skill 3-8a
IFSTA Ch.13
Hose Guide
IPE- Set Up and operate a Portable Monitor. 1st P / F
*2nd P / F
28. T&E 302.001
Hose Guide
Operate a deck gun. 1st P / F
*2nd P / F
29. IPE 316.035
FF1 Skill 3-11c
FF1 Skill 3-16b
FF1C Skill 10-3b
Hose Guide
Wildland FF Ch
12
IPE- Deploy a Progressive Hose Lay (Hose, Nozzle). 1st P / F
*2nd P / F
30. T&E 301.011
FF1 Skill 4-2c
IFSTA Ch. 13
Clean, maintain and mark defective hose. 1st P / F
*2nd P / F
31. Hose Guide
FF1 Skill 4-2b
IFSTA Ch. 13
Build hose rolls. (Straight, reverse straight, donut roll) 1st P / F
*2nd P / F
32. Hose Guide
FF1 Skill 3-11e
Bed a FFD pre-connected hose line (2 and 3 wide
bed).
1st P / F
*2nd P / F
33. Hose Guide
FF1 Skill 3-11e
Bed an FFD 2-1/2“ hose load in bed #2. 1st P / F
*2nd P / F
Fresno Fire Department
Page 94
No. Reference Title Trainee
Academy
Date/
Initials
34. Hose Guide
FF1 Skill 3-11e
Construct and bed an FFD 1-3/4“ hose bundle, wye
and 2-1/2” line in bed #1.
1st P / F
*2nd P / F
35. Hose Guide
FF1 Skill 3-11e
IFSTA Ch. 13
Bed a FFD LDH flat load. 1st P / F
*2nd P / F
36. Hose Guide
FF1 Skill 3-11d
Advance a hose line up a ladder 1st P / F
*2nd P / F
37. Hose Guide
FF1 Skill 3-11d
IFSTA Ch. 13
Operate an attack line from a ladder. 1st P / F
*2nd P / F
38. IFSTA Ch. 13
T&E 302.002
Demonstrate use of FFD smooth bore nozzles. 1st P / F
*2nd P / F
39. FF1 Skill 3-16a
IFSTA Ch. 13
Hose Guide
Explain and/or demonstrate the use of hard suction
hose for drafting operations and the use of portable
water tanks.
1st P / F
*2nd P / F
40. SOP 206.018
SOP 206.019
IFSTA Ch 13
Explain and demonstrate FFD hydrant testing and
the various types of hydrants in the FFD.
1st P / F
*2nd P / F
41. T&E 301.010
IFSTA FF1 Ch 13,
F2 Ch. 6
Hose Guide
Explain the procedures of an annual FFD hose test. 1st P / F
*2nd P / F
42. FF1 Skill 4-2a
IFSTA FF2 Ch.
13
Replace a burst hose. 1st P / F
*2nd P / F
Ladders
No. Reference Title Trainee
Academy
Date/
Initials
43. T&E 304.003
T&E 304.004
FF1 Skill 4-1
IFSTA Ch.9
Ground Ladder
Guide
Inspect, clean, and maintain a ladder. 1st P / F
*2nd P / F
44. IPE 316.011
FF1 Skill 3-6
IFSTA Ch. 9
Ground Ladder
Guide
IPE- Lift, Carry, Raise, and Ascend a Straight
Ladder.
1st P / F
*2nd P / F
45. IPE 316.012
Ground Ladder
Guide
FF1 Skill 3-6
IFSTA Ch. 9
IPE- Lift, Carry, Raise, and Ascend a 10-Foot
Extension Ladder.
1st P / F
*2nd P / F
46. IPE 316.013
Ground Ladder
Guide
FF1 Skill 3-6
IFSTA Ch. 9
IPE- Lift, Carry, Raise, and Ascend a 24-Foot
Extension Ladder.
1st P / F
*2nd P / F
Fresno Fire Department
Page 95
No. Reference Title Trainee
Academy
Date/
Initials
47. IPE 316.014
FF1 Skill 3-6
IFSTA Ch. 9
IPE- Lift, Carry, Raise, and Ascend a 28-Foot
Extension Ladder.
1st P / F
*2nd P / F
48.
IPE 316.015
IPE 316.015a
FF1 Skill 3-6
Ground Ladder
Guide
IFSTA Ch. 9
IPE- Lift, Carry, Raise, and Ascend a 35-Foot
Extension Ladder.
