Indoor Air duality
Tools For Schools
IAQ Coordinator's Guide
vvEPA I
COUNCIL FOR IAMERICAN
PRIVATE IEDUCATION
f
AMERICAN
LUNG
ASSOCIATION®
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U^EmrironmeflblProtedion Agency
lndoorEnvironmentsDivision,6609J
1200PennsytvaniaAvenue,N.W.
Washington,DC20460
(202)564-9370
www.epa.gov/iaq
cape
COUNCIL FQRJSMSRFCAN
PRTVATElEOUCATION
American FederationofTeachers
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Washngton,DC20001
(202)879-4400
www.aftorg
Association of School Business Officials
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Reston,VA22090
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Coundlfor American Private Education
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rfational Education Association
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Washinaton,DC20036-3290
(202)833-4000
wwwnea.org
National Fa rentTeachers Association
330NorthWabashAvenue,Sute2100
ChicagorlL60611-3690
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AMERICAN
LUNG
ASSOOAnON,
American Lung Association
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NewYork,NY10019
(212)315-8700
wwwiungusa.org
EPA4Q2-K-9WW1 (Second Edition) August2000
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Note to School Officials and
Others Interested in Indoor Air
Quality in Schools
Indoor Air Quality
Indoor Air Quality
I ood indoor air quality contributes
to a favorable learning environment for
students, productivity for teachers and
staff, and a sense of comfort, health,
and well-being for all school occupants.
These combine to assist a school in its
core mission-educating children.
Rising energy costs encourage the
development of tighter buildings and a
reduction in the amount of outdoor air
brought into schools for ventilation. In
addition, school operating and mainte-
nance budgets are often reduced to
minimal levels. These actions, com-
bined with the variety of indoor
sources of contaminants — building
materials, furnishings, cleaning agents,
pesticides, printing and copying
devices, combustion appliances,
tobacco products, allergens, fungi,
molds, bacteria, viruses, radon, and
lead — can reduce the quality of the
indoor environment, and consequently
affect the health and well-being of
school occupants.
The number of children with asthma
increased by 60% during the 1980s,
and poor indoor air quality can trigger
asthmatic episodes. In addition to
myriad health consequences, poor air
quality is becoming increasingly costly
for schools due to the potential for
expensive investigation and hasty
solutions during a major indoor air
problem, higher heating and cooling
costs, damage to the physical building
structure and mechanical equipment,
and higher liability. For these reasons,
air quality in schools is of particular
concern. Proper maintenance of indoor
air is more than a "quality" issue, it
encompasses safety and stewardship of
the taxpayer's investment.
In response to this era of tight school
budgets, this guidance is designed to
allow you to prevent and solve the
majority of indoor air problems with
minimal cost and involvement. You
can accomplish this using current
school staff to perform a limited and
well-defined set of basic operations
and maintenance activities.
The commitment to address indoor air
quality (IAQ) starts at the highest level
of administration. To be most effective,
the school must identify — and the
administration must empower — an
IAQ Coordinator (page 5). The school
should also ensure that all school staff
are motivated to carry out the problem-
solving and problem prevention
guidance provided in this Kit.
As you read this Guide, especially the
first six pages, and as school staff
progress through program implemen-
tation, EPA urges you to maintain a
personal involvement in the issue.
Tools For Schools
Tools for Schools
This common-sense
guidance is designed
to help you prevent
and solve the
majority of indoor
air problems with
minimal cost and
involvement.
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Quick Directory
How to Use This Kit
Why Indoor Air Quality Is Important to Schools
The Role of the Indoor Air Quality Coordinator
How to Establish an Indoor Air Quality Management Plan
What To Do if Your School is Having Problems Now
Contents
Note to School Officials
Acknowledgments
1
3
5
17
25
i
iv
BASICS
Section 1
Section 2
Section 3
Section 4
Section 5
Action Kit Overview 1
Who Coordinates This Guidance 1
Why Follow This Guidance 1
How This Kit Is Organized 1
Why IAQ Is Important to Your School 3
Why IAQ Is Important 3
Unique Aspects of Schools 4
Role and Functions of the IAQ Coordinator 5
Functions of the IAQ Coordinator 5
Who Is the IAQ Coordinator? 5
Launching the IAQ Team 7
The IAQ Team 7
Assembling the IAQ Information Packets (Action Packets) 8
Understanding IAQ Problems 9
Sources of Indoor Air Pollutants 9
HVAC System Design and Operation 10
Description of HVAC Systems 10
Thermal Comfort 11
Ventilation For Occupant Needs 12
Pollutant Pathways and Driving Forces 12
Building Occupants 13
IAQ MANAGEMENT PLAN
Section 6 What Is an IAQ Management Plan?
How the IAQ Management Plan Works
Where to Start
Benefits of an IAQ Management Plan
Section 7 Steps to Activate the IAQ Management Plan
Section 8 The IAQ Management Plan
Assess Current Status
Perform Repairs and Upgrades
Final Steps
Section 9 Effective Communication
Communication Principles
15
15
15
15
17
19
19
21
21
23
24
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RESOLVING IAQ PROBLEMS
Section 10 Resolving IAQ Problems
Is This an Emergency?
Who Will Solve the Problem?
Section 11 Diagnosing IAQ Problems
How to Diagnose Problems
Spatial and Timing Patterns
Section 12 Solving IAQ Problems
Developing Solutions
Solutions for Other Complaints
Evaluating Solutions
Evaluating the Effectiveness of Your Solution
Persistent Problems
Section 13 Communication When Problem-solving
25
25
26
27
27
27
29
29
30
30
31
32
33
APPENDICES
Appendix A Hiring Professional Assistance
Appendix B Codes and Regulations
Appendix C Basic Measurement Equipment
Appendix D Developing Indoor Air Policies
Appendix E Typical Indoor Air Pollutants
Appendix F Secondhand Smoke
Appendix G Radon
Appendix H Mold and Moisture
Appendix I Resources
Appendix J Glossary and Acronyms
35
39
41
43
51
57
59
61
65
75
Note: The IAQ
Coordinator's Forms, IAQ
Backgrounder, IAQ Check-
lists, and IAQ Problem-
Solving Wheel are sepa-
rate pieces that are
supplied with this Guide
(see diagram on page 2).
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Acknowledgments
EPA appreciates the time that numer-
ous organizations and individuals took
to share ideas, experiences, and
comments on the drafts of Indoor Air
Quality Tools for Schools. Many of
these ideas have contributed to the
usefulness and completeness of this
Kit. Within EPA, project management
was provided by Bob Thompson, who
developed the concept and much of the
content of Indoor Air Quality Tools for
Schools. The insights and encourage-
ments of Bob Axelrad, Scott Bowles,
Sandra Eberle, Elissa Feldman, John
Girman, and Dave Mudarri were
especially valuable throughout the
development of the document. Victoria
Drew and Connie Thomas provided
exceptional assistance in contract
management and editing, and Lisa
Adams, Allene Gillam, and Mary
Vance are gratefully acknowledged for
their office support.
Disclaimer
Any information gathered as a result of
using this Kit is for the benefit and use
of the local school or school district.
EPA does not require retention or
submission of any information gath-
ered, and EPA has no regulatory or
enforcement authority regarding
general indoor air quality in schools.
This Kit has been reviewed in accor-
dance with policies of the U.S. Envi-
ronmental Protection Agency. Informa-
tion provided is based upon current
scientific and technical understanding
of the issues presented. Following the
advice given will not necessarily
provide complete protection in all
situations or against all health hazards
that may be caused by indoor air
pollution.
Mention of any trade names or com-
mercial products does not constitute
endorsement or recommendation for
use.
Warning
Please note the following as you
prepare to use this Kit:
• The guidance in this Kit is not
intended as a substitute for appro-
priate emergency action in the event
of a hazardous situation that may be
immediately threatening to life and
safety.
• Modification of building functions,
equipment, or structure to remedy
air quality complaints may create
other indoor air quality problems
and may impact life safety systems
and energy use. A thorough under-
standing of all the factors that
interact to create indoor air quality
problems can help to avoid this
undesirable outcome. Consult with
professionals if it becomes neces-
sary.
• In the event that medical records are
used while evaluating an IAQ
problem, confidentiality must be
maintained.
Reproduction
This Kit is in the public domain. It may
be reproduced in whole or in part by an
individual or organization without
permission. If it is reproduced, EPA
would appreciate knowing how it is
used. Please write:
IAQ Tools for Schools
Indoor Environments Division, #6609J
U.S. Environmental Protection Agency
1200 Pennsylvania Avenue, N.W.
Washington, DC 20460
or send an email through our web site:
www.epa.gov/iaq
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Action Kit Overview
he goal of this Kit is to provide
clear and easily applied guidance that
will help prevent indoor air quality
(IAQ) problems and resolve such
problems promptly if they do arise. It
recommends practical actions that can
be carried out by the school staff
without the need for training, and is
flexible enough to conform to the
specific needs of your school.
The background information and
activities in this voluntary program are
directed toward existing schools in the
kindergarten through twelfth grade
range, but colleges, universities, and
preschool and day-care centers could
benefit by application of the principles
and activities presented. In addition,
many of these principles could also be
applied by architects and engineers
when planning new schools or major
renovations.
Who Coordinates This Guidance
A team leader, known as the IAQ
Coordinator, is needed to fully adminis-
ter the guidance recommended in this
Guide. Please refer to Section 3,
Roles and Functions of the IAQ
Coordinator, for information that
will help with selecting an IAQ
Coordinator.
Why Follow This Guidance
Section 2, Why IAQ Is Important to
Your School, provides information on
the benefits of understanding and
applying this guidance to maintain
good indoor air quality. Three addi-
tional reasons to implement this
guidance include:
• The expense and effort required to
prevent most IAQ problems is much
less than the expense and effort
required to resolve problems after
they develop.
• Many IAQ problems can be pre-
vented by educating school staff and
students about the factors that create
them. When IAQ problems do arise,
they can often be resolved using
skills available in-house.
• If outside assistance is needed to
solve an IAQ problem, the best
results will be achieved if school
officials are informed customers.
How This Kit Is Organized
The indoor air quality guidance in this
Kit can be divided into two basic
categories: background information and
specific activities. Once you under-
stand the basic principles and factors
that influence indoor air quality in your
school, you will note that the specific
activities involve two major actions —
the management of pollutant sources,
and the use of ventilation for pollutant
control.
This guidance is organized around the
use of an IAQ Team, with the IAQ
Coordinator fulfilling leadership and
administrative roles, and with the team
members each performing specific
activities as outlined in Section 4.
WHERE THE IAQ COORDINATOR STARTS
Coordinator
selected
(Sections)
Sections
1-13,
review
remainder
Complete
checklist
Activate
the IAQ
Manage-
ment plan
Complete
IAQ
Coordinator's
Checklist
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IAQ Tools for Schools Action Kit
lAQGoordinator
The IAQ Coordinator
primarily uses the
Coordinator's Guide
IAQ
Video
IAQ
Coordinator's
IAQ Guide
RoadMap
IAQ
Backgrounder
IAQ
Coordinator's
Forms
IAQ
Problem
Solving
Wheel
Asthma Companion
Piece
IAQ
Checklists
Handouisjbr
Team Member
IAQTEAM
WALKTHROUGH
Look, smell, feel and listen
foe existing or potential
IAQ problems as you
lour your school facilities.
TEACHERS
Ensure comfort health, and
reduced sick days for you
and your students by
preventing IAQ problems in
the classroom.
ADMINISTRATIVE
STAFF
Show leadership by
pro vidinga heal my indoor
environment: conducive to
teaching and learning.
HEALTH OFFICERS
Recognize and monitor
trends in reported illnesses
that may give early warning
of IAQ problems.
FOODSERVICE
STAFF
Reduce odors, moisture,.
and food waste, thereby
lowering the risk of
short- or long-term health
problems linked to poor
indoor air quality.
FACILITIES AND MAINTENANCE STAFF
VENTILATION
Be sure the ventilation system
is clean and that an adequate
amount of outside air is supplied
to the school.
BUILDING MAINTENANCE
Review supplies and follow label
instructions; select the safest, most
effective products; handle and
dispose of supplies safely.
WASTE MANAGMENT
Use proper waste disposal practices
to control odors,, contaminants,
and pests.
RENOVATION AND REPAIRS
During repairs, minimize dust,
fumes, and off-gassing
from building materials. Avoid designs
that interfere with ventilation.
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Why IAQ Is important to Your School
3 ost people are aware that outdoor
air pollution can damage their health
but many do not know that indoor air
pollution can also have significant
health effects. Environmental Protec-
tion Agency (EPA) studies of human
exposure to air pollutants indicate that
indoor levels of pollutants may be 2-5
times, and occasionally more than 100
times, higher than outdoor levels.
These levels of indoor air pollutants
may be of particular concern because
most people spend about 90% of their
time indoors. For the purposes of this
guidance, the definition of good indoor
air quality management includes:
• control of airborne pollutants
• introduction and distribution of
adequate outdoor air maintenance of
acceptable temperature and relative
humidity.
Temperature and humidity cannot be
overlooked because thermal comfort
concerns underlie many complaints
about "poor air quality." Furthermore,
temperature and humidity are among
the many factors that affect indoor
contaminant levels.
Why IAQ Is Important
In recent years, comparative risk
studies performed by EPA and its
Science Advisory Board have consis-
tently ranked indoor air pollution
among the top five environmental
risks to public health. Good indoor air
quality is an important component of a
healthy indoor environment, and can
help schools reach their primary goal.
Failure to respond promptly and
effectively to IAQ problems can have
the following health, cost, and educa-
tional process consequences:
increasing long- and short-term
health problems such as cough, eye
irritation, headache, asthma epi-
sodes, and allergic reactions, and,
in rarer cases, life- threatening
conditions such as severe asthma
attacks, Legionnaire's disease or
carbon monoxide poisoning
promoting the spread of airborne
infectious diseases
aggravating asthma and other
respiratory illnesses. Nearly one
school-aged child in 13 has asthma,
the leading cause of school absentee-
ism due to chronic disease. There is
substantial evidence that indoor
environmental exposure to allergens,
such as dust mites, other pests, and
molds play a role in triggering
asthma symptoms. These allergens
are found in the school indoor
environment
producing an unfavorable learning
environment for children
reducing productivity of teachers
and staff due to discomfort, sick-
ness, or absenteeism
accelerating the deterioration and
thus reducing the efficiency of the
school's physical plant and
equipment
increasing the risk that school
rooms or buildings will have to be
closed, and occupants temporarily
relocated
straining relationships among the
school administration and parents
and staff
generating negative publicity that
could damage a school's or
administration's image and
effectiveness
creating potential liability problems
Good indoor air quality
contributes to a
favorable learning
environment for
students, performance of
teachers and staff, and a
sense of comfort, health,
and well-being. These
elements combine to
assist a school in its core
mission —
educating children.
