E-Learning for Training Traffic Incident Responders and Managers (2014)

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CHAPTER 4 Conclusions and Suggested Research Conclusions Through this project, the existing classroom curriculum for training traffic incident responders and managers was transformed into an interactive e-learning training course. The completed e- learning course meets the overall focus of the training to motivate different stakeholder groups— law enforcement, fire and rescue, EMS, transportation agencies, towing and recovery, and notification and dispatch—to acquire a common set of core competencies to promote a shared understanding of the requirements for achieving the safety of responders and motorists, quick response, and effective communications at traffic incident scenes. The project consisted of three phases: Phase A: Transforming the Original Classroom Curriculum into an Interactive e-Learning Format; Phase B: Development of Performance Support Tools; and Phase C: Development of an Additional e-Learning Module Specifically for Dispatchers. The final e-learning course, which includes the additional module for dispatchers, will be delivered to the target audience through the NHI and its web-based training program. NHI will market, deliver, and maintain the course in cooperation with the FHWA’s Office of Operations. The performance support tools developed will be available through the FHWA’s Office of Operations website as well as a resource through the e-learning course. Suggested Research Additional Modules The research team suggests that in-depth research be conducted to develop methods and technologies to improve incident response and safety for each primary discipline. Research also should be conducted as to the possibility of developing other modules that are targeted specifically to other segments of the primary audience such as • Accident investigators, reconstructionists; • Hazmat/environmental response teams; • Roadway service patrols; • Public works personnel; and • Towing and recovery personnel, supervisors. 14

In addition, similar “mini-modules” could easily be developed for members of the secondary audience of the TIM training course including • Coroners/medical examiners; • Municipal government: mayors; city, town, or village officials; city managers; traffic engineers; • New media: television, radio, traffic reporting organizations; and • Federal agencies: National Transportation Safety Board (NTSB), Environmental Protection Agency (EPA). The research team suggests that the information contained in these mini-modules be developed at an introductory, more general level. Tabletop Simulation The research team has developed online exercises based on the group tabletop exercises that take place in the in-person TIM workshop. Neither funding nor time allowed for the complex development required for a true virtual incident management training module. The research team strongly suggests that research be conducted into developing a virtual tabletop training simulation module. 15

APPENDIX A ADDIE Instructional Design Methodology Consistency is a crucial concern whether developing a single course or a set of courses. The team’s approach to instructional design follows the widely used Instructional Systems Design (ISD) method, based on the ADDIE model of program development. This approach is a prevalent model in distance learning theory and ensures both consistency and repeatability of the e-learning solution. ADDIE is an acronym that stands for Analysis, Design, Development, Implementation, and Evaluation. Figure A.1. ADDIE Model Course development as envisioned by the University of Maryland (UMD) follows the five model steps as described below: Analysis In this phase of the development process, there are three areas to examine in parallel: the audience, the task, and the environment. As instructional designers of a learner-centered course, the team will begin by assessing the following: • What are the user’s existing knowledge and skills? • What is the level of knowledge or skills to be mastered? • What is the most effective way to adapt the course material to e-learning? A-1

• What, if any, are the technical constraints bearing on the user’s environment? For example, there may be issues associated with bandwidth or user access to audio sound cards and headsets. Thus, this phase of the project will be focused on evaluating the users’ needs, assessing how to fill the gap between the current level of knowledge and the knowledge to be mastered, and determining the limits (if any) of the learning environment. Design Fundamental Elements of the Design The design phase of the ADDIE model essentially involves planning what the course should look like when it is complete. Using the course learning objectives as a starting point, UMD’s instructional designers establish the cornerstones of the course: • Most effective way in which the interactive electronic medium environment can serve the instructional objectives and activities of the curriculum; • Organization of the instructional material (outline modules and lessons); • Selection of a set of instructional strategies to ensure knowledge acquisition/retention; • Array of assessment tools to be utilized to test the knowledge gained and elicit further knowledge; • Selection of formats for the exercises or simulations that will serve as hands-on practice tools; and • Investigation of resources to be brought in for added instructional value to the course. Selection of Instructional Theories A variety of instructional strategies are used in UMD’s Consortium for ITS Training and Education (CITE) courses. The particular strategy applied depends greatly on the content it addresses and on the educational objectives for that content. UMD instructional strategies draw from the three major learning theories briefly described below: • Behaviorist theory emphasizes the importance of the external environment as the principal factor in learning behavior. Individuals learn when given the appropriate blend of stimuli and rewards. Behaviorist instructional strategies include repetition; small, concrete tasks; consistency; and immediate or intermittent reinforcement. • Cognitivist theory starts with the premise that good teaching techniques have an impact on the way in which the brain processes and stores information. For instance, lower-level facts must be known before higher-level concepts are taught. Cognitivist strategies include specifying clear objectives, advanced organizers, displaying the contents with distinctive features, asking the learner for additional performance, and providing varied and interactive practice. A-2