1st P / F
*2nd P / F
49. IPE 316.016
FF1 Skill 3-6
Ground Ladder
Guide
IFSTA Ch. 9
IPE- Roof Ladders Aloft. 1st P / F
*2nd P / F
50. IPE 316.033
Ground Ladder
Practices
Guide
FF1 Skill 3-10c
IFSTA Ch.9
IPE- Lower a Victim Down a Ladder. 1st P / F
*2nd P / F
51. T & E 313.041
T & E 313.042
Aerial Truck
Placement
Guide
Assist in the raising and bedding of a FFD truck
aerial ladder.
1st P / F
*2nd P / F
Emergency Operations
No. Reference Title Trainee
Academy
Date/
Initials
52. FF1 Skill 3-4
IFSTA Ch. 10
Forcible Entry
Guide
Force entry through doors, windows, and walls using
assorted methods and tools.
1st P / F
*2nd P / F
53. FF1 Skill 3-19
FFD Utility
Emergency
Guide
IFSTA Ch. 14
Pg. 706-710
IFSTA FF2 Ch 3
Identify and operate control valves or switches to
control utilities of a structure.
1st P / F
*2nd P / F
54. FF1 Skill 3-10a
IFSTA Ch. 11
Search and rescue of a victim with no respiratory
protection.
1st P / F
*2nd P / F
55. FF1 Skill 3-10b
IFSTA Ch. 11
Rescue a downed firefighter. 1st P / F
*2nd P / F
56. FF1 Skill 3-12
IFSTA Ch. 12
Describe and/or demonstrate the various techniques
used for horizontal ventilation on a structure.
(Positive, negative, hydraulic)
1st P / F
*2nd P / F
Fresno Fire Department
Page 96
No. Reference Title Trainee
Academy
Date/
Initials
57. SOP 204.012
FF1 Skill 3-5
IFSTA Ch. 11
Exit a hazardous area as a team to a safe haven and
make an emergency call for assistance.
1st P / F
*2nd P / F
58. IFSTA Ch. 14
pg. 691-703
Attack an exterior fire in combustible materials while
protecting exposures.
1st P / F
*2nd P / F
59. FF1 Skill 3-7
IFSTA Ch 14
pg. 711-717
Attack a passenger vehicle fire. 1st P / F
*2nd P / F
60. FF1 Skill 3-11a
FF1 Skill 3-11b
IFSTA Ch. 12
IFSTA Ch. 14
Attack a live interior structure fire and/or simulated
interior structure fire.
1st P / F
*2nd P / F
61. T&E Sec. 305
SOP 204.002b
FF1 Skill 2-3
IFSTA Ch. 3
Operate a fire department radio to transmit
information. Describe FFD portable radios and proper
use.
1st P /F
*2nd P / F
62. SOP 204.002c
FF1 Skill 2-1
IFSTA Ch. 3
Initiate a response to an emergency. 1st P./F.
*2nd P / F
63. FF1 Skill 3-2
FF1 Skill 3-3
IFSTA Ch. 2
SOP 208.002
SOP 207.002
SOP 203.013
Respond to an emergency scene on an apparatus
and operate at the emergency scene.
1st P./F.
*2nd P / F
64. FF1 Skill 3-8b
IFSTA Ch. 14
Combat a ground cover, debris, or exterior fire 1st P./F.
*2nd P / F
65. FF1 Skill 3-22
IFSTA Ch. 11
SOP 202.018
SOP 202.019
Operate air-monitoring equipment. 1st P./F.
*2nd P / F
66. FF1 Skill 4-1
IFSTA Ch. 6
IFSTA FF2 Ch
6
Clean and check equipment. 1st P./F.
*2nd P / F
67. FF1 Skill 3-16a
IFSTA Ch. 13
Hose
Practices
Guide
Deploy portable tank and prepare for drafting
operations.
1st P./F.
*2nd P / F
68. FF1 Skill 1-8
IFSTA Ch. 13
SOP 202.021
Doff SCBA and PPE for gross decontamination. 1st P./F.
*2nd P / F
69. IFSTA Ch. 3
FF1 Skill 2-2
transmit and receive messages via a fire department
radio
1st P./F.
*2nd P / F
Fresno Fire Department
Page 97
Salvage and Overhaul
No. Reference Title Trainee
Academy
Date/
Initials
70. IPE 316.034
Salvage &
Overhaul Guide
SOP 202.001
FF1 Skill 3-15b
FF1 Skill 3-15c
IFSTA Ch. 15
IPE- Salvage Operations. 1st P / F
*2nd P / F
71. FF1 Skill 3-15a
Salvage &
Overhaul Guide
IFSTA Ch. 14 &
Ch. 15
Control the flow of water in a sprinkler system. 1st P / F
*2nd P / F
72. FF1 Skill 3-14b
IFSTA Ch. 15
Salvage &
Overhaul Guide
Separate, remove, and relocate charred material to a
safe location while protecting the area of origin for
cause determination.