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Indoor air problems can be subtle, and
do not always produce easily recog-
nized impacts on health, well-being, or
the physical plant. In some cases, only
one or a few individuals may be
strongly affected by what appears on
the surface to be psychosomatic in
nature because the majority of the
school population does not appear to
have any symptoms.
Children may be especially susceptible
to air pollution. The same concentra-
tion of pollutants can result in higher
body burden in children than adults
because children breathe a greater
volume of air relative to their body
weight. For this and the reasons noted
above, air quality in schools is of
particular concern. Proper mainte-
nance of indoor air is more than a
"quality" issue, it encompasses safety
and stewardship of our investment in
the students, staff, and facilities.
Unique Aspects of Schools
Unlike other buildings, managing
schools involves the combined respon-
sibility for public funds and child safety
issues, which can cause strong reac-
tions from concerned parents and the
general community. Other unique
aspects include:
• occupants are close together, with
the typical school having approxi-
mately four times as many occupants
as office buildings for the same
amount of floor space
• budgets are tight, with maintenance
often receiving the largest cut during
budget reductions
• the presence of a variety of pollutant
sources, including art and science
supplies, industrial and vocational
arts, home economic classes, and
gyms
• a large number of heating, ventilat-
ing, and air-conditioning systems,
placing an added strain on mainte-
nance staff
• as schools add space, the operation
and maintenance of each addition is
often different
• schools sometimes use rooms,
portable classrooms, or buildings
which were not originally designed
to service the unique requirements
of schools
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Role and Functions of the IAQ Coordinator
IAQ management within schools
will not just happen — it requires
leadership. Leading people is an
important function of the IAQ Coordi-
nator, because it is people who both
affect and are affected by the quality of
the indoor air. People make decisions
— decisions about what materials to
bring into the school, how those
materials are used, how the school
building and ventilation systems are
operated, how they are maintained, and
how to respond to problems. Effective
leadership will ensure that an informed
choice is made at each of these
decision points.
Functions of the IAQ Coordinator
The primary role of the IAQ Coordina-
tor is team management and leadership.
Most of the other work can be shared
among IAQ Team members and the rest
of the school staff. For example, others
can assist with copying and disseminat-
ing the Action Packets to the staff, and
summarizing responses from the
Checklists. The primary IAQ Coordi-
nator functions are:
Team Leader: Coordinates an "IAQ
Team," as noted in the figure to the
right, and encourages a sense of shared
responsibility and cooperative effort.
Provides the team with the Team
Information Packets (Action Packets)
supplied in this Kit, and, in coordina-
tion with the IAQ Team, implements
the IAQ Management Plan (Sections
6-9).
Emergency Response: Prepares for
emergency response as outlined in the
IAQ Management Plan. Follows the
guidance and makes decisions as
outlined in Resolving IAQ Problems
(Sections 10-13). Determines if and
when outside professional assistance is
needed, and coordinates their activities.
Key Authority: Disseminates IAQ
information, registers IAQ complaints
and directs the response, and commu-
nicates IAQ issues and status to school
administration, staff, students, parents,
and the press.
Who Is the IAQ Coordinator?
The choice of IAQ Coordinator will
probably depend on the organizational
structure of your school system. In
larger school districts, the IAQ Coordi-
nator may be a district-level adminis-
trative person, such as the business
official, a health and safety officer, or
the facilities manager. In smaller
school systems and individual schools,
the IAQ Coordinator may be the
principal, the school nurse, a teacher,
or other school staff.
Contract
Service
Providers
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Who is chosen should be based on the
functions and level of leadership
needed and genuine interest in improv-
ing the indoor environment in the
school(s). In any event, success
depends on having someone who can
manage the team and who is empow-
ered to take action. This includes
authority to interact with district-level
administration, school staff, students,
and parents, and to make budget
recommendations. Note- the IAQ
Coordinator does not have to be an
"expert" in indoor air quality issues.
By using this Kit, the IAQ Coordinator
and all team members will learn about
indoor air quality as the work
progresses.
In a few situations, it may become
necessary to share the responsibilities
of the IAQ Coordinator by having a
Co-Coordinator, or by delegating
many of the administrative items to a
committee, such as an existing health
and safety committee. The committee
could also be composed of selected
individuals from the community, such
as local environmental or health
department staff, parents, and volun-
teers from local businesses who have
special skills, such as commercial
building engineers. Independent of
who is acting as the team leader, it is
fundamentally important that on a
school-by-school basis, the staff and
students have the opportunity to learn
about the basics of indoor air quality
(IAQ Backgrounder) so that their daily
decisions and activities (IAQ Check-
lists) will not unnecessarily cause
indoor air problems.
Start-Up Hints
In addition to the Coordinator's Forms listed above, there is other information you should gather to make starting an
IAQ program easier:
• Get a map/blueprint of the school (this will be invaluable)
• Count the number of staff and their job category, for example, the number of teachers, the number of maintenance
staff, etc. (You'll need this information to distribute checklists to staff.)
• Obtain the names and contact information for any outside contractors the school uses, such as maintenance staff,
or heating, ventilation, and air-conditioning contractors.
Before starting the program, some IAQ Coordinators have also found it useful to:
• Get support from the school and/or school district administration
• Read the IAQ Coordinator's Guide, especially pages 5-8
• Meet with the heating, ventilation, and air-conditioning technician to acquire a working knowledge of the various
ventilation units at your school. Learn which systems serve which rooms.
• Set up a filing system for all the paperwork you will generate. Keep it in a convenient location. (Portable file
boxes work nicely.) Set up a location for turning in checklists.
• Set up an IAQ Resource Center at your school in an area where staff members can access information at their
leisure. This is also a great place to post important reminders and communicate with your staff when something
comes up.
And remember Implementing an IAQ management program is an on-going process, not an overnight miracle. Be
patient Stay consistent, organized and never forget that you are doing something important for staff and students at
your school
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Launching the IAQ Team
helAQTeam
In most schools using this Kit, a
committed team works with the IAQ
Coordinator to implement the IAQ
Tools for Schools program. This team,
which is led by the IAQ Coordinator,
can (and probably should) include
representatives from nine distinct
groups.
Teachers play a strong role because
their decisions and activities can affect
the sources of pollutants and levels of
ventilation within their room. Some
teachers, such as art, science, voca-
tional and industrial arts, and home
economics teachers, have unique
pollutant sources and ventilation
equipment to manage.
Administrative Staff encompasses all
administrative and support staff. The
staff has control over unique pollutant
sources such as printing and kitchen
areas, and often controls the operation
of the ventilation equipment in their
areas.
Facility Operators are the people who
have direct technical responsibility for
operating and servicing the heating,
cooling, and ventilation systems within
the school. The role of the facility
operator is crucial in preventing and
solving IAQ problems.
Custodians and their responsibilities
vary widely among school districts.
The Building Maintenance Checklist
focuses on the housekeeping activities
within the school.
Health Officers/School Nurses can be
helpful by monitoring and recognizing
trends in reported illnesses that may
give early warning of IAQ problems.
School Board Representatives can
provide the resources and authority
necessary to implement an IAQ
Management Plan, as outlined in
Section 6, and for solving any IAQ
problems which may arise, as outlined
in Section 12.
Contract Service Providers need to
be informed and active members of the
IAQ Team because their activities can
have a direct and substantial impact on
the quality of air within your school.
Examples of these activities include
pesticide application, renovation work
such as re-roofing, and maintenance of
ventilation equipment and air filters.
Students are the primary customers in
your school. Information should be
shared with students so they under-
stand their role in maintaining good
IAQ, such as keeping good personal
hygiene and keeping lockers clean. In
some schools, students have learned
about good indoor air quality and then
have participated by keeping rooms
clean and other activities.
Parents are another important con-
stituent. It is important that they be
included and that they be aware of the
steps the school is taking to promote
good IAQ. Sharing information with
parents not only helps avoid miscom-
munication, but also has the potential
of attracting additional resources and
expertise to the school.
In addition, each team member may
want to read the Coordinator's Guide
for more detailed information on IAQ
and on the process of using this Kit to
prevent, identify and solve IAQ
problems in the school.
Available with this
Kit is information on
how best to "get
started" on the IAQ
Tools for Schools
program. Call 1-800-
438-4318 and ask
for the IAQ Tools for
Schools Road Map.
IAQ
RoadMap
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Action Packets
Assembling the IAQ Information
Packets (Action Packets)
The Action Packets are designed to be
useful during the three basic modes of
improving a school's IAQ:
• developing a profile of the school's
current indoor air quality;
• preventing IAQ problems; and,
• solving any IAQ problems which
may arise.
Action Packets should be distributed
to the school staff in order to complete
the three tasks listed above.
The Action Packets are comprised of
three basic components:
School Memo. For school staff, the
memo or letter carries the school
administration's request that staff
members perform the activities as
provided in their individual Action
Packets. For the school board, con-
tract service provides, students and
parents, the memo notifies them that
the school has undertaken an IAQ
management program, and presents the
IAQ Backgrounder. Behind the IAQ
Coordinator's Forms tab in the Kit are
four sample memos which can be
adapted to your needs.
IAQ Backgrounder. This generic
backgrounder will provide all team
and staff members with a summary of
important issues regarding indoor air
quality. Issues included are: what is
IAQ, why is IAQ important, basic
problems and control methods, the
team approach, and communications.
Graphics are included to assist in
understanding the issues.
IAQ Checklists. The IAQ Checklists
provide detailed, yet simple, IAQ
activities for each staff member.
These activities are based on the
unique functions and locations of
teachers, administrative staff, facility
operators, custodians, health officers
and school nurses, and contract service
providers (e.g., roofers). Each activity
deals with a specific pollutant source or
ventilation issue. A Checklists Log,
located behind the IAQ Coordinator's
Forms tab, is provided to assist in
summarizing the data from the returned
checklists. The Ventilation Checklist
also includes a Log for ease of record-
ing the status of each ventilation unit.
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Understanding IAQ Problems
ft
ver the past several decades, our
exposure to indoor air pollutants has
increased due to a variety of factors,
including the construction of more
tightly sealed buildings, reduced
ventilation rates to save energy, the use
of synthetic building materials and
furnishings, and the use of personal
care products, pesticides, and house-
keeping supplies. In addition, our
activities and decisions, such as
deferring maintenance to "save"
money, can lead to problems from
sources and ventilation.
The indoor environment in any
building is a result of the interactions
among the site, climate, building
structure and mechanical systems (as
originally designed and later modi-
fied), construction techniques, con-
taminant sources (what is outside,
inside, and part of the building), and
building occupants. This section
contains a discussion on how these
elements can cause IAQ problems, and
Section 12 (Solving IAQ Problems)
provides solutions. These elements are
grouped into four categories:
Sources: there is a source (or sources)
of pollution or discomfort indoors,
outdoors, or within the mechanical
system of the building.
HVAC System: the heating, ventilat-
ing, and air conditioning (HVAC)
system is not able to control air
pollutant levels and/or ensure thermal
comfort.
Pathways: one or more pathways
connect the pollutant source to the
occupants and a driving force exists to
move pollutants along the pathway(s).
Occupants: occupant activities have
direct impacts on sources, the HVAC
system, pathways, and driving forces;
and occupants can be carriers of
communicable diseases and allergens
such as pet dander.
Sources of indoor Air Pollutants
Indoor air pollutants can originate
within the building or be drawn in
from outdoors. If pollutant sources are
not controlled, IAQ problems can
arise, even if the HVAC system is
properly designed, operated, and
maintained. Air contaminants consist
of particles, dust, fibers, bioaerosols,
and gases or vapors. It may be helpful
to think of air pollutant sources as
fitting into one of the categories in the
table on the following page, Typical
Sources of Indoor Air Pollutants. The
examples given for each category are
not intended to be a complete list.
Appendix E contains a list of specific
air pollutants, with descriptions,
sources, and control measures.
In addition to the number of potential
pollutants, another complicating factor
is that indoor air pollutant concentra-
tion levels can vary by time and
location within the school building, or
even a single classroom. Pollutants
can be emitted from point sources,
such as from science storerooms, or
from area sources, such as newly
painted surfaces. Also, pollutants can
vary with time, such as only when
floor stripping is done, or continuously
such as mold growing in the HVAC
system.
Indoor air often contains a variety of
contaminants at concentrations that are
well below any standards or guidelines
for occupational exposure. Given our
present knowledge, it is often difficult
to relate complaints of specific health
effects to exposures to specific
pollutant concentrations, especially
since the significant exposures may be
to low levels of pollutant mixtures.
Interaction of
Sources, HVAC
Systems, Pathways,
and Occupants
If independently
evaluated, a minor roof
leak and a dirty class-
room carpet might not
cause much concern. But
if the water from the roof
leak reaches the carpet,
the water can wet the dirt
in the carpet and the
mold that has been
dormant in the carpet
The mold can grow and
become a pollutant
source that releases
spores into the classroom
air. The HVAC system
acts as a pathway that
disperses the spores to
other parts of the school,
where occupants may
experience allergic
reactions.