• Constructivist theory assumes that learners are responsible for their learning. Learning is seen as an active, social, and contextual process. Constructivist strategies include hands-on involvement, collaborative learning, problem-based learning, and modeling. Evaluation of the Design Phase Evaluation is part of the standard quality assurance process put into practice throughout course development. In this phase of the ISD process, UMD evaluates to ensure that the results of the original analysis are still accurate and that the design facilitates successful learning outcomes. Output of the Design Phase The output of this phase will be a program design document (three hard copies) describing all aspects of the course contents, practice, and assessment activities through the following: • Detailed outline of the course contents; • Set of instructional strategies used; • Media treatment for each screen; • Broad characteristics of the user interface and navigational tools; • Flow diagrams illustrating the functions of the application; • Characteristics of student log-in and tracking processes; and • Testing/quality assurance at various points of course development. Development The development phase entails the actual production of learning materials based on their conception during the prior design phase. In other words, the designer fleshes out the canvas created in the design phase and constructs a detailed “blueprint” of the presentation on a screen- by-screen basis. The activities that take place during this phase are extensive: • Application of the instructional strategies most effective to accomplish specific educational objectives—particularly as they apply to the design of interactions and assessment screens; • Determination of the appropriate interactions to elicit interest and knowledge-seeking behavior in as creative a manner as possible; • Creation of the required media; and • Evaluation of the develop phase. These activities are described in further detail below. Application of the Instructional Strategies UMD instructional strategies use a variety of elements drawn from the behaviorist, cognitive, and constructivist theories. These elements are listed below. A-3

Learning Theory Instructional Strategies Behaviorist Theory • Instructional cues to elicit correct response • Practice paired with target stimuli • Reinforcement for correct responses • Multiple opportunities/trials (drill and practice) • Discrimination (recalling facts) • Generalization (defining and illustrating concepts) • Association (applying explanations) • Chaining (automatically performing a specified procedure) Cognitivist Theory • Explanation • Illustrative example • Demonstration • Matched nonexample • Corrective feedback • Outlining • Mnemonics • Information chunking • Repetition • Concept mapping (a technique for visually representing the structure of information) • Advanced organizer (preview of content; overview) • Analogy • Summary • Dual coding (presenting illustrations in text) • Interactivity • Synthesis • Generative learning (active integration of new ideas with the learner’s existing knowledge) • Organizational strategy • Links to prior knowledge Constructivist Theory • Modeling • Coaching • Authentic learning (learners construct their own understanding and apply it to complex real-world problems) • Collaborative learning (workshops; group work; discussion forum) • Object-based learning (allow for hands-on or experience-based learning opportunities; workshops; field visits) • Anchored instruction (placing learning within a meaningful, problem- solving context; case study) • Problem-based learning (learning centered around a problem) • Cognitive flexibility hypertext (fosters development of knowledge- transfer skills by presenting learners with multiple representations of case events) The strategies used by UMD are selected based on the material to be learned. A-4