1st P / F
*2nd P / F
73. FF1 Skill 3-15d
IFSTA Ch. 15
Salvage &
Overhaul Guide
Cover building openings/ secure structure. 1st P / F
*2nd P / F
74. FF1 Skill 3-14a
IFSTA Ch. 15
Salvage &
Overhaul Guide
Overhaul a fire scene. 1st P / F
*2nd P / F
Hazmat
No. Reference Title Trainee
Academy
Date/
Initials
75. SOP 202.008
SOP 202.008
a,b,c
FF1 HM Skill 5-2a
FF1 HM Skill 5-2b
IFSTA FF2 Ch. 4
Recognize, identify, and isolate hazardous
materials/WMD, identify markings and appropriate
personal protective equipment.
1st P / F
*2nd P / F
76. SOP 202.008
SOP 202.008
a,b,c
FF1 HM Skill 5-4
IFSTA FF2 Ch. 4
Implement and explain the role of a firefighter in a
hazardous materials response and initiate required
notifications.
1st P / F
*2nd P / F
77. SOP 202.008
SOP 202.008
a,b,c
FF1 HM Skill 6-5
IFSTA Ch.6
Perform emergency decontamination. 1st P / F
*2nd P / F
78. SOP 202.008
SOP 202.008 a,b,c
IFSTA Ch. 6
Explain and/or perform mass decontamination. 1st P / F
*2nd P / F
Fresno Fire Department
Page 98
No. Reference Title Trainee
Academy
Date/
Initials
79. SOP 202.008
SOP 202.008
a,b,c
FF1 Hazmat
Skill 7-2
IFSTA Ch. 6
Explain and/or perform product control, containment,
and confinement operations in the event of a
hazardous materials incident.
1st P / F
*2nd P / F
80.
FF1 HM
Skill 6-2
IFSTA Ch. 6
Identify the scope of a Hazardous Materials/ WMD
Incident.
1st P / F
*2nd P / F
81.
FF1 HM
Skill 6-3
IFSTA Ch. 6
Identify Tactics for a Hazardous Materials/WMD
Incident.
1st P / F
*2nd P / F
82.
FF1 HM
Skill 6-4
IFSTA Ch. 6
Perform assigned tasks at a Hazardous Materials/
WMD Incident.
1st P / F
*2nd P / F
83.
FF1 HM
Skill 6-6
IFSTA Ch. 6
Evaluate and report progress for Hazardous Material/
WMD Incident.
1st P / F
*2nd P / F
84. FF1 HM
Skill 7-1
IFSTA Ch. 6
Don, work in, and doff chemical protective clothing.
1st P / F
*2nd P / F
Wildland
No. Reference Title Trainee
Academy
Date/
Initials
85.
FF1 Wildland
Skill 8-2 & 8-4
FFD Handbook
Wildland FF Ch.1
Don and doff Wildland PPE. 1st P / F
*2nd P / F
86. IPE 316.030
T&E 320.003
FF1 Wildland
Skill 8-3
FFD Handbook
Wildland FF Ch. 3
IPE- Deploying a Wildland Shelter. 1st P / F
*2nd P / F
87. FF1 Wildland Skill
10-2b
FF Handbook
Wildland FF Ch. 7
Assume the safe position for an air tanker retardant
drop.
1st P / F
*2nd P / F
88. FF1 Wildland
Skill 9-2
FF Handbook
Wildland FF
Ch. 15
Inspect, maintain, and sharpen hand tools.
1st P / F
*2nd P / F
89. FF1 Wildland
Skill 10-3a
FF Handbook
Wildland FF
Ch. 15
Assemble, Use, and Maintain a Back Pump 1st P / F
*2nd P / F
Fresno Fire Department
Page 99
No. Reference Title Trainee
Academy
Date/
Initials
90. FF1 Wildland
Skill 10-2a
IRPG
Use the Incident Response Pocket Guide (IRPG). 1st P / F
*2nd P / F
91. FF1 Wildland
Skill 10-3c
FF Handbook
Wildland FF Ch. 5
Use hand tools to construct fire line. 1st P / F
*2nd P / F
92. FF1 Wildland
Skill 10-3d
FF Handbook
Wildland FF Ch.