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Typical Sources of Indoor Air Pollutants
Outside Sources
Polluted Outdoor Air
• pollen, dust, mold
spores
• industrial emissions
• vehicle emissions
Nearby Sources
• loading docks
• odors from dumpsters
• unsanitary debris or
building exhausts near
outdoor air intakes
Underground Sources
• radon
• pesticides
• leakage from under-
ground storage tanks
Building Equipment
HVAC Equipment
• mold growth in drip
pans, ductwork, coils,
and humidifiers
• improper venting of
combustion products
• dust or debris in duct-
work
Non-HVAC Equipment
• emissions from office
equipment (volatile
organic compounds,
ozone)
• emissions from shops,
labs, cleaning pro-
cesses
Components/Furnishings
Components
• mold growth on soiled or
water-damaged materials
• dry traps that allow the
passage of sewer gas
• materials containing
volatile organic com-
pounds, inorganic
compounds, or damaged
asbestos
• materials that produce
particles (dust)
Furnishings
• emissions from new
furnishings and floorings
• mold growth on or in
soiled or water-damaged
furnishings
Other indoor Sources
• science laboratories
• vocational arts areas
• copy/print areas
• food prep areas
« smoking lounges
• cleaning materials
* emissions from trash
* pesticides
• odors and volatile
organic compounds
from paint, caulk,
adhesives
• occupants with com-
municable diseases
• dry-erase markers and
similar pens
• insects & other pests
• personal care products
HVAC System Design and Operation
The HVAC system includes all
heating, cooling, and ventilating
equipment serving a school: boilers or
furnaces, chillers, cooling towers, air
handling units, exhaust fans,
ductwork, and filters. A properly
designed and functioning HVAC
system:
• controls temperature and relative
humidity to provide thermal
comfort
• distributes adequate amounts of
outdoor air to meet ventilation
needs of school occupants
• isolates and removes odors and
other contaminants through pres-
sure control, filtration, and exhaust
fans
Not all HVAC systems are designed to
accomplish all of these functions.
Some buildings rely only on natural
ventilation. Others lack mechanical
cooling equipment, and many function
with little or no humidity control. The
features of the HVAC system in a
given building will depend on:
• age of the design
• climate
• building codes in effect at the time
of the design
• budget for the project
• designers' and school districts'
individual preferences
• subsequent modifications
Description of HVAC Systems
Two of the most common HVAC
designs used in schools are central air
handling systems and unit ventilators.
Both can perform the same HVAC
functions of heating, ventilating, and
air-conditioning, but the central air
handling unit serves multiple rooms
while the unit ventilator serves a single
room. With central air handling units,
it is important that all rooms served by
the central unit have similar thermal
and ventilation requirements. If these
requirements differ significantly, some
rooms may be too hot, too cold, or
underventilated, while others are
comfortable and adequately ventilated.
Most air handling units distribute a
mixture of outdoor air and recirculated
indoor air. HVAC designs may also
include units that introduce 100%
-------
outdoor air or that simply recirculate
indoor air within the building. Uncon-
trolled quantities of outdoor air enter
buildings by leakage through win-
dows, doors, and gaps in the building
exterior. Thermal comfort and ventila-
tion needs are met by supplying
"conditioned" air, which is a mixture
of outdoor and recirculated air that has
been filtered, heated or cooled, and
sometimes humidified or dehumidi-
fied. The basic components for a
central air handling unit and a unit
ventilator are shown in the IAQ
Backgrounder.
Thermal Comfort
A number of variables interact to
determine whether people are comfort-
able with the temperature and relative
humidity of the indoor air. The amount
of clothing, activity level, age, and
physiology of people in schools vary
widely, so the thermal comfort require-
ments vary for each individual. The
American Society of Heating, Refrig-
erating, and Air-Conditioning Engi-
neers (ASHRAE) Standard 55-1992,
describes the temperature and humid-
ity ranges that are comfortable for
80% of people engaged in largely
sedentary activities. That information
is summarized in the chart below. The
ASHRAE standard assumes "normal"
indoor clothing. Added layers of
clothing reduce the rate of heat loss.
Uniformity of temperature is important
to comfort. Rooms that share a
common heating and cooling system
controlled by a single thermostat may
be at different temperatures. Tempera-
ture stratification is a common prob-
lem caused by convection, the ten-
dency of light, warm air to rise, and
heavier, cooler air to sink. If air is not
properly mixed by the ventilation
system, the temperature near the
ceiling can be several degrees warmer
or cooler than near the floor, where
young children spend much of their
time. Even if air is properly mixed,
uninsulated floors over unheated
spaces can create discomfort in some
climate zones. Large fluctuations of
indoor temperature can also occur
when thermostats have a wide "dead
band" (a temperature range in which
neither heating or cooling takes place).
Radiant heat transfer may cause people
located near very hot or very cold
surfaces to be uncomfortable even
though the thermostat setting and the
measured air temperature are within
the comfort range. Schools with large
window areas sometimes have acute
problems of discomfort due to radiant
heat gains and losses, with the loca-
tions of complaints shifting during the
day as the sun angle changes. Poorly
insulated walls can also produce a
flow of naturally-convecting air,
leading to complaints of draftiness.
Closing curtains reduces heating from
direct sunlight and reduces occupant
exposure to hot or cold window
surfaces.
Large schools may have interior
("core") spaces in which year round
cooling is required to compensate for
heat generated by occupants, office
equipment, and lighting, while perim-
eter rooms may require heating or
cooling depending on outdoor condi-
tions.
Humidity is a factor in thermal
comfort. Raising relative humidity
reduces a person's ability to lose heat
through perspiration and evaporation,
All schools need
ventilation, which is
the process of
supplying outdoor air
to the occupied
areas within the
school.
Recommended Ranges of Temperature and Relative Humidity
Relative Humidity Winter Temperature Summer Temperature
30%
68.5°F-75.5°F
74.0°F-80.0°F
40%
68.0°F-75.0°F
73.5°F-80.0°F
50%
68.0°F-74.5°F
73.00F-79.0°F
60%
67.5°F-74.0°F
73.0°F-78.5°F
Recommendations apply for persons clothed in typical summer and winter clothing, at light,
mainly sedentary, activity.
Source; Adapted from ASHRAE Standard 55-1992, Thermal Environmental Conditions for
Human Occupancy
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Selected Outdoor Air
Ventilation
Recommendations
(Minimum)
Application CFM per Person
Classroom IS
Music Rooms IS
Libraries IS
Auditoriums 15
Spectator Sport Areas IS
Playing Floors 20
Office Space 20
Conference Rooms 20
Smoking Lounges 60
Cafeteria 20
Kitchen (cooking) 15
Source: ASHRAE Standard 62-
19S9, Ventilation for Acceptable
Indoor Air Quality
so that the effect is similar to raising
the temperature. Humidity extremes
can also create other IAQ problems.
Excessively high or low relative
humidities can produce discomfort,
high relative humidities can promote
the growth of mold and mildew, and
low relative humidities can accelerate
the release of spores into the air. (See
Appendix H).
Ventilation For Occupant Needs
All schools need ventilation, which is
the process of supplying outdoor air to
the occupied areas in the school. As
outdoor air is drawn into the school,
indoor air is exhausted by fans or
allowed to escape through openings,
thus removing indoor air pollutants.
Often, this exhaust air is taken from
areas that produce air pollutants such
as restrooms, kitchens, science-storage
closets, and fume hoods.
Modern schools generally use
mechanical ventilation systems to
introduce outdoor air during occupied
periods, but some schools use only
natural ventilation or exhaust fans to
remove odors and contaminants. In
naturally ventilated buildings, unac-
ceptable indoor air quality is particu-
larly likely when occupants keep the
windows closed because of extreme
hot or cold outdoor temperatures.
Even when windows and doors are
open, under ventilation is likely when
air movement forces are weakest, such
as when there is little wind, or when
there is little temperature difference
between inside and outside (stack
effect).
The amount of outdoor air considered
adequate for proper ventilation has
varied substantially over time. Be-
cause updating building codes often
takes several years, the building code,
if any, that was in force when your
school HVAC system was designed,
may well have required a lower
amount of ventilation than what is
currently considered adequate.
ASHRAE ventilation standards are
used as the basis for most building
ventilation codes. A table of outdoor
air quantities in schools as recom-
mended by ASHRAE Standard 62-
1989, Ventilation for Acceptable
Indoor Air Quality, is shown to the
left. Please note that this is a limited
portion of the Standard, and that the
quantities listed are in units of CFM7
person, which is cubic feet per minute
of outdoor air for each person in the
area served by that ventilation system.
Pollutant Pathways and Driving
Forces
Airflow patterns in buildings result
from the combined action of mechani-
cal ventilation systems, human
activity, and natural forces. Differ-
ences in air pressure created by these
forces move airborne pollutants from
areas of higher pressure to areas of
lower pressure through any available
openings. An inflated balloon is an
example of this driving force. As long
as the opening to the balloon is kept
shut, no air will flow, but when open,
air will move from inside (area of
higher pressure) to the outside (area of
lower pressure). Even if the opening is
small, air will move until the pressures
inside and outside are equal.
If present, the HVAC ducts are
generally the predominant pathway
and driving force for air movement in
buildings. However, all of a building's
components (walls, ceilings, floors,
doors, windows, HVAC equipment,
and occupants) interact to affect how
air movement distributes pollutants
within a building.
For example, as air moves from supply
outlets to return inlets, it is diverted or
obstructed by walls and furnishings,
and redirected by openings that
provide pathways for air movement.
On a localized basis, the movements
of people have a major impact on the
movement of pollutants. Some of the
pathways change as doors and
-------
windows open and close. It is useful
to think of the entire building — the
rooms with connecting corridors and
utility passageways between them —
as part of the air distribution system.
Air movement can transfer emissions
from the pollutant source:
• into adjacent rooms or spaces that
are under lower pressure
• into other spaces through HVAC
system ducts
• from lower to upper levels in multi-
story schools
• transport of pollutants into the
building through either infiltration
of outdoor air or reentry of exhaust
air
• to various points within the room
Natural forces exert an important
influence on air movement between a
school's interior and exterior. Both
the stack effect and wind can over-
power a building's HVAC system and
disrupt air circulation and ventilation,
especially if the school envelope
(walls, ceiling, windows, etc.) is leaky.
Stack effect is the pressure-driven
airflow produced by convection, the
tendency of warm air to rise. Stack
effect exists whenever there is an
indoor-outdoor temperature difference,
and the effect becomes stronger as the
temperature difference increases.
Multi-story schools are more affected
than single-story schools. As heated air
escapes from upper levels, indoor air
moves from lower to upper levels, and
outdoor air is drawn into the lower
levels to replace the air that has
escaped. Stack effect can transport
contaminants between floors by way
of stairwells, elevator shafts, utility
chases, and other openings.
Wind effects are transient, creating
local areas of high pressure (on the
windward side) and low pressure (on
the leeward side) of buildings. De-
pending on the size and location of
leakage openings in the building
exterior, wind can affect the pressure
relationships within and between
rooms. Entry of outdoor air contami-
nants may be intermittent or variable,
occurring only when the wind blows
from the direction of the pollutant
source.
Most public and commercial buildings
are designed to be positively pressur-
ized, so that unconditioned air does
not enter through openings in the
building envelope causing discomfort
or air quality problems. The interac-
tion between pollutant pathways and
intermittent or variable driving forces
can lead to a single source causing
IAQ complaints in an area of the
school that is distant from the pollutant
source.
Building Occupants
The term "building occupants" is
generally used in this document to
describe the staff, students, and
other people who spend extended
time periods in the school. Some
occupants may be particularly
susceptible to the effects of indoor air
contaminants:
• individuals with allergies or asthma
• people who may be sensitive to
chemicals
• people with a respiratory disease
• people whose immune systems are
suppressed due to chemotherapy,
radiation therapy, disease, or other
causes
• individuals who wear contact lenses
Other groups are particularly vulner-
able to exposures of certain pollutants
or pollutant mixtures. For example:
• people with heart disease may be
more affected by exposure to
carbon monoxide than healthy
individuals
-------
Some occupants
may be particularly
susceptible to the
effects of indoor air
contaminants.
• children exposed to secondhand
tobacco smoke are at higher risk for
respiratory illnesses
• people exposed to significant levels
of nitrogen dioxide are at higher
risk for respiratory infections
Because of varying sensitivity to
airborne chemicals and irritants,
individuals with heightened sensitivi-
ties may react to a particular IAQ
problem while surrounding occupants
do not display ill effects. Symptoms
that are limited to only one or a few
persons can also occur when only their
area contains the airborne pollutant.
In other cases, complaints may be
widespread. In addition to different
degrees of reaction, an indoor air
pollutant or problem can trigger
different reactions in different people.
The effects of IAQ problems are often
non-specific symptoms rather than
clearly defined illnesses. Symptoms
(which can occur singly or in groups)
commonly attributed to IAQ problems
include:
• headache, fatigue, and shortness of
breath
• sinus congestion, coughing, and
sneezing
• eye, nose, throat, and skin irritation
• dizziness and nausea
These symptoms, however, may be
caused by other factors, and are not
necessarily due to air pollutants.
"Health" and "comfort" are used to
describe a spectrum of physical
sensations. For example, when the air
in a room is slightly too warm for a
person's activity, that person may
experience mild discomfort. If the
temperature rises, discomfort increases
and the symptom of fatigue can
appear. The person may attribute this
fatigue to an unknown air pollutant,
rather than to being too warm.
Some complaints by building occu-
pants are based on discomfort. A
common IAQ complaint is that
"there's a funny smell in here." If
occupants think there is an indoor air
problem, the slightest odor can trigger
concerns over health, even though the
cause of that particular odor may not
have any effects on health. Environ-
mental stressors such as improper
lighting, noise, vibration, poor ergo-
nomics, and psychosocial problems
(such as job stress) also can produce
symptoms that are similar to those
associated with poor air quality.
Sometimes several school occupants
become aware of serious health
problems (e.g., cancer, miscarriages)
over a relatively short time period.
Indoor air quality is occasionally
blamed for these clusters of health
problems, and this can produce
tremendous anxiety among school
occupants. State or local health
departments can provide advice and
assistance if clusters are suspected.
They may be able to help answer key
questions such as, whether the appar-
ent cluster is actually unusual and
whether the underlying cause could be
related to IAQ.
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What Is an IAQ Management Plan?
I he IAQ Management Plan as
presented in this guidance is a set of
flexible and specific activities for
preventing and resolving IAQ prob-
lems. The goals of the IAQ Manage-
ment Plan as outlined in this document
are to:
1. fix any existing IAQ problems
2. instill an IAQ awareness that leads
to preventive actions
3. resolve IAQ complaints and
incidents as they occur
How the IAQ Management Plan
Works
This Kit provides the activities and
information needed to prevent and
resolve most IAQ problems, and
provides checklists to help coordinate
the activities. As the IAQ Coordinator,
you provide the leadership to manage
these activities. The delegation of
activities to the IAQ Team members
(primarily school staff) helps ensure
that people in the school understand
their role in preventing and solving
IAQ problems. Because no one person
is overly burdened, the program is
more likely to get started and succeed.