Creation of the Required Media Online courses are heavily dependent on the authoring tools and delivery environment. UMD’s development team is well acquainted with multimedia development software. UMD uses various multimedia development tools such as Adobe Flash, Captivate, Photoshop, Fireworks, QuickTime, muvee autoProducer, and so forth, to produce appropriate, innovative, and creative screens. Evaluation of the Development Phase Evaluation is part of the standard quality assurance process put into practice throughout course development. In this phase, UMD will ensure that the developed storyboards fully reflect the design and that the development process is still consistent with the program goals and objectives. Output of the Development Phase The output of this phase will consist of the following deliverables: • A detailed description of the user interface (navigation scheme, colors and screen conventions, menu and link styles); • Six sets of storyboards (five hard-copy, one electronic) providing a thorough description of each frame/screen of the course in all respects, including o Descriptions of graphics, animations, and photos, o Specifics of video segments, o Exhaustive programming notes, and o Transcription of all narration; • A prototype version of the online course(s) (contingent upon approval of the storyboards); • A beta version of the online course(s) (contingent upon approval of the draft version); and • Corrections/modifications to the online course(s). Implementation The implementation phase involves the delivery or distribution of material to the student group. At this point, UMD deploys a pilot offering of the course to be taken by pilot students, to be followed by the definitive version of the course upon completion of all necessary modifications. The activities included in this phase are the following: • Establishing the timetable for the course rollout; • Ensuring the availability of Internet access to the online course (pilot and definitive versions); and • Distribution of Installation and User’s Guide to be printed and distributed with the program. The guide will include the program’s goals and objectives, topics covered/outline installation instructions, hardware requirements, administrative and tracking features, and troubleshooting tips. A-5

Evaluation As mentioned previously, evaluation occurs at a number of points in the development process. In fact, each previous phase of the ISD process includes a review checkpoint to ensure the results of the original analysis are still accurate, the design is still appropriate, and the development process is still consistent with the program goals and objectives. After delivery, the effectiveness of the training materials is evaluated through testing and surveying. The final evaluation phase uses the data gathered from the pilot offering. Pilot students complete an end-of-course assessment (graded final exam) in which attainment of the learning outcomes is measured through the users’ grades. Additionally, pilot students complete an end-of-course evaluation. The data address many aspects of the course design and content in an attempt to answer these broad but essential questions: • Did the users like the course? • Did the users achieve the learning objectives at the end of the course? • Did the users change their behaviors in the workplace? • Will the knowledge gained have an impact on the users’ careers? • Sample course evaluation questions appear in Figure A.2. Figure A.2. Sample evaluation questions. Please indicate your opinion about each statement using this scale: 1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly agree . . . 10 - The interactions/activities aided in my understanding and application of the material. 11 – The course stimulated my critical and analytical thinking. A-6

APPENDIX B Literature Review The individual literature and training programs that are currently available are summarized below. The U.S. Fire Administration’s Traffic Incident Management Systems (TIMS) (April 2008) The U.S. Fire Administration (USFA) is an entity of the Federal Emergency Management Agency (FEMA), whose mission is to reduce life and economic losses due to fire and related emergencies. The USFA worked in cooperation with the Cumberland Valley Volunteer Fireman’s Association (CVVFA) and its Emergency Responder Safety Institute (ERSI) to identify methods to protect emergency responders who are operating at roadway incidents. In partnership with the U.S. Department of Transportation (U.S. DOT), USFA initiated the Emergency Vehicle Safety Initiative in 2002. The initiative identified the major issues related to firefighter fatalities that occur while operating on roadway emergency scenes and developed and obtained consensus among major national-level fire and emergency service trade associations on draft best practices, guidelines, mitigation techniques, and technologies to reduce roadway scene fatalities. The results were published in Emergency Vehicle Safety Initiative (August 2004). The report identified several recommendations to improve safety related to response and highway operations. The USFA developed the Emergency Vehicle Safe Operations for Volunteer and Small Combination Emergency Service Organization Program. This web-based educational program included an emergency vehicle safety best practice self-assessment, standard operating guideline examples, and behavioral motivation techniques. The USFA developed a similar web- and computer-based training and educational program, Improving Apparatus Response and Roadway Operations Safety in the Career Fire Service. This program discussed critical emergency vehicle safety issues such as roadway operations safety on crowded interstates and local roads. The original edition of the Traffic Incident Management Systems (TIMS) report was released in 2008. The 2011 latest edition of TIMS was developed in response to the release of the 2009 edition of the Manual of Uniform Traffic Control Devices (MUTCD), which included updated content. The current edition of TIMS offers a comprehensive document, which cites Incident Case Studies and chapters including Equipment to Improve Highway Safety, Setting Up Safe Traffic Incident Management Areas, and Preincident Planning and Incident Command for Roadway Incidents, as well as Best Practices and Other Sources of Information for Effective Highway Incident Operations. A review of the content of the TIMS publication found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the-trainer instruction. http://www.usfa.fema.gov/downloads/pdf/publications/tims_0408.pdf B-1