5 & Ch. 6
Describe and/or perform the firefighter’s role in
mobile pumping.
1st P / F
*2nd P / F
93. FF1 Wildland
Skill 10-4a
FF Handbook
Wildland FF
Ch. 15
Ignite and extinguish road flares and fuses. 1st P / F
*2nd P / F
94. FF1 Wildland Skill
10-4b
FF Handbook
Wildland FF
Ch. 15
Assemble, ignite, extinguish, and disassemble a drip
torch.
1st P / F
*2nd P / F
95. FF1 Wildland
Skill 10-5
FF Handbook
Wildland FF Ch. 9
Prep and defend a structure in the Wildland urban
interface.
1st P / F
*2nd P / F
96. FF1 Wildland
Skill 10-6
FF Handbook
Wildland FF Ch.
8
Perform wet or dry mop-up operations. 1st P / F
*2nd P / F
97. FF1 Wildland
Skill 10-7
FF Handbook
Wildland FF Ch.8
Demonstrate patrol (mop-up) principles, techniques,
and standards.
1st P / F
*2nd P / F
98.
FF Handbook
Wildland FF Ch. 1
FF1 Wildland
Skill 9-1 & 10-1
Maintain wildland PPE in a state of readiness and
prepare for a response.
1st P / F
*2nd P / F
EMS
No. Reference Title Trainee
Academy
Date/
Initials
99 T&E 317.019
CCEMSA
510.22
NREMT Skill
Sheets
IFSTA Ch. 16
Demonstrate skill in managing musculoskeletal
emergencies (joint, long bone, and traction splinting).
1st P / F
*2nd P / F
Fresno Fire Department
Page 100
No. Reference Title Trainee
Academy
Date/
Initials
100. T&E 317.019
CCEMSA
510.06, 510.09,
510.20, 510.21,
510.22, NREMT
Skill Sheets
IFSTA Ch. 16
Demonstrate patient assessment and management
skills for trauma patients.
1st P / F
*2nd P / F
101. T&E 317.019
CCEMSA
NREMT Skill
Sheets
IFSTA Ch. 16
Demonstrate patient assessment and management
skills for medical patients.
1st P / F
*2nd P / F
102. T&E 317.019
CCEMSA
510.06
NREMT Skill
Sheets
Demonstrate spinal immobilization skills for seated
and supine patients.
1st P / F
*2nd P / F
103. T&E 317.019
T&E 317.021
CCEMSA
510.08
CCEMSA
510.09
NREMT Skill
Sheets
IFSTA Ch. 16
Demonstrate skills used in CPR and AED for medical
and traumatic cardiac arrest patients.
1st P / F
*2nd P / F
104. T&E 317.019
CCEMSA
510.04
NREMT Skills
Sheets
Demonstrate skills used in administration of oxygen. 1st P / F
*2nd P / F
105. T&E 317.019
CCEMSA
510.19
CCEMSA
510.23
NRMET Skill
Sheets
IFSTA Ch. 16
Demonstrate skill in managing soft tissue injuries,
bleeding control and shock management.
1st P / F
*2nd P / F
106. T&E 317.019
CCEMSA
510.05, 510.11,
510.12
NREMT Skill
Sheets
Demonstrate skills used in airway management and
breathing emergencies (OPA’s, NPA’s, Suction, O2).
1st P / F
*2nd P / F
107. T&E 317.019
CCEMSA
510.33
NREMT Skill
Sheets
Demonstrate skills used in the management of
obstetrical emergencies.
1st P / F
*2nd P / F
108. T&E 317.019 Demonstrate skills used in the management of
neurological emergencies.
1st P / F
*2nd P / F
Fresno Fire Department
Page 101
No. Reference Title Trainee
Academy
Date/
Initials
CCEMSA
510.15,510.34,
510.20
109. T&E CCEMSA
510.19,
NREMT Skill
Sheets
IFSTA Ch. 16
Demonstrate skills used in the management of
circulation emergencies.
1st P / F
*2nd P / F
Fresno Fire Department
Page 102
Signature Verification
The following individuals have the authority to verify portions of this task book using
the signature and initials recorded below.