The IAQ Management Plan can be
used as presented, or tailored to the
specific needs of your school. Because
the organizational and physical struc-
tures of schools vary, the IAQ Coord-
inator may choose to make modifica-
tions to this recommended process. For
example, the IAQ Coordinator may
modify some of the steps in the IAQ
Management Plan, or may give the IAQ
Backgrounder and Teacher's Checklist
to the teachers for their awareness, but
may request that some other staff
member perform the actual activities
for each teacher. Although the adminis-
trative process of "who" and "when"
is designed to be flexible according to
your needs, it is important that all of
the individual activities be completed.
For additional information on how this
Kit is organized, see Section 1.
Where to Start
A step-by-step process for activating
and implementing the IAQ Manage-
ment Plan is provided in Sections 7
and 8, and checklists to guide and log
this process are provided in the IAQ
Coordinator's Forms tab of the Kit.
Benefits of an IAQ Management
Plan
A well-run IAQ management program
yields substantial benefits for the
school, employees, and students. In
addition to the benefits of health and
well-being outlined in Section 2, Why
IAQ Is Important to Your School, the
expensive process of investigating and
mitigating suspected IAQ problems can
be reduced significantly or avoided
entirely by employing the plan.
Recommended Approach for Implementing the Plan
Schools IAQ Coordinator WHO School Staff and Contract
Service Providers
\
Administrative Actions and WHAT Hands-on Actions Prevention
Team Leading | and Problem-Solving
I
Use the IAQ Management HOW Use the Action Packets
Plan Checklists
-------
A typical school provides many
opportunities for IAQ problems to
develop. Schools contain a variety of
special use areas such as kitchens,
locker rooms, science laboratories,
technology education rooms, dark-
rooms, art rooms, and cleaning storage
areas, each with pollutant sources that
can cause discomfort and health
problems. Under detailed inspection,
Prevention Saves
If minor problems are allowed to develop unchecked into a serious IAQ problem,
a variety of deficiencies may be identified, but ft often cannot be determined
which one—if any—caused the problem. Asa result, schools can be confronted
with an expensive Fist of potential explanations of their problem. The crisis
atmosphere surrounding a serious IAQ problem creates pressure to remedy
every deficiency immediately instead of establishing a prioritized approach to IAQ
improvement By contrast many of the preventive measures recommended in
this guidance can be accomplished with in-house effort following a schedule that
reflects your resources.
most schools will reveal some inad-
equacies of design, construction,
operation, and maintenance.
Significant IAQ problems often arise
from combinations of "normal"
defects, rather than from exotic or
unique circumstances:
• A school is not getting enough
outdoor air because a fan belt is
broken or slipping and a seldom
used drain trap dries out, resulting
in sewer gases being drawn into the
school
• The design of the school ceiling/roof
allows significant air leakage
through unintentional openings and
stack effect (warm air rising) pushes
indoor air out through these open-
ings, which causes radon to be
drawn into the school through cracks
and utility penetrations in the floor
• A housekeeping product is mixed at
double the recommended strength
so it "does a better job" and the
unused mix is placed in an inappro-
priate container and stored in a
utility closet that is connected to the
return air ductwork, which results in
pollutants being distributed to other
parts of the school
IAQ problems may occur even in
schools where a conscientious effort is
being made to avoid such problems.
However, schools that can demonstrate
ongoing efforts to provide a safe indoor
environment are in a strong legal and
ethical position if problems do arise.
Further considerations for instituting
an IAQ Management Plan include:
• quicker and more cost-effective
response if problems occur
• greater peace of mind for parents,
students, and staff
• better comfort, efficiency and
durability of the physical plant and
equipment
• less crisis intervention which
involves upper-level management
-------
Steps to Activate the
IAQ Management Plan
Mm o help ensure that the IAQ Man-
agement Plan gets off to a good start,
the IAQ Coordinator can perform the
following 10 steps as presented, or the
steps can be tailored to the specific
needs of your school. The Checklist,
Activating the IAQ Management Plan,
simplifies tracking completion of these
steps.
1. Select an IAQ Coordinator.
This position is critical to the
success of the IAQ Management
Plan. If an IAQ Coordinator has
not already been selected, please
refer to Section 3, Role and
Functions of the IAQ Coordinator,
and ensure that the new Coordina-
tor receives a complete copy of
this Kit.
2. Become Familiar with This
Guidance. The IAQ Coordinator
should read this Guide to become
familiar with the IAQ issues in
schools and to have a basic
understanding of the IAQ
Management Plan process and
effective communication.
3. Gain Top Administrative
Support. The highest levels of
school or district administration
should be fully committed to
implementing the IAQ Manage-
ment Plan. The top levels of
administration have the authority
to ensure that the school staff has
the proper incentive and resources
to carry out the Plan. It may be
useful to provide a briefing to the
highest levels of school or district
administration using information
from the Note to School Officials
(page i), the IAQ Backgrounder,
and from additional details found
in Why IAQ Is Important to "Your
School (Section 2), What Is an
IAQ Management Plan (Section
6), and Effective Communication
(Section 9). Most activities in this
Plan have specifically been
designed to have little or no impact
on the school budget and time
resources of school staff. Three of
the ventilation system activities
will require a few tools which
your school most likely will need
to purchase, rent, or share. See
Appendix C, Basic Measurement
Equipment, for information.
4. Obtain Information on Radon.
Radon is a colorless, odorless, and
tasteless radioactive gas that
occurs naturally in almost all soil
and rock. Radon can enter schools
through cracks or other openings
in their foundations. Radon's
decay products can cause lung
cancer, and radon is estimated to
be second only to smoking as a
cause of lung cancer in America.
EPA recommends that all schools
test for the presence of radon, and
provides free guidance on how to
perform testing. For information
on how to test for radon, and how
to reduce radon within your
school, see Appendix G, Radon
and Appendix I, Resources.
5. Obtain Information on Inte-
grated Pest Management.
Several of the activities in the
Checklists affect the availability of
food and water for pests, which
may reduce the number of pests
within your school. In addition,
EPA recommends that schools use
Integrated Pest Management
(EPM). IPM is an effective and
environmentally sensitive approach
to pest management that utilizes a
combination of common-sense
practices. IPM can reduce the use
of chemicals and provide eco-
To get information from
EPA on radon, see
Appendix G, call your
State Radon Office, or
visit the EPA web site:
http://www.epa.gov/iaq/radon
-------
nomical and effective pest sup-
pression. A copy of Pest Control
in the School Environment:
Adopting Integrated Pest Manage-
ment (EPA 735-F-93-012) is
included in this Kit. Contact the
National Pesticide Telecommuni-
cation Network Hotline (1-800-
858-7378) or visit www.ifas.ufl/
edu/~schoolipm/ for more infor-
mation.
6. Obtain information on Lead.
Children and pregnant women
especially should not be exposed
to lead dust particles during
renovation or repair of surfaces
that are painted with lead-based
paint. Lead poisoning can affect
children's developing nervous
systems, causing reduced IQ and
learning disabilities. Guidelines for
proper removal are available from
OSHA (see Appendix I).
7. Establish an IAQ Checklist
Interval. To help maintain a high
level of indoor air quality, it is
recommended that the IAQ
Coordinator's Checklist be
completed at least once, and
preferably twice, each year.
Completing the Checklist more
than once each year is desirable,
because the additional checkups
will catch any new and potential
IAQ problems. Since many
complaints occur at the start of the
new school year, completing the
IAQ Coordinator's Checklist
shortly before school begins would
reduce these complaints. Midway
through the school year, for
example during winter break,
could be an appropriate time for
the second checkup.
8. Establish a Plan for Emer-
gency Response. Acute IAQ
problems such as a chemical spill,
unintentional shutdown of ventila-
tion systems, and other events such
as a flooded carpet will require
some form of immediate response.
Preparing for such events now will
help ensure that timely and cost-
effective actions result. Prepara-
tions may include developing a
cooperative agreement or contract
with a health and safety agency or
private contractor to assist with
acute IAQ problems that are
beyond the capabilities of your
team (see Appendix A, Hiring
Professional Assistance). Proper
preparation can also mean having
the appropriate equipment on
hand, for example the equipment
needed to immediately clean and
dry wet carpets, or having a pre-
established agreement with a
professional cleaning firm that can
provide immediate service on a
24- hour, 7-days-a-week basis.
9. Inform Appropriate Committees
and Groups. Some of the actions
that result from implementing this
guidance may need to be coordi-
nated with specific school com-
mittees such as a school or school
district health and safety commit-
tee, or groups such as the local
PTA. It may be useful to provide a
briefing to these committees and
groups that is similar to the
briefing in Step 3 above.
10. Establish IAQ Policies as
Needed. Some activities that
affect the quality of air within
schools may require clearly written
policies from top management to
ensure that all school occupants
understand how they should or
should not perform certain
activities. Inappropriate activities
include smoking in improperly
ventilated areas, pest control by
individual occupants, adjustment
of ventilation systems by un-
trained individuals, and mainte-
nance activities such as painting
during school hours or by using
paints that have lead or high
emissions of indoor air pollutants.
Sample IAQ policies are provided
in Appendix D.
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The IAQ Management Plan
I he IAQ Management Plan involves
implementing the following 19 steps on
a periodic basis, at least once each year.
The IAQ Coordinator and Team can
perform the steps as presented, or the
steps can be tailored to the specific
needs of your school. The steps are
grouped into three categories: Assess
Current Status, Perform Repairs and
Upgrades, and Final Steps. Steps 5-7
can begin at the same time as Step 2. A
Checklist that simplifies tracking
completion of these steps is found in
the IAQ Coordinator's Forms tab of
the Kit.
Complete the Checklist, Activating the
IAQ Management Plan, before applying
the IAQ Coordinator's Checklist.
Assess Current Status
1. Start the Checklists Log.
This log, found in the IAQ
Coordinator's Forms section, is
used to list all the people who will
receive an Action Packet. A unique
Action Packet is provided for each
specific group of people within the
school (i.e., teachers, administra-
tive staff, facility operators,
custodians, health officers, school
nurses, contract service providers,
and others). The log is also used to
keep track of which IAQ Check-
lists have been returned, and what
unresolved IAQ problems, if any,
have been identified. Section 4,
Launching the IAQ Team, provides
details on who comprises the IAQ
Team, descriptions of the Action
Packet components, and which
Action Packet each team member
should receive.
2. Activate the IAQ Team by
Distributing the Action
Packets. Copies of the appropri-
ate Action Packets should be
provided to each of the team
members as listed on the Check-
lists Log (Step 1). Each Action
Packet contains a cover memo, an
IAQ Backgrounder, and a Check-
list. The Action Packets for parents
and local media contain only the
memo and IAQ Backgrounder.
Sample memos are located in the
IAQ Coordinator's Forms section.
You may wish to introduce the
Action Packets and the IAQ
Management Plan during a
meeting of the school faculty and
staff.
3. Receive and Summarize the
IAQ Checklists. By the closing
date noted in the cover memo, all
Checklists should be returned to
you. You should follow up until all
Checklists have been completed
and returned, then review the
information on the Checklists and
transfer pertinent data to the
Checklists Log. Make a list of
irregularities for review during the
walkthrough inspection.
4. Perform a Walkthrough
Inspection. Based on the new
perspective you have gained from
the information in this Kit, and
from the summary of the Check-
lists, perform a walkthrough
inspection of the school. This is
not intended to be an intensive and
detailed inspection, but rather a
quick overview of the conditions
that affect the quality of air within
your school. You may wish to have
someone who is familiar with the
operation of the building, such as
a facility operator or custodian,
assist you during the inspection.
During your walkthrough inspec-
tion, you can learn a lot by using
Use the new
Walkthrough Checklist
provided with this Kit
for your walkthrough.
-------
You can iearn a lot by
using your sense of
sight, smell, feeling and
hearing to gain
information on factors
which affect indoor
air quality.
your sense of sight, smell, feeling,
and hearing to gain information on
factors which affect indoor air
quality.
• Observe the general level of cleanli-
ness in classrooms and mechanical
rooms. Look for pollutant sources
such as mold, improperly stored
chemicals, or excessively dirty air
filters and ducts, and look for blocked
airflows, such as those caused by
books or papers on top of unit
ventilators or plywood covering
outdoor air intakes.
• Smell for unique or objectionable
odors as you move from room to
room.
• Feel for uncomfortable air tempera-
tures, drafts, and high or low
humidity, and feel for air flowing
into and out of grilles and air vents.
• Listen to the concerns of school
occupants regarding IAQ. Do they
provide clues to problems such as
using their own pest spray to control
pests, or turning off the unit ventila-
tor because it is too noisy during
class-time? Do you hear unusual
equipment noises which may
indicate potential problems, and do
you hear air blowing out of supply
vents?
Also, perform a walkthrough inspec-
tion in all special-use areas, such as
the cafeteria, art rooms, industrial arts
areas, and science laboratories. For
information on smoking lounges, see
Appendix F.
5. Assess Radon Status. Con-
sider the following questions
regarding your current radon status
(for specific considerations see the
EPA guidance document on radon):
• Has testing for radon been com-
pleted?
• If needed, has a radon mitigation
system(s) been installed?
• Are all radon mitigation systems
operating properly?
6. Assess Pest Control Program.
Consider the following questions
regarding your current pest control
program (for specific consider-
ations see the EPA guidance
document on Integrated Pest
Management):
• Are IPM principles being applied in
all areas?
• Are staff using pest control chemi-
cals in accordance with instructions?
• Are only spot-treatments of pesti-
cides used to control obviously
infested areas, instead of wide-
spread, indiscriminate application of
pesticides?
7. Assess Lead Status. Consider
the following questions regarding
your current lead status (for
specific considerations see the
EPA guidance document on lead):
» Has lead contamination been
assessed in your school?
• Is a lead control or removal program
in place?
« Will any upcoming renovation work
affect surfaces painted with lead-
based paint?
8. Identify Recent Changes that
Affect IAQ. Consider whether
any recent changes to the school
building, around the building, to
the school schedule or activities, or
to occupants, has had an impact on
IAQ. Examples include:
• Has flooding occurred? Look and
smell for mold growth and an
increase in IAQ complaints in
flooded areas.