National Traffic Incident Management Coalition (NTIMC) (2004) The National Traffic Incident Management Coalition (NTIMC) is a coalition launched in 2004 to promote the safe and efficient management of traffic incidents. The vision of NTIMC is the safe and efficient management of all incidents that occur on the nation’s roadways. The mission is to provide multidisciplinary partnership forum spanning public safety and transportation communities to enhance safety for responders and motorists and to reduce incident delays. Through NTIMC, public safety and transportation organizations join together to advocate for policies to promote responder safety (such as move-over laws) and to promote and improve safety procedures and safety training of responders. One of the partnership initiatives to increase responder safety and reduce traffic congestion was the development of the National Unified Goal (NUG). The NUG is a unified national policy developed by major national transportation and other public safety organizations representing traffic incident responders. The NUG will encourage state and local transportation and public safety agencies to adopt multidisciplinary policies, procedures, and practices. The NUG is organized around three themes of broad common concerns: responder safety; safe, quick clearance; and prompt, reliable incident communications. The NTIMC also issued several publications, one of which is the Benefits of Traffic Incident Management. The publication lists the benefits of TIM such as economic savings, secondary crash reductions, and increased responder safety by stakeholder groups such as firefighters, law enforcement, and transportation agencies as well as other agencies that respond to roadway incidents, and highway users. A review of the content of the NUG found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the-trainer instruction. http://ntimc.transportation.org/Pages/default.aspx International Association of Fire Fighters (IAFF) The IAFF was formed in 1918 to unite firefighters for better wages, improved safety, and greater service for their communities. The IAFF represents more than 300,000 full-time professional firefighters and paramedics. IAFF history is a legacy of safety achievement and has become the voice of the firefighter. The IAFF encourages its members to continuously build their skills and knowledge in their roles as firefighters, paramedics, and union leaders. Members have access to IAFF education and training opportunities on a wide array of topics from their online learning resource as well as information about hands-on training, classroom education, self-paced study, and instructional conferences. One of the training publications is Best Practices for Emergency Vehicle and Roadway Operations Safety in the Emergency Services. The publication was developed in cooperation with the Department of Homeland Security and the USFA. It focuses on the hazards faced by law enforcement officers and firefighters while operating at or around the scene of roadway incidents. The publication covers numerous case studies, organizational and personal B-2

responsibilities, emergency vehicle lighting and markings, and roadway scene safety. A review of the content of the IAFF training publication found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the- trainer instruction. http://www.iaff.org/ I-95 Corridor Coalition The I-95 Corridor Coalition is a partnership of 16 states from Maine to Florida. The Coalition provides a forum for key decision and policy makers to address transportation management and operations issues of common interest. This volunteer, consensus-driven multiagency organization enables its member agencies to work together to improve transportation system performance. The Coalition offers numerous traffic incident related studies and training programs. Some of the Coalition’s feature products are the Quick Clearance Toolkit and Responder Workshops, which provide guidance for implementing and enhancing quick clearance practices. Another is the 3-D Virtual Incident Management Training for First Responders. The 3-D training is an intensive program that uses three-dimensional, multiplayer computer gaming simulation technology to test, validate, and reinforce TIM best practices. To accompany the virtual training, the Coalition offers the Quick Clearance Core Competencies Online Training that focuses on the Coalition’s Quick Clearance principles for roadway incidents. The Coalition has developed the Traffic Incident Management Teams Best Practice Report, which identifies and describes best practices regarding incident management team programs, including communications, response, safety, incident command, and towing. From this report, How to Establish Traffic Incident Management Teams Pocket Guide was developed. A review of the content of the I-95 Coalition training publications found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train- the-trainer instruction. www.i95coalition.org Ohio DOT QuickClear The QuickClear program is outlined as a way for multiple agencies [transportation, law enforcement, fire, emergency medical services (EMS), etc.] to coordinate their individual efforts at an incident scene to effectively provide the public and rescue personnel with as safe an environment as possible while rescue work is ongoing. The goal of QuickClear is to keep traffic flowing as normally as possible while reducing the instances of injury to the public or rescue personnel as well as additional property damage at incident scenes from secondary crashes or collisions. A review of the content of the QuickClear program publications found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the- trainer instruction. B-3