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Fresno Fire Department
Page 103
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Name: ______________________________ (print)
Job Title: ______________________________ (print)
Employee ID # ______________________________ (print)
Signature: ______________________________ (sign)
Initials: ______________________________ (initial)
Fresno Fire Department
Page 104
Firefighter Trainee
Firefighter Trainee: _______________________________________________________
Firefighter Trainee’s Printed Name
I, the undersigned, am the person applying for certification. I hereby certify under
penalty of perjury under the laws of the State of California that completion of all
experience, and job performance requirements made herein are true in every respect.
I understand that misstatements, omissions of material facts, or falsification of
information or documents may be cause for rejection or revocation.
______________________________________________ ____________________
Firefighter Trainee’s Signature Date
Fire Chief Responsibilities
The Fire Chief (or authorized designee) is the individual who reviews and confirms the
completion of a firefighter trainee’s task book.
The Fire Chief (or authorized designee) shall:
• Designate qualified evaluators.
• Review the firefighter trainee’s capstone task book requirements and
responsibilities.
• Verify the firefighter trainee has obtained the appropriate signatures to verify
successful completion of each job performance requirement.
• Sign the fire chief verification statement under Authorities.
Firefighter Trainee’s Fire Chief
Firefighter Trainee’s Fire Chief: _______________________________________
Fire Chief’s (or Authorized Designee’s) Printed Name
I, the undersigned, am the person authorized to verify the firefighter trainee’s
experience, rank, and job performance requirements. I hereby certify under penalty
of perjury under the laws of the State of California that completion of all experience,
rank, and job performance requirements made herein are true in every respect. I
understand that misstatements, omissions of material facts, or falsification of
information or documents may be cause for rejection.
_____________________________________________ _____________ Fire Chief’s (or Authorized Representative’s) Signature Date
Fresno Fire Department
Fresno Fire Department Core Values Rubric
Purpose: Evaluate trainee performance in demonstrating Department Core Values.
Core Value Performance
Criteria
Exceed
Expectations
(10)
Meets
Expectations
(8)
Below
Expectations
(0)
TEAMWORK
Preparedness &
Participation
Prepared
physically and
mentally;
participates
actively in class
and drills.
Consistently
prepared and
engaged; shows
initiative beyond
assignments.
Regularly
prepared and
engaged;
completes
assignments as
expected.
Frequently
unprepared or
disengaged;
minimal
participation.
Initiative &
Improvement
Seeks ways to
improve the
Department;
leaves things
better than
found.
Routinely
identifies and
implements
improvements;
sets a positive
example.
Occasionally
offers
suggestions or
helps improve
processes.
Rarely
contributes to
improvement;
maintains
status quo.
Safety
Awareness
Identifies and
mitigates
hazards; ensures
safety of self and
others.
Proactively
addresses safety
issues; assists
others in
maintaining
safety.
Consistently
applies safety
practices;
reports hazards.
Neglects safety
practices; fails
to recognize or
report hazards.
Fresno Fire Department
Page 106
Core Value Performance
Criteria
Exceed
Expectations
(10)
Meets
Expectations
(8)
Below
Expectations
(0)
TRUST
Respect &
Conduct
Respects others;
avoids hazing,
offensive, or
illegal behavior.
Always treats
everyone
respectfully;
models positive
conduct.
Generally
respectful;
follows conduct
expectations.
Disrespectful or
engages in
prohibited
behaviors.
Integrity
Does the right
thing; adheres to
rules and
policies.
Demonstrates
exceptional
integrity and
accountability.
Follows rules
and shows
integrity in most
situations.
Disregards rules
or acts
dishonestly.
Work Quality
Completes work
accurately and
thoroughly.
Consistently
delivers high-
quality, thorough
work.
Meets
expectations for
completeness
and accuracy.
Work is
incomplete,
inconsistent, or
careless.
COMMITMENT
Responsibility &
Follow-Through
Accepts and
completes
assignments
promptly and
effectively.
Always takes
responsibility
and exceeds
expectations in
execution.
Completes
tasks reliably
and on time.
Avoids
responsibility;
often late or
incomplete.
Fresno Fire Department
Page 107
Core Value Performance
Criteria
Exceed
Expectations
(10)
Meets
Expectations
(8)
Below
Expectations
(0)
Professionalism
& Appearance
Maintains
uniform and
grooming;
punctuality.
Exemplary
appearance;
always punctual;
models
professionalism.
Complies with
standards;
usually
punctual.
Poor grooming,
improper
uniform, or
frequent
tardiness.
Mission Focus
Demonstrates
dedication to
service above
self.
Exceptional
dedication to
mission and
team goals.
Demonstrates
commitment to
service in daily
actions.
Lacks
engagement or
focus on
mission.