• Have night or-weekend classes
started? Check time clo'ck(s)
setting on the ventilation system(s)
for these class areas.
• Have new staff been added? Give
them an Action Packet.
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Perform Repairs and Upgrades
9. Set Repair and Upgrade
Priorities. In all likelihood, the
Checklists (Step 3) and your
walkthrough inspection (Step 4)
identified some IAQ problems
which have not been corrected.
Based on your knowledge of the
problem, and your resources of
school staff and funding, set repair
and upgrade priorities based on
your specific needs, and make a
to-do list. Include any unresolved
problems from previous IAQ
Coordinator's Checklists.
Section 12 provides some ideas on
what may be involved in solving
the problems ( "Developing Solut-
ions" and "Solutions for Other
Complaints "). In addition, Section
12 also provides basic criteria for
determining the practicality of the
proposed solutions ("Evaluating
Solutions"}.
10. Gain Consensus and Approv-
als. Because of the potential
complexities involved in setting
priorities for repairs and upgrades
(Step 9 above), and for commit-
ting school resources, an agree-
ment from top school management
and appropriate committees will
probably be necessary.
11. Distribute Status Report.
Keep school occupants and
constituents informed about the
general status of IAQ in your
school according to the principles
of effective communication in
Section 9.
12. Perform Repairs and Up-
grades. Ensure that the priorities
set in Step 9 are met as the repairs
and upgrades are being performed
(see Section 12, "Evaluating
Solutions").
13. Conduct Follow-up Inspec-
tions. Determine if the repairs
and upgrades were performed
according to plan or specifica-
tions, and determine if the in-
tended results were obtained
(see Section 12, Solving IAQ
Problems).
Final Steps
14. Develop a Schedule of IAQ
Events. It would be very helpful
for you, as the IAQ Coordinator, to
develop and maintain a schedule of
events which may affect IAQ. This
could be a separate schedule, but
would probably work best if the
IAQ events were noted directly on
your personal schedule. Following
are some examples of IAQ events
to note:
• Establish a date for the next round
of implementing the IAQ
Coordinator's Checklist (see
Section 7, Step 7, for details).
• If your school is in a humid climate
and will be closed-up over the
summer, set weekly dates to check
for mold growth (sight and smell).
Take measures, such as cycling the
cooling system, to keep relative
humidity below 60% as needed.
• Will there be any renovation or new
construction during school time,
school breaks, or the summer? If
so, mark your schedule with enough
lead time so that you can provide
Action Packets or other information
to the people performing the work.
• Will new school staff be added? If
so, mark your schedule to give them
appropriate Action Packets so that
they can become part of the IAQ
Team.
15. Assess Problem-Solving
Performance. Assess recent
problem-solving performance and
determine if changes need to be
made in your ability to:
• respond to IAQ complaints and
incidents quickly
Develop and maintain a
schedule of events which
may affect IAQ, such as
building renovation,
major repairs, summer
shutdown, and new staff.
-------
it is important that
everyone affected—
students, parents,
teachers, staff, and
administration—receive
a report of IAQ issues.
• solve IAQ problems, preferably
permanently
• communicate in a way that prevents
or reduces the concerns of school
occupants and constituents during
an IAQ problem or crisis
For information on resolving IAQ
complaints and incidents, and how to
communicate during IAQ problems,
use the guidance in Sections 10
through 13.
16. Establish and Update IAQ
Policies. Based on what you
have learned during this round of
implementing the IAQ Manage-
ment Plan, does an IAQ policy
need to be established to prevent
IAQ problems from recurring?
Address any existing IAQ policies
which are not being properly
followed. For information on
establishing IAQ policies, see
Appendix D.
17. Distribute Summary Report, it
is important that school occupants
and constituents, as well as the
school administration, receive a
report of IAQ issues from this
round of the IAQ Management
Plan. The Plan is not complete
until others know at least the
basics of what you know about the
status of IAQ in your school. For
additional guidance on what to
include in the report, see Sections
9 and 13.
When reporting to school or district
administration., it may be desirable to
provide indicators of how successful
the IAQ Management Plan has been to
date. Indicators may include:
• all IAQ Checklists completed and
returned
• all IAQ problems identified by the
Checklists corrected
• fewer IAQ complaints
• establishment of good relations with
the local media
• school memo and IAQ
Backgrounder mailed to all parents
18. Check Contacts List. Ensure
that the contact information is still
valid, so that assistance can be
quickly obtained if needed.
19. File Checklists, Reports, and
Notes. For future reference when
setting repair-priorities or solving
persistent problems, and for
accountability purposes, it is
recommended that all completed
paperwork be filed in a readily
accessible manner. Files should
include:
• Activating the IAQ Management
Plan Checklist
• IAQ Coordinator's Checklist
• Checklists from Team members
who received an Action Packet
• Checklists Log
• IAQ Problem-Solving Checklist
• Copies of memos, status reports,
and final reports
• Copies of communications with
school or district administration
• Any personal notes, contracts, or
other paperwork as appropriate
-------
Effective Communication
| ood communication can help
prevent indoor air quality problems,
and can allay unnecessary fears.
Communication can assist school
occupants in understanding how their
activities affect IAQ, which will
enable the occupants to improve their
indoor environment through proper
choices and actions.
Good communication also involves
building rapport with the local media
now, before a potentially serious IAQ
problem occurs. An informed media
that understands your efforts to
prevent IAQ problems, and that
understands the basics of IAQ in
schools, can be an asset instead of a
liability during an IAQ crisis.
The following five objectives are
important in assuring good communi-
cation between you and the school
occupants:
1. provide accurate information
about factors that are affecting
IAQ
2. clarify the responsibilities and
activities of the IAQ Coordinator
3. clarify the responsibilities and
activities of each occupant
4. notify occupants and parents of
planned activities that may affect
IAQ
5. employ good listening skills
The Action Packets, forms, and
information contained in this Kit will
assist you in accomplishing the first
three objectives. In addition, refer to
the list of communication principles
on the next page.
The level of communication is often
dependent on the severity of the
indoor air quality complaint. If the
complaint can be resolved quickly and
involves a small number of people
(e.g., an annoying but harmless odor
from an easily identified source),
communication can be handled
matter-of-factly like other minor
problems without risking confusion
and bad feeling among school occu-
pants. Communication becomes a
more critical issue when there are
delays in identifying and resolving
the problem and when serious health
concerns are involved.
The fourth objective deals with
informing occupants and parents
before the start of significant planned
activities that produce odors or
contaminants. If occupants and
parents are uninformed, they may
become concerned about unknown air
contaminants, such as strange odors
or excessive levels of dust, and
register an IAQ complaint. Examples
of planned activities include pest
control, painting, roofing, and new
flooring. Notification of planned
activities can also prevent problems
from arising with students and staff
with special needs. For example, an
asthmatic student may wish to avoid
certain areas within a school, or use
alternative classrooms, during times
when a major renovation project will
produce higher levels of dust. A
sample notification letter is provided
in the model painting policy in
Appendix D.
Finally, effective communication also
involves effective listening. Listening
may provide information that helps
prevent problems, and it may help
defuse negative reactions by occu-
pants if indoor air problems should
occur.
If a tense atmosphere exists
due to concerns about current
IAQ problems, please refer also
to Section 13, "Communica-
tion When Problem-Solving."
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Once trust and credibility
are lost they are almost
impossible to regain.
Communication Principles
• Be honest, frank, and open. Once
trust and credibility are lost, they
are almost impossible to regain. If
you don't know an answer or are
uncertain, say so. Admit mistakes.
Get back to people with answers.
Discuss data uncertainties,
strengths, and weaknesses.
• Respect your audience. If people
are sufficiently motivated, they are
quite capable of understanding
complex information. However,
they may not agree with you.
Furthermore, no matter how well
you communicate, some people will
not be satisfied.
• Avoid technical language and
jargon. Minimize and fully explain
any necessary technical language.
Use concrete images that communi-
cate on a personal level. People in
the community are often more
concerned about such issues as
credibility, competence, fairness,
and compassion than about statistics
and details.
• Employ your best listening skills.
Take time to find out what people
are thinking, rather than assuming
that you already know.
• Different audiences require
different communication strate-
gies. Use mass media for providing
information, and interpersonal
techniques for changing attitudes.
• Involve school employees. An
informed staff is likely to be a
supportive staff.
• Involve parents. Inform parents
about what is being done and why,
as well as what will happen if
problems are detected.
Involve the school board. Encourage
board members to observe the process
(e.g., taking a walkthrough of the
school with the IAQ Coordinator).
Emphasize action. Always try to
include a discussion of actions that
are underway or that can be taken.
Encourage feedback. Accentuate
the positive, and learn from your
mistakes.
The goal is an informed public.
Strive to produce a public that is
involved, interested, reasonable,
thoughtful, solution-oriented, and
collaborative.
Be prepared for questions. Provide
background material on complex
issues. Avoid public conflicts or
disagreements between credible
sources.
Be responsive. Acknowledge the
emotions that people express and
respond in words and actions. When
in doubt, lean toward sharing more
information, not less, or people may
think you are hiding something.
Combat rumors -with facts. For
example, set up a chalkboard in the
teachers' lounge for recording what is
heard. Record rumors as they arise,
and add responses. Then pass out
copies to the staff.
Tell people -what you can and cannot
do. Promise only what you can do
and do what you promise.
Work -with the media. Be accessible
to reporters and respect deadlines.
Try to establish long-term relation-
ships of trust with specific editors
and reporters. Remember that the
media are frequently more interested
in politics than in science, more
interested in simplicity than complex-
ity, more interested in danger than
safety.
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Resolving IAQ Problems
esolving indoor air quality (IAQ)
problems involves diagnosing the
cause, applying practical actions that
either reduce emissions from pollutant
sources or remove pollutants from the
air (e.g., increasing ventilation or air
cleaning), or both. Causes for prob-
lems with sources can stem from
improper material selection or applica-
tion, from allowing conditions that can
increase biological contamination and
dust accumulation, or from source
location. Causes for problems with
ventilation stem from improper design,
installation, operation, or maintenance
of the ventilation system.
This Kit provides guidance for most
IAQ problems found in schools, and
does not require that pollutant measure-
ments be performed and analyzed. It is
important to take reported IAQ prob-
lems seriously and respond quickly
because:
• IAQ problems can be a serious
health threat and can cause acute
discomfort (irritation) or asthma
attacks
• Addressing an IAQ problem
promptly is good policy. Parents are
sensitive to unnecessary delays in
resolving problems that affect their
children. Staff have enough burdens
without experiencing frustration
over unresolved problems, and
unaddressed problems invariably
lead to greater complaints
• Diagnosing a problem is easier
immediately after the complaint(s)
has been received. The source of the
problem may be intermittent and the
symptoms may come and go. Also,
the complainant's memory of events
is best immediately after the
problem occurs.
In some cases, people may believe that
they are being adversely affected by
the indoor air, but the basis for their
perception may be some other form of
stressor not directly related to indoor
air quality. Section 12 discusses some
of these stressors such as glare, noise,
and psychosocial factors.
Is This an Emergency?
The first decision that must be made in
dealing with an IAQ problem is
whether the problem requires an
emergency response. Most IAQ
problems can be diagnosed and
resolved on a short-term, and in some
cases even a long-term, basis. But some
IAQ incidents require immediate
response — high carbon monoxide
levels or certain toxic chemical spills
will require evacuation of all affected
areas in the school, and biological
contaminants such as Legionella may
require a similar response. In recent
years, large outbreaks of influenza
have caused entire schools and districts
IAQ Problem Identified
Does Problem Threaten Life or Safety?
YES
Evacuate Affected Areas
Notification and Communication
(Section 13)
-------
For most problems,
a team of in-house
staff can be pulled
together to solve a
problem.
to temporarily cease operation. Some
schools and districts may already have
established policies on what constitutes
a life and safety emergency. Local and
State health departments can also be
helpful in defining life and safety
threatening emergencies.
If this is an emergency situation, in
addition to immediate action to protect
life and health, it is vital that the school
administration, parents of students, and
appropriate authorities be notified of
the situation in a carefully coordinated
manner. You must also be prepared to
quickly and properly deal with ques-
tions from local media. Review the
guidance in Section 13, Communica-
tion When Problem-Solving, to assist in
managing the issues of notification and
communication.
Who Will Solve the Problem?
For most problems, a team of in-house
staff, with an appropriate range of
skills, can be pulled together to solve a
problem. The use of in-house staff
builds IAQ knowledge and skills that
will be helpful in minimizing and
resolving future problems. The Action
Packets can teach these skills for
typical IAQ problems found in
schools. On the other hand, unique or
complex IAQ problems may best be
handled by professionals who have
specialized knowledge, experience,
and equipment. Your knowledge of
your staffs capabilities will help in
deciding whether in-house personnel
or outside professionals should be
used in responding to the specific IAQ
problem.
Regardless of whether it is in-house
staff or outside assistance that diag-
noses and solves the problem, the IAQ
Coordinator remains responsible for
managing the problem-solving process,
and for communicating as needed with
all appropriate parties during the
process. If an IAQ Coordinator has not
been appointed already, please refer to
Section 3, Role and Functions of the
IAQ Coordinator.
-------
Diagnosing IAQ Problems
he goal of diagnosing an IAQ
problem is to discover the cause of the
problem so that an appropriate solution
can be implemented. Often, more than
one problem will be present, requiring
more than one solution. This section
presents the Problem-Solving Checklist
and the IAQ Problem-Solving Wheel
for diagnosing and solving problems.
For best results, it is also important to
have good background knowledge of
the basics of IAQ as outlined in
Sections 2 and 5.
The IAQ diagnostic process begins
when a complaint is registered or an
IAQ problem is identified. Many
problems can be simple to diagnose,
requiring a basic knowledge of IAQ
and some common sense. If the cause
(or causes) of the IAQ problem has
already been identified, proceed to the
solution phase outlined in Section 12.
Not all occupant complaints about
indoor air quality are caused by poor
indoor air. Other factors such as noise,
lighting, and job-, family-, or peer-
related psychosocial stressors can — -
individually and in combination —
contribute to a perception that the
indoor air quality is poor.
How to Diagnose Problems
The Problem-Solving Checklist and the
IAQ Problem-Solving Wheel are your
primary tools for solving problems, and
will help simplify the process. They
serve to lead the investigation in the
right direction and offer suggestions
for other areas to evaluate.