http://www.dot.state.oh.us/Divisions/Operations/EmergencyOperations/Ohioquickclear/Pages/de fault.aspx Towing and Recovery Association of America The Towing and Recovery Association of America (TRAA) was founded in 1979 and is the umbrella trade group and national voice of the towing and recovery industry in the United States. TRAA works to improve the towing industry with legislation, education, and communication. TRAA offers training with the TIM Training Program for Entry-Level Towers. This training course covers What Is a Traffic Incident? Who Are Emergency Responders, and Who Is in Charge at the Scene? The PowerPoint presentation CD written by TRAA also covers What Are Towing and Recovery Responsibilities? and What Should Towers Do When Arriving at the Scene? The training offers comprehensive information to educate entry-level towers on TIM. To accompany the training, TRAA developed a Vehicle Identification Quick Reference Guide card in a vehicle visor format, which is a guide giving useful information to law enforcement, towers, and dispatchers on the class of vehicle based on weight and the corresponding type of recovery vehicle that is needed. This visor card is intended to increase standardized communication and accurate vehicle and incident information, which will ensure quick and efficient clearing of incident scenes. TRAA also offers the National Drivers Certification Program and a roadside safety DVD (Everyone Goes Home) and an approved apparel DVD (Dress for Success). A review of the content of the TRAA materials found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the-trainer instruction. http://traaonline.com/ TRAA Vehicle Identification Guide (2009) This reference guide is a two-sided card developed by the TRAA to educate first-responder agencies, as well as their dispatchers, on information the towing industry needs in responding to and clearing incidents involving vehicles in a more efficient manner. The front of the card lists eight types of vehicle classes with a silhouette of each vehicle type shown in each class. The classes range from a car or minivan as a Class 1 to tractor trailer or over-the-road bus as a Class 8. Each class of vehicles also corresponds to a weight classification listed in gross vehicle weight in pounds and the class of tow truck to request. There is also a list of information that towing companies need when receiving a call for their services that a dispatcher could use as a checklist when receiving information from the field. The flip side of the card shows a silhouette of each kind of tow truck in its respective category, which corresponds to the other side of the card to assist responders in asking in correct terms which type of tow truck they may need. This side of the card also shows which part of the vehicle identification number identifies the year of the vehicle, which is a critical piece of information for the tower in determining the correct towing procedures for that type of vehicle. B-4

A review of the content of the TRAA Vehicle Identification Guide found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train- the-trainer instruction. http://ops.fhwa.dot.gov/publications/fhwahop10014/s5.htm Ten Cones of Highway Safety This 18-minute video highlights highway safety for emergency services using an actual case study and interviews with Lionville Pennsylvania Fire Company members who were on the scene of a minor motor vehicle incident when a tractor trailer went out of control and slammed into the incident scene killing one firefighter and severely injuring nine others. As in the title, “The Ten Cones of Highway Safety,” each cone represents an important safety practice that pertains to every agency and individual who responds to highway incidents. These very same 10 tips also make up the basis for many safe quick clearance practices being taught today in many different programs and in many different ways. 1. There is no substitute for training. 2. Multiagency coordination and communication are a must. 3. Limit your exposure . . . limit your time. 4. Give traffic plenty of warning. 5. Protect the scene with apparatus. 6. Always work away from the traffic. 7. Be prepared to shut down the roadway. 8. Be seen and not hurt. 9. Dress for the occasion. 10. Accountability matters. This video discusses the dangers for fire, EMS, police, and traffic control personnel when responding to highway incidents. The video discusses the numbers of rescue personnel who are injured or killed every year due to secondary incidents at or around roadway incident scenes. The video gives 10 strategies (training, multiagency coordination and communication, limited exposure at the scene, traffic warning and diversion, scene protection with apparatus, distance between traffic and rescue personnel, shutting down the roadway, visibility, safety and reflective gear, and scene accountability) to better prepare and manage incident scenes to prevent injuries or the deaths of rescue personnel. A review of the content of the video found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the-trainer instruction. http://www.respondersafety.com/TenCones.aspx Your Vest Won’t Stop This Bullet (2005) This video focuses on the dangers associated with law enforcement officers making traffic stops B-5