Start with the Problem-Solving Check-
list, and enlist the assistance of school
staff to answer questions or perform
activities posed by the Checklist and
the Wheel. Consider that pollutant
sources and the ventilation system
may act in combination to create an
IAQ problem.
If the investigation identifies a potential
problem (e.g., you find a blocked vent),
remedy the situation to see if the symp-
toms stop. You may find problems
unrelated to the symptoms or a number
of potential causes. Resolve as many
problems as is feasible and make note
of any problems that you intend to fix
later.
Once the likely cause of the IAQ
problem is identified, or if the solution
is readily apparent, refer to Section 12,
Solving IAQ Problems, for information
on courses of action.
Spatial and liming Patterns
As a first step, use the spatial pattern
(locations) of complaints to try to
define the complaint area. School
locations where symptoms or discom-
fort occur define the rooms or zones
that should be given particular atten-
tion during the investigation. However,
the complaint area may need to be
revised as the investigation progresses.
Pollutant pathways can cause com-
plaints in parts of the school that are
far removed from the source of the
problems. See the Spatial Patterns
table on the next page.
After a location or group of locations
have been defined, look for patterns in
the timing of complaints. The timing of
symptoms and complaints can indicate
potential causes for the complaints and
provide directions for further investiga-
tion. Review the data for cyclic
patterns of symptoms (e.g., worst
during periods of minimum ventilation
or when specific sources are most
active) that may be related to HVAC
system operation or to other activities
in and around the school. See the
Timing Patterns table on the next page.
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Spatial Patterns of Complaints Suggestions
Widespread, no apparent spatial pattern
Check ventilation and temperature control for entire building
Check outdoor air quality
Review sources that are spread throughout the building (e.g., cleaning materials or
microbiological growth inside the ventilation system)
Check for distribution of a source to multiple locations through the ventilation system
Consider explanations other than air contaminants
Localized {e.g., affecting individual rooms,
zones, or air handling systems)
Check ventilation and temperature control within the complaint area
Check outdoor air quality
Review pollutant sources affecting the complaint area
Check local HVAC system components that may be acting as sources or distributors
of pollutants
Individual(s)
Check for drafts, radiant heat (gain or loss), and other localized temperature control or
ventilation problems near the affected individual(s)
Consider that common background sources may affect only susceptible individuals
Consider the possibility that individual complaints may have different causes that are
not necessarily related to the building (particularly if the symptoms differ among
the individuals)
Timing Patterns of Complaints Suggestions
Symptoms begin and/or are worst at the start
of the occupied period
Review HVAC operating cycles. Pollutants from building materials, or from the HVAC
system itself, may build up during unoccupied periods
Symptoms worsen over course of
occupied period
Consider that ventilation may not be adequate to handle routine activities or equipment
operation within the building, or that temperature is not properly controlled
Intermittent symptoms
Look for daily, weekly, or seasonal cycles or weather-related patterns, and check linkage
to other events in and around the school
Single event of symptoms
Consider spills, other unrepeated events as sources
Symptoms relieved on leaving the school,
either immediately, overnight, or (in some
cases) after extended periods away from
the building
Consider that the problem may be building-associated, though not necessarily due to air
quality. Other stressors (e.g., lighting, noise) may be involved
Symptoms never relieved, even after
extended absence from school
(e.g., vacations)
Consider that the problem may not be building-related
-------
Solving SAG Problems
he purpose of this section is to
provide an understanding of basic
principles in solving IAQ problems.
This guidance can be helpful in
selecting a mitigation strategy, and in
evaluating the practicality and effec-
tiveness of proposals from in-house
staffer outside professionals.
Developing Solutions
Selection of a solution is based on the
data gathered during diagnostics
(Section 11). The diagnostics may have
determined that the problem was either
a real or a perceived IAQ problem, or
combination of multiple problems. For
each problem that the diagnostics
identify, develop a solution using the
basic control strategies described
below.
There are six basic control methods for
lowering concentrations of indoor air
pollutants. Often only a slight shift in
emphasis or action using these control
methods is needed to more effectively
control indoor air quality. Specific
applications of these basic control
strategies can be found in each team
member's Checklist.
Source Management includes source
removal, source substitution, and
source encapsulation. Source manage-
ment is the most effective control
method when it can be practically
applied.
• Source removal is very effective.
However, policies and actions that
keep potential pollutants from
entering the school are even better
at preventing IAQ problems. Other
examples of source removal
include, not allowing buses to idle
near outdoor air intakes, not placing
garbage in rooms where HVAC
equipment is located, and banning
smoking within the school.
• Source substitution includes actions
such as selecting a less toxic art
material or interior paint than the
products which are currently in use.
• Source encapsulation involves
placing a barrier around the source
so that it releases fewer pollutants
into the indoor air.
Local Exhaust is very effective in
removing point sources of pollutants
before they can disperse into the indoor
air by exhausting the contaminated air
outside. Well known examples where
local exhaust is used include restrooms
and kitchens. Other examples include
science labs and housekeeping storage
rooms, printing and duplicating rooms,
and vocational/industrial areas such as
welding booths.
Ventilation through use of cleaner
(outdoor) air to dilute the polluted
(indoor) air that people are breathing is
often a solution. The ventilation
system, when properly designed,
operated, and maintained, will auto-
matically take care of "normal"
amounts of air pollutants. For emer-
gency situations, such as quick removal
of toxic fumes, increased ventilation
can be useful, but when considering
long-term operating costs, employing
"dilution as the solution" is best applied
after attempts have been made to
reduce the source of the pollutant.
Exposure Control includes adjusting
the time, amount, and location of use
to reduce exposure.
• Time of use. Try not to use a
pollutant source when the school is
occupied. For example, strip and
wax floors on Friday after school is
dismissed, so that the floor products
have a chance to off-gas over the
weekend, reducing the level of
-------
If people are provided
information...they can
act to reduce their
personal exposure.
pollutants in the air when the school
is reoccupied on Monday.
• Amount of use. If less of an air
polluting source can be used, then
less of it will end up in the air.
• Location of use. Move the polluting
source as far as possible from
occupants, or relocate susceptible
occupants.
Air Cleaning primarily involves the
filtration of particulates from the air
as it passes through the HVAC equip-
ment. Gaseous pollutants can also be
removed, but these removal systems
must be engineered on a case-by-case
basis.
Education of school occupants
regarding IAQ is critical. If people are
provided information about the sources
and effects of pollutants in their control,
and about the proper operation of the
ventilation system, they can act to
reduce their personal exposure.
Some solutions, such as major ventila-
tion modification, may not be practi-
cally implemented due to lack of
resources, or due to the need for long
periods of non-occupancy so that the
work can be safely completed. Em-
ploy temporary measures to ensure
good IAQ in the meantime.
Solutions for Other Complaints
Specific lighting deficiencies or
localized sources of noise or vibration
can sometimes be readily identified,
and remedial action may be fairly
straightforward, such as having more
or fewer lights, making adjustments
for glare, and relocating, replacing, or
acoustically insulating a noise or
vibration source. Similarly, some
causes of ergonomic or psychosocial
stress may be apparent even to an
untrained observer.
In other cases, where problems may be
more subtle or solutions more complex
(such as psychogenic illnesses), enlist
the services of a qualified professional.
Remedial actions for lighting, noise,
and vibration problems might range
from modifications of equipment or
furnishings to renovation of the
building. Ergonomic deficiencies may
require furniture or equipment changes
or different work practices. The
solution to psychosocial problems for
school staff may involve new manage-
ment practices, job redesign, or resolu-
tion of underlying labor-management
problems.
Evaluating Solutions
To help ensure a successful solution,
mitigation efforts should be evaluated
at the planning stage by considering
the following criteria:
• permanence
• durability
• operating principle
• installation & operating cost
• control capacity
• ability to institutionalize the
solution
• conformity with codes
Permanence. Mitigation efforts'that
create permanent solutions to indoor
air problems are clearly superior to
those that provide temporary solutions,
unless the problems are also tempo-
rary. Opening windows or running air
handlers on full outdoor air may be
suitable mitigation strategies for a
temporary problem such as off-gassing
of volatile compounds from new
furnishings, but are not acceptable
permanent solutions due to increased
costs for energy and maintenance. A
permanent solution to microbiological
-------
contamination involves not only
cleaning and disinfection, but also
moisture control to prevent regrowth.
Durability. IAQ solutions that are
durable are more attractive than
approaches that require frequent
maintenance or specialized skills. New
items of equipment should be quiet,
energy-efficient, and durable.
Operating Principle. The most eco-
nomical and successful solutions to
IAQ problems are those in which the
operating principle of the correction
strategy makes sense and is suited to
the problem. If a specific point source
of contaminants has been identified,
treatment at the source by removal,
sealing, or local exhaust is almost
always a more appropriate correction
strategy than dilution of the contami-
nant by increased general ventilation.
If the IAQ problem is caused by the
introduction of outdoor air that
contains contaminants, then increasing
the outdoor air supply will only make
the situation worse, unless the outdoor
air being supplied is cleaned.
Installation and Operating Costs. The
approach with the lowest initial cost
may not be the least expensive over
the long run. Long-term economic
considerations include: energy costs
for equipment operation, increased
staff time for maintenance, differential
cost of alternative materials and
supplies, and higher hourly rates if
odor-producing activities such as
cleaning must be scheduled for
unoccupied periods.
Control Capacity. It is important to
select a solution whose size and scope
fits the problem. If odors from a
special use area such as a kitchen are
causing complaints in nearby class-
rooms, increasing the ventilation rate
in the classrooms may not be success-
ful. If mechanical equipment is needed
to correct the IAQ problem, it must be
powerful enough to accomplish the
task. For example, a local exhaust
system should be strong enough and
close enough to the source so that
none of the contaminant moves into
other portions of the building.
Ability to Institutionalize the Solution.
A solution will be most successful
when it is institutionalized as part of
normal building operations. Solutions
that do not require exotic equipment are
more likely to be successful in the long
run than approaches that involve
unfamiliar concepts or delicately
maintained systems. If maintenance or
housekeeping procedures or supplies
must change as part of the solution, it
may be necessary to provide additional
training, new inspection checklists, or
modified purchasing guidelines.
Operating and maintenance schedules
for heating, cooling, and ventilation
equipment may also need modification.
Conformity With Codes. Any modifica-
tion to building components or me-
chanical systems should be designed
and installed in conformance with
applicable fire, electrical, and other
building codes.
Evaluating the Effectiveness of Your
Solution
Two kinds of indicators can be used to
evaluate the success of an effort to
correct an indoor air problem:
• reduced complaints
• measurement of the properties of
the indoor air
Reduction or elimination of complaints
appears to be a clear indication of
success, but that is not necessarily the
A solution will be most
successful when it is
institutionalized as
part of normal
building operations.
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Ongoing complaints
may indicate that there
were multiple 1AQ
problems and that
one or more problems
are still unresolved.
case. Occupants who realize that their
concerns are being heard may tempo-
rarily stop reporting discomfort or
health symptoms, even if the actual
cause of their complaints has not been
corrected. On the other hand, lingering
complaints may continue after success-
ful mitigation if people have become
upset over the handling of the problem.
A smaller number of ongoing com-
plaints may indicate that there were
multiple IAQ problems and that one or
more problems are still unresolved.
Measurements of airflows, ventilation
rates, and air distribution patterns can
be used to assess the results of control
efforts. Airflow measurements taken
during the building investigation can
identify areas with poor ventilation;
later they can be used to evaluate
attempts to improve the ventilation rate,
distribution, or direction of flow.
Studying air distribution patterns will
show whether a mitigation strategy has
successfully prevented a pollutant from
being transported by airflow. While in
some cases the measurement of
pollutant levels can be used as a means
of determining whether indoor air
quality has improved, in many cases
this may be difficult and/or prohibi-
tively expensive. Concentrations of
indoor air pollutants typically vary
greatly over time; further, the specific
contaminant measured may not be
causing the problem. Measurement of a
specific pollutant by a professional is
appropriate if the problem was limited
to that pollutant. For further informa-
tion on IAQ measurements, see
Appendix C.
Persistent Problems
Even the best-planned investigations
and mitigation actions may not produce
a resolution to the problem. You may
have made a careful investigation,
found one or more apparent causes for
the problem, and implemented a
control system. Nonetheless, your
correction strategy may not have
caused a noticeable reduction in the
concentration of the contaminant or
improvement in ventilation rates or
efficiency. Worse, the complaints may
persist even though you have been
successful at improving ventilation and
controlling all of the contaminants you
could identify. When you have pursued
source control options and have
increased ventilation rates and effi-
ciency to the limits of your expertise,
you must decide how important it is to
pursue the problem further.
If you have made several unsuccessful
efforts to control a problem, then it
may be advisable to seek outside
assistance. The problem may be fairly
complex, and it may occur only
intermittently or cross the borders that
divide traditional fields of knowledge.
It is even possible that poor indoor air
quality is not the actual cause of the
complaints. Bringing in a new perspec-
tive at this point can be very effective.
Appendix A provides guidance on
hiring professional indoor air quality
assistance.
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Communication When Problem-Solving
I hen a major, and sometimes even
minor, IAQ problem occurs, you can be
assured that the school community will
learn about it quickly. Without open
communication, any IAQ problem can
become complicated by anxiety,
frustration, and distrust. These compli-
cations can increase both the time and
money needed to resolve the problem.
Immediate communication is vital, and
is easiest if a few strategic steps are
taken before an IAQ problem arises.
First, ensure that a spokesperson is
ready by having a "working understand-
ing of the communication guidance
found in this section and Section 9,
and a background knowledge of IAQ
as outlined in Sections 2 and 5. This
person should also have complete
access to information as the investiga-
tion progresses. Because of these
qualifications, the IAQ Coordinator
may be a good choice for spokesperson.
Second, establish a plan for how you
will communicate to the school
community. The school community
includes all occupants of the school,
parents, the school district administra-
tion and school board, and the local
news media.
Paying attention to communication
when solving a problem helps to
ensure the support and cooperation of
school occupants as the problem is
investigated and resolved. The basic,
yet important, messages to convey are:
• school administration believes it is
important to provide a healthy and
safe school
• good IAQ is an essential component
of a healthful indoor environment
• complaints about IAQ are taken
seriously
When a problem arises, communica-
tion should begin immediately. You
should not wait until an investigation
is nearly completed, or until final data
are available, before providing some
basic elements of information. Com-
munications, whether in conversations
or in writing, should include the
following elements in a factual and
concise manner:
• the general nature of the problem, if
it is known, the types of complaints
which have been received, and the
locations which are affected
• the administration's policy in regard
to providing a healthy and safe
environment
• what has been done to date to
address the problems or complaints,
including the types of information
that are being gathered
• what is currently being done,
including factors that have been
evaluated and found not to be
causing or contributing to the
problem
• how the school community can help
• attempts that are being made to
improve IAQ
• work that remains to be done and
the expected schedule for its
completion
• the name and telephone number of
the IAQ Coordinator, who can be
contacted for further information or
to register complaints
Productive relations will be enhanced
if the school community is given basic
progress reports during the process of
diagnosing and solving problems. It is
advisable to explain the nature of
-------
investigative activities, so that rumors
and suspicions can be countered with
factual information. Notices or memo-
randa can be posted in general use areas
and delivered directly to parents, the
school board, and other interested
constituents of the school community.
Newsletter articles or other established
communication channels can also be
used to keep the school community up-
to-date.
Problems can arise from saying either
too little or too much. Premature
release of information when data-
gathering is still incomplete can
produce confusion, frustration, and
mistrust at a later date. Similar
problems can result from incorrect
representation of risk — improperly
assuming the worst case, or the best.
However, if even simple progress
reports are not given, people will think
that either nothing is being done, or
that something terrible is happening.
Even after the proper mitigation
strategy is in place, it may take days or
weeks for contaminants to dissipate
and symptoms to disappear. If building
occupants are informed that their
symptoms may persist for some time
after solving the problem, the inability
to bring instant relief is less likely to
be seen as a failure.
Remember to communicate as the final
step in problem-solving — although
you may know that the problem has
been solved, the school community
may not know, so be sure to provide a
summary status report.
Before Problem I During Problem
Select &
Prepare
Spokesperson
Develop
Notification
Strategy
Communicate
Immediately
Provide
Progress
Report
Provide
Summary
Status Report
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Hiring Professional Assistance
tCj ome IAQ problems are simple to
resolve when school personnel under-
stand the building investigation process.
Many potential problems will be
prevented if staff and students do their
part to maintain good indoor air quality.
However, a time may come when
outside assistance is needed. For
example, professional help might be
necessary or desirable in the following
situations:
• If you suspect that you have a
serious building-related illness
potentially linked to biological
contamination in your building,
mistakes or delays could have
serious consequences (e.g., health
hazards, liability exposure, regula-
tory sanctions). Contact your local
or State Health Department.
• Testing for a public health hazard
(such as asbestos, lead, or radon)
has identified a problem that
requires a prompt response.
• The school administration believes
that an independent investigation
would be better received or more
effectively documented than an in-
house investigation.
• Investigation and mitigation efforts
by school staff have not relieved an
IAQ problem.
• Preliminary findings by staff suggest
the need for measurements that
require specialized equipment and
skills that are not available in-house.
Hiring Professional Help:
As you prepare to hire professional
services for a building investigation,
be aware that indoor air quality is a
developing area of knowledge. Most
individuals working in IAQ received
their primary training in other disci-
plines. It is important to define the
scope of work clearly and discuss any
potential consultant's proposed
approach to the investigation, includ-
ing plans for coordinating efforts
among team members. The school's
representatives must exercise vigilance
in overseeing diagnostic activities and
corrective action. Performance specifi-
cations can help to ensure the desired
results. Sample performance specifica-
tion language is italicized.
Other than for lead and asbestos
remediation, there are no Federal
regulations covering professional
services in the general field of indoor
air quality, although some disciplines
(e.g., engineers, industrial hygienists)
whose practitioners work with IAQ
problems have licensing and certifica-
tion requirements. Individuals and
groups that offer services in this
evolving field should be questioned
closely about their related experience
and their proposed approach to your
problem. In addition, request and
contact references.
Local, State, or Federal government
agencies (e.g., education, health, or air
pollution agencies) may be able to
provide expert assistance or direction
in solving IAQ problems. If available
government agencies do not have
personnel with the appropriate skills to
assist in solving your IAQ problem,
they may be able to direct you to firms
in your area with experience in indoor
air quality work. You may also be able
to locate potential consultants by
looking in the yellow pages (e.g.,
under "Engineers," "Environmental
Services," "Laboratories — Testing," or
"Industrial Hygienists"), or by asking
other schools for referrals. Often, a
multi-disciplinary team of profession-
als is needed to investigate and resolve
an IAQ problem. The skills of HVAC
-------
engineers and industrial hygienists
are typically useful for this type of
investigation. Input from other
disciplines such as chemistry,
architecture, microbiology, or
medicine may also be important.
If problems other than indoor air
quality are involved, experts in
lighting, acoustic design, interior
design, psychology, or other fields
may be helpful in resolving occu-
pant complaints about the indoor
environment.
Evaluating Potential Consultants
As with any hiring process, the
better you know your own needs,
the easier it will be to select indi-
viduals or firms to service those
needs. The more clearly you can
define the project scope, the more
likely you are to achieve the desired
result without paying for unneces-
sary services. An investigation
strategy based on evaluating
building performance, can be used to
solve a problem without necessarily
identifying a particular chemical
compound as the cause. The idea of
testing the air to learn whether it is
"safe" or "unsafe" is very appealing.
However, most existing standards
for airborne pollutants were devel-
oped for industrial settings, where
the majority of occupants are usually
healthy adult men. Some state
regulations call for the involvement
of a professional engineer for any
modifications or additions to a
school HVAC system. Whether or
not this is legally mandated for your
school, the professional engineer's
knowledge of air handling, condi-
tioning and sequencing strategies
will help to design ventilation
system modifications without
creating other problems. In some
situations, proper engineering can
save energy while improving indoor
air quality. An example of this might
be the redesign of outside air
handling strategies to improve the
performance of an economizer
cycle.
These guidelines may be of assis-
tance in evaluating potential
consultants:
1« Competent professionals will
ask questions about your
situation to see whether they
can offer services that will
assist you.
The causes and potential
remedies for indoor air quality
problems vary greatly. A firm
needs at least a preliminary
understanding of the facts about
what is going on in your
building to evaluate if it can
offer the professional skills
necessary to address your
concerns and to make effective
use of its personnel from the
outset.
2. Consultants should be able to
describe how they expect to
form and test explanations for
and solutions to the problem.
Discuss the proposed approach
to the building investigation. It
may involve moving suspected
contaminant sources or manipu-
lating HVAC controls to
simulate conditions at the time
of complaints or to test possible
corrective actions. Poorly
designed studies may lead to
conclusions that are either "false
negative" (i.e., falsely conclud-
ing that there is no problem) or
"false positive" (i.e., falsely
concluding that a specific
condition caused the com-
plaint).
Some consultants may produce
an inventory of problems in the
building without determining
which, if any, of those problems
caused the original complaint. If
investigators discover LAQ
problems unrelated to the
concern that prompted the
evaluation, those problems
should be noted and reported.
However, it is important that the
original complaint is resolved.
3. Decisions to make IAQ mea-
surements should be well-
justified.
A decision to obtain IAQ-
related measurements should
follow logically from other
investigative activities. Before
starting to take measurements,
investigators need a clear
understanding of how the results
will be used. Without this
understanding, it is impossible
to plan appropriate sampling
locations and times, instrumen-
tation, and analysis procedures.
Non-routine measurements
[such as relatively expensive
sampling for volatile organic
compounds (VOCs)] should not
be conducted without site-
specific justification.
Concentrations low enough to
comply with industrial occupa-
tional standards could still be
harmful to children, or other
school occupants. Also,
industrial IAQ problems tend to
arise from high levels of
individual chemical compounds,
so standards set limits for
individual contaminants or
-------
contaminant classes. Exposure
standards of this type are rarely
exceeded in schools. Instead,
IAQ investigators often find a
large number of potential
sources contributing low levels
of many contaminants to the air.
4. A qualified IAQ investigator
should have appropriate
experience, demonstrate a
broad understanding of indoor
air quality problems and the
conditions that can lead to them
(e.g.., the relationship between
IAQ and the building structure,
mechanical systems, sources,
and human activities), and use a
phased diagnostic approach.
Have the firm identify the
personnel who would be
responsible for your case, their
specific experience, and related
qualifications. Contract only for
the services of those individuals,
or require approval for substitu-
tions. When hiring an engineer,
look for someone with the
equipment and expertise to carry
out a ventilation system assess-
ment, and with a strong back-
ground of field experience.
Some engineers rarely get out of
the office.
5. In the proposal and the inter-
view, a prospective consultant
should present a clear, detailed
picture of the proposed services
and work products, including
the following information:
• the basic goal(s), methodology,
and sequence of the investigation,
the information to be obtained,
and the process of hypothesis
development and testing, includ-
ing criteria for decision-making
about further data-gathering.
• any elements of the work that
will require a time commitment
from school staff, including
information to be collected by the
school.
• the schedule, cost, and work
product(s), such as a written
report, specifications, and plans
for mitigation work; supervision
of mitigation work; and training
program for school staff.
• additional tasks (and costs) that
may be part of solving the IAQ
problem but are outside the scope
of the contract. Examples include:
medical examination of complain-
ants, laboratory fees, and
contractor's fees for mitigation
work.
• communication between the IAQ
professional and the client: How
often will the contractor discuss
the progress of the work with the
school? Who will be notified of
test results and other data? Will
communications be in writing, by
telephone, or face-to-face? Will
the consultant meet with students
and/or school staff to collect
information? Will the consultant
meet with staff, parent organiza-
tions, or others to discuss
findings, if requested to do so?
-• references from clients who have
received comparable services.
IAQ-Related Ventilation Modifica-
tions
The most important thing for the
school's representatives to remem-
ber is: Oversee the work and ask
questions that will help you assure
that the work is properly performed.
Specialized measurements of air
flows or pre- and post-mitigation
contaminant concentrations may be
needed to know whether the correc-
tive action is functioning properly.
Performance specifications can be
used as part of the contract package
to establish critical goals for system
design and operation. Performance
specifications can be used to force
contractors to demonstrate that they
have met those goals. At the same
time, performance specifications
should avoid dictating specific
design features such as duct sizes
and locations, thus leaving HVAC
system designers free to apply their
professional expertise. You may be
able to adapt appropriate sections of
the following sample performance
specifications for your school.
Performance Specifications
• The control system shall be
modified and the ventilation
system repaired and adjusted as
needed to provide outdoor air
ventilation during occupied
hours. The amount of outdoor
air ventilation shall meet
ASHRAE Standard 62-1989
minimum recommendations, or
shall be the maximum possible
-with the current air handling
equipment, but in no case shall
the minimum outdoor air ventila-
tion rate be less than the ventila-
tion guideline in effect at the time
the school was constructed.
• When designing the ventilation
system modifications, it is
important to ensure that:
1) increased outdoor air intake
rates do not negatively impact
occupant comfort, 2) heating
-------
coils do not freeze, and
3) the cooling system can handle
the increased enthalpy load. A
load analysis shall be performed
to determine if the existing
heating (or cooling) plant has
the capacity to meet the loads
imposed by the restored or
increased ventilation rates.
If the existing plant cannot meet
this load or, if for some other
reason, it is decided not to use the
existing heating system to condi-
tion outdoor air, then a heating
(or cooling) plant shall be designed
for tliat purpose. The proposal
shall include a life-cycle cost
analysis of energy conservation
options (e.g., economizer cooling,
heat recovery ventilation).
• All screens in outdoor air intakes
shall be inspected for proper
mesh size. Screens -with mesh
size smaller than 1/2 inch are
subject to clogging; if present,
they shall be removed and
replaced with larger-sized mesh
(not so large as to allow birds to
enter).
Demonstrating System
Performance
• The proper operation of control
sequence and outdoor air damper
operation shall be verified by
school personnel or the school's
agent after ventilation system
modifications and repairs have
been completed. This shall
include, but not be limited to:
observation of damper position
for differing settings of low limit
stats and room stats, measure-
ment of air pressure at room stats
and outdoor air damper actua-
tors, direct measurement of air
flow through outdoor air intakes,
and direct measurement of air
flows at exhaust grilles. The
contractor shall provide a -written
report documenting: 1) test
procedures used to evaluate
ventilation system performance,
2) test locations, 3) HVAC
operating conditions during
testing, and 4) findings.
Institutionalizing the Corrective
Action
• After the ventilation system
modifications are completed,
school facility operators shall be
provided with training and two
copies of a manual that docu-
ments the ventilation system
control strategy, operating
parameters, and maintenance
requirements.
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Codes and Regulations
Pollutant-Related Regulations
The Federal government has a long
history of regulating outdoor air
quality and the concentrations of
airborne contaminants in industrial
settings. In an industrial environment,
specific chemicals released by indus-
trial processes can be present in high
concentrations. It has been possible to
study the health effects of industrial
exposures and establish regulations to
limit those exposures.
Some States have established regula-
tions regarding specific pollutants in
schools, such as testing for radon and
lead.
Indoor air quality in schools, however,
presents a different problem. A large
variety of chemicals, used in class-
rooms, offices, kitchen and cleaning
applications, exist at levels that are
almost always lower than the concen-
trations found in industry. The indi-
vidual and combined effects of these
chemicals are very difficult to study,
and the people exposed include
pregnant women, children, and others
who may be more susceptible to health
problems than the adult males typically
present in regulated industrial settings.
There is still much to learn about the
effects of both acute (short-term) and
chronic (long-term) exposure to low
levels of multiple indoor air contami-
nants. At this time, there are few
Federal regulations for airborne
contaminants in non-industrial settings.
OSHA (the Occupational Safety and
Health Administration) is the Federal
agency responsible for workplace
safety and health. In the past, OSHA
focused primarily on industrial
worksites, but most recently has
broadened its efforts to address other
worksite hazards. In Spring 1994,
OSHA introduced a proposed rule
regarding IAQ in non-industrial
environments. School employees may
be able to obtain help (in the form of
training and information) from their
State OSHA on how to reduce their
exposure to potential air contaminants.