along local roads and highways. The video highlights through dash-cam video the many accidents that occur as officers are going through their enforcement action procedures. The National Highway Traffic Safety Administration (NHTSA) suggests a strategy of Stop Safe, which takes into account the stop location, awareness of traffic, finding an escape route away from all vehicles, and reentering traffic safely once the enforcement action is concluded. This video highlights the need for officers to be aware of the locations where they are stopping vehicles and the unpredictability of traffic around them. The NHTSA is encouraging the strategy of Stop Safe to help reduce officer injuries and deaths. The review of the content of the video found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the-trainer instruction. http://www.floridatim.com/documents/Training/Your%20Vest%20Wont%20Stop%20This%20B ullet.wmv The Many Hats of Highway Incident Management (2007) This 18-minute video is a comedy spoof on the age-old question of who is in charge at the scene of a highway incident and promotes coordination, cooperation, and communication of all parties involved with highway incidents. Tom Martin, who was a lieutenant with the Virginia State Police, plays a speaker at an incident management conference in which he is leading a panel discussion of the various entities and agency representatives that respond to or feel the effects of highway incidents. As Tom introduces each speaker, he becomes that person, using various props to represent each of the disciplines and taking on their role as they explain what their role would be at the scene of an incident and why they feel they should be in charge. Throughout the mock conference, Tom transforms and represents folks such as Pete from VDOT, the EMT, Larry the Tower, Bob the Traffic Reporter, Jerry the Fire Chief, Trooper Bad Ass, Bob the Commuter, and Gary the Congressman as they give their opinions as to why they are in charge. Tom wraps up as the moderator following the speakers. He sums up their presentations by stating that it is all about the hats that distinguish each person’s role but that the important thing is not who is in charge, but who is in charge of what. Through the comedy of Tom Martin, this video sends a very valuable message, which has been very well received throughout the first-responder community, of communication, cooperation, coordination, and the importance of working together as a team. People who view this video see and remember, through the comedic delivery, how simple working together can be and, at the end of the day, when we take off our hats, that we are all just people. A review of the content of the video found the guidelines and procedures to be consistent with the core competencies outlined in the SHRP 2 L32A train-the-trainer instruction. http://vimeo.com/29673244 Summary A review of literature on the topic of incident responder training showed the core competencies and the approach of the SHRP 2 National Traffic Incident Management Responder Training B-6

curriculum to be both accurate and appropriate. The agencies and organizations that have developed their own policies, procedures, and training materials are widely varied. Each has conducted its own research and developed its own materials. As stated previously, there are a great many resources available, but all are lacking in that they are (1) not comprehensive, (2) not unified or standardized, (3) not multidisciplinary, or (4) not widely available. It is believed that the content developed under L12 and L32A, combined with the e-learning delivery mechanism of SHRP 2 L32B e-Learning for Training Traffic Incident Responders and Managers effort will address these insufficiencies. It would be beneficial to SHRP 2 Reliability Research and to the incident management community at large to take advantage of the best of these resources, incorporating them as references and/or resources as part of the National Traffic Incident Management Responder Training curriculum. References Best Practices in Traffic Incident Management, U.S. Department of Transportation, Federal Highway Administration, Office of Operations, September 2010 (FHWA-HOP-10-050x). Everyone Goes Home, Towing and Recovery Association of America (TRAA). Ohio QuickClear, Professional Responders Guide for Safe and Effective Highway Incident Management, Ohio DOT. Proposed National Unified Goal for Traffic Incident Management: Working Together for Improved Safety, Clearance, and Communications, National Traffic Incident Management Coalition, March 2007. Ten Cones of Highway Safety, Emergency Responder Safety Institute (ERSI), March 2008. The Many HATS of Highway Incident Management, I-95 Corridor Coalition, November 2007. TIM Training Program for Entry-Level Towers, Towing and Recovery Association of America (TRAA). Vehicle Identification Guide, Towing and Recovery Association of America (TRAA). Your Vest Won’t Stop This Bullet, International Association of Chiefs of Police, 2005. B-7