In States without OSHA organizations,
the regional U.S. OSHA contact may be
able to provide information or assis-
tance (see Resources, Appendix I).
Ventilation-Related Regulations
Ventilation is the other major influence
on indoor air quality that is subject to
regulation. The Federal government
does not regulate ventilation in non-
industrial settings. However, many
State and local governments do
regulate ventilation system capacity
through their building codes.
Building codes have been developed
to promote good construction practices
and prevent health and safety hazards.
Professional associations such as the
American Society of Heating, Refrig-
erating, and Air-Conditioning Engi-
neers (ASHRAE) and the National
Fire Protection Association (NFPA)
develop recommendations for appro-
priate building and equipment design
and installation (e.g., ASHRAE
Standard 62-1989, Ventilation for
Acceptable Indoor Air Quality). Those
recommendations acquire the force of
law when adopted by State or local
regulatory bodies. There is generally a
time lag between the adoption of new
standards by consensus organizations
such as ASHRAE and the incorpora-
tion of those new standards as code
requirements. Contact your local code
enforcement official, your State's
Education Department or a consulting
engineer to learn about the code
requirements that apply to your school.
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In general, building code requirements
are only enforceable during construc-
tion and renovation. When code
requirements change over time (as
code organizations adapt to new
information and technologies), build-
ings are usually not required to modify
their structure or operation to conform
to the new codes. Indeed, many
buildings do not operate in conform-
ance with current codes, or with the
codes they had to meet at the time of
construction. For example, the outdoor
air flows that ASHRAE's Standard 62
recommends for classrooms were
reduced from 30 cfrn/person to 10 cfm/
person in the 1930's, and reduced
again to 5 cfrn/person in 1973 in
response to higher heating fuel costs
resulting from the oil embargo. Con-
cern over indoor air quality stimulated
reconsideration of the standard, so that
its most recent version, Standard 62-
1989, calls for a minimum of 15 cfm/
person in classrooms. However, many
schools that reduced outdoor air flow
during the "energy crisis" continue to
operate at ventilation rates of 5 cfm/
person or less. This underventilation is
contrary to current engineering recom-
mendations, but, inmost jurisdictions,
it is not against the law.
-------
Basic Measurement Equipment
Um ° prevent or resolve indoor air
quality (IAQ) problems effectively and
efficiently, you must be able to make
four basic measurements relating to the
air within the school. Your school or
school district may already own some
or all of the equipment necessary to
make these measurements. If not, it is
important to buy or borrow that
equipment to accurately assess the IAQ
conditions in your school and ensure
that the ventilation equipment is
working properly (which can save the
school money in heating and cooling
bills), as well as improve IAQ. Check
with your EPA Regional office about
equipment availability.
There are four measurements that are
important to the activities in this Guide:
• Temperature
• Relative humidity
• Air movement
• Airflow volume
In addition, a CO2 monitor is useful for
indicating when outdoor air ventilation
may be inadequate (see the Ventilation
Checklist).
School management may be nervous
about spending money on measurement
equipment. This Guide does not
recommend sampling for pollutants,
which is difficult to interpret and can
require costly measurement equipment
and significant training and experience.
The activities described in this guid-
ance are likely to prevent or uncover
problems more effectively than pollut-
ant sampling. The four measurements
just listed do not require expensive
equipment or special training and are
straightforward to interpret. The
equipment to measure these four
factors is readily available.
If your school's budget does not allow
for purchase of some or all of the
equipment, try a cooperative approach:
• Combine resources with other
schools in the district or neighboring
schools
• Contact school organizations and
local government to inquire about
cooperative purchasing options
• Borrow equipment from another
school, district, a State or local
government, or an EPA Regional
office
Do not let lack of some equipment
prevent you from conducting the
majority of activities. Conduct all
recommended activities possible with
the equipment you have available. If
you cannot secure resources for
obtaining the recommended equipment,
prioritize your equipment purchases as
follows:
1.
2.
3.
Temperature, relative humidity,
and chemical smoke device for
indicating air movement
Airflow volume measuring devices
CO2 monitor
-------
-------
Developing Indoor Air Policies
j f there have been problems with
staff understanding verbal communica-
tion regarding specific activities that
affect indoor air quality (IAQ), or if
staff follow-through is a problem, a
written IAQ policy statement regarding
specific IAQ issues may help prevent
future problems.
An IAQ policy statement demonstrates
a strong commitment by the school
administration to address the health
and comfort of staff and students, as
well as the environmental quality in
the school. In addition, an IAQ policy
sets an overall direction for efforts to
prevent and correct IAQ problems.
General issues which may require
policies include, but are not limited to:
painting; smoking; renovations and
repairs; pest management; ventilation
system operation; school supply and
purchasing; food or pets in the class-
room; and disinfectants.
This appendix presents general
considerations related to developing an
IAQ policy. In addition, it presents
three sample IAQ policies targeted to
specific indoor pollutant sources. The
first sample is a policy on integrated
pest management (D?M) developed by
EPA. The second sample is a memo on
painting, and includes an information
letter to parents. The final sample is a
nonsmoking policy, including a sample
letter to staff. The nonsmoking policy
was developed based on a review of
model policies from the American
Cancer Society, the American Lung
Association, and sample policies from
various companies and organizations.
The samples presented are only
intended as guides, and may be
modified in any way to meet the site-
specific needs and intent of individual
schools.
General Considerations
An IAQ policy could include the
following components:
• a statement indicating that the
school administration is concerned
about IAQ and the health, safety,
and comfort of staff and students
• a statement indicating that the
school administration is committed
to preventing and correcting IAQ
problems
• authorization of an IAQ Coordina-
tor for each school or district and
delegation of authorities to the IAQ
Coordinator
• guidance on appropriate steps for
maintaining good IAQ (see specific
activities in the various IAQ Check-
lists for ideas)
• guidance on appropriate actions for
correcting IAQ problems
• reporting requirements
Developing an IAQ policy should be
an open process. A health and safety
committee is a good forum for devel-
oping consensus recommendations. In
the absence of an existing committee,
consider establishing an ad hoc
committee including administrators,
teachers, support personnel, school
health officers, maintenance personnel,
physicians and community leaders.
Interested parents may also wish to
serve on this committee.
-------
Sample School Pest Management Policy Statement
BeoonHteeping ^^t*«~*gZ£~—.^ta<»
locators of pest POP* ^ ^ents*
-------
Pests
-------
Excerpts from a Painting Memo
sactofflSk"— desisted repreSct^dcilSCu«^cated
reserves ttiensttidejvts Triep ^nleted. T^5
r.nseaViaza1010 • ft lunch !S conv ,
j.ss
Source: "Indoor Air Quality Management Program," Anne Arundel County Public Schools, Maryland
-------
Sample Parental Notification Letter for School Painting
Name
Address
^ State, Zipcbcfc
SearPare;
'•nts:
ss=^S==gSr£.
Pr°Jectjs Dieted to
•^ncerely.,
ftin
cipaJ
Source: "Indoor Air Quality Management Program," Anne Arundel County Public Schools, Maryland
-------
Nonsmoking Policies
This section includes a sample
announcement policy and sample
nonsmoking memo. The announce-
ment letter should address the six
main issues covered by the school's
nonsmoking policy:
• Explicitly state where smoking is
prohibited and permitted (if
permitted at all).
• Define individuals who are
covered by the policy.
• Clarify exactly what constitutes
smoking.
• Outline the stages and dates of
policy implementation.
• State the enforcement procedures
taken when the policy is violated.
* Identify the appropriate contact
for questions and concerns.
The sample policy is intended to
provide a framework for developing
a nonsmoking policy and highlights
issues of particular importance for
both large and small schools. The
level of detail and specificity of any
policy will depend on the type of
school, the actions to be taken, and
the level of guidance required to
effectively communicate the policy
to all affected individuals. A simple,
clear-cut policy, for example, will
require few specifics and will be
easily enforced as well.
The nonsmoking policy should be
placed in the personnel manual,
employee handbook, school by-
laws, or another location that will
facilitate the distribution of this
information to all affected individu-
als. There are five main issues that
should be addressed by the policy:
• Why the school is pursuing such
a policy.
• What is considered smoking.
• Where and/or when smoking is
and is not permitted.
• The procedures for voicing
concerns and resolving conflicts.
• The enforcement procedures
supporting the implementation of
the policy.
The policy may also include infor-
mation on smoking cessation or
other staff education programs being
offered or covered by the school.
Following is a sample nonsmoking
policy that eliminates smoking
indoors. If separately ventilated
designated smoking rooms are being
provided, this policy can be easily
revised by omitting the step about
eliminating smoking within the
school building. Add more specifics
regarding the exact locations where
smoking is prohibited and permitted,
as well as additional enforcement
procedures for potential and re-
peated infractions.
For additional information on
second-hand smoke, see
Appendix F.
-------
Sample Nonsmoking Policy
""•** ^solution —".see Appen(fe
lEgss?^^^,
Ural reminder °
Probation
Source: "Indoor Air Quality Management Program," Anne Arundel County Public Schools, Maryland
-------
Sample Nonsmoking Announcement Memo
To.A«Poresa«Sc^ffi
rooms ,f d^SSd^suchas^nthep This
.. . *,.ir«>n several s>^f (month].
-------
Typical Indoor Air Pollutants
I he following four pages present
information about several indoor air
pollutants common to schools, in a
format that allows for easy comparison.
The pollutants presented include:
• Biological contaminants (mold, dust
mites, pet dander, pollen, etc.)
• Carbon dioxide
• Carbon monoxide
• Dust
• Lead
• Nitrogen oxides
• Other volatile organic compounds
(formaldehyde, solvents,
cleaning agents)
• Pesticides
• Radon
• Tobacco smoke
Each pollutant is described or analyzed
across six categories:
• Description
• Sources
• Standards and guidelines
• Comfort and health effects
• Control measures
-------
Indoor Air Pollutant
Biological Contaminants
Description
Common biological contaminants include mold,
dust mites, pet dander (skin flakes), droppings
and body parts from cockroaches, rodents and
other pests or insects, viruses, and bacteria.
Many of these biological contaminants are small
enough to be inhaled.
Sources
Biological contaminants are, or are produced by,
living things. Biological contaminants are often
found in areas that provide food and moisture or
water. For example, damp or wet areas such as
cooling coils, humidifiers, condensate pans, or
unvented bathrooms can be moldy. Draperies,
bedding, carpet, and other areas where dust
collects may accumulate biological contami-
nants.
Carbon Dioxide
Carbon dioxide (CO2) is a colorless, odorless
product of carbon combustion
Human metabolic processes and all combustion
processes of carbon fuels are sources of CO,.
Exhaled air is usually the largest source of CO,
in classrooms. •
Carbon Monoxide
Carbon monoxide (CO) is a colorless and
odorless gas. It results from incomplete
oxidation of carbon in combustion processes.
Common sources of CO in schools are from
improperly vented furnaces, malfunctioning gas
ranges, or exhaust fanes that have been drawn
back into the building. Worn or poorly adjusted
and maintained combustion devices (e.g. boilers,
furnaces) can be significant sources, or a flue
that is improperly sized, blocked, disconnected,
or leaking. Auto, truck, or bus exhaust from
attached garages, nearby roads, or idling
vehicles in parking areas can also be a source.
Dust
Dust is made up of particles in the air that settle
on surfaces. Large particles settle quickly and
can be eliminated or greatly reduced by the
body's natural defense mechanisms. Small
particles are more likely to be airborne and are
capable of passing through the body's defenses
and entering the lungs.
Many sources can produce dust including: soil,
fleecy surfaces, pollen, lead-based paint, and
burning wood, oil or coal.
Environmental Tobacco Smoke
(ETS) or Secondhand Smoke
Tobacco smoke consists of solid particles, liquid
droplets, vapors and gases resulting from tobacco
combustion. Over 4000 specific chemicals have
been identified in the particulate and associated
gases.
Tobacco product combustion
-------
Standards or Guidelines
Health Effects
Control Measures
There are currently no federal government
standards for biologicals in school indoor air
environments (as of 1999).
Mold, dust mites, pet dander, and pest droppings
or body parts can trigger asthma. Biological
contaminants, including molds and pollens can
cause allergic reactions for a significant portion
of the population. Tuberculosis, measles,
staphylococcus infections, Legionella and
influenza are known to be transmitted by air.
General good housekeeping, and maintenance of
heating and air conditioning equipment, are very
important Adequate ventilation and good air
distribution also help. The key to mold control is
moisture control. If mold is a problem, clean up
the mold and get rid of excess water or moisture.
Maintaining the relative humidity between 30%
- 60% will help control mold, dust mites, and
cockroaches. Employ integrated pest manage-
ment to control insect and animal allergens.
Cooling tower treatment procedures exist to
reduce levels of Legionella and other organisms.
ASHRAE Standard 62-1989 recommends 1000
ppm as the upper limit for occupied classrooms.
CO, is an asphyxiate. At concentrations above
1.5% (15,000 ppm) some loss of mental acuity
, has been noted. (The recommended ASHRAE
standard of 1000 ppm is to prevent body odor
levels from being offensive.)
Ventilation with sufficient outdoor air controls
CO, levels, j
The OSHA standard for workers is 50 ppm for 1-
hour. MOSH recommends no more than 35 ppm
for 1-hour. The US. National Ambient Air
Quality Standards for CO are 9 ppm for 8-hours
and 35 ppm for 1-hour. The Consumer Product
Safety Commission recommends levels not to
exceed 15 ppm for 1-hour or 25 ppm for 8-hours.
CO is an asphyxiate. An accumulation of this gas
may result in a varied constellation of symptoms
deriving from the compound's affinity for and
combination with hemoglobin, forming
carboxyhemoglobin (COHb) and disrupting
oxygen transport Tissues with the highest
oxygen needs-myocardium, brain, and
exercising muscle—are the first affected.
Symptoms may mimic influenza and include
fatigue, headache, dizziness, nausea and
vomiting, cognitive impairment, and tachycardia.
At high concentrations CO exposure can be
FATAL.
Combustion equipment must be maintained to
assure that there are no blockages and air and
fuel mixtures must be properly adjusted to ensure
more complete combustion. Vehicular use should
be carefully managed adjacent to buildings and
in vocational programs. Additional ventilation
can be used as a temporary measure when high
levels of CO are expected for short periods of
time.
The EPA Ambient Air Quality standard for
particles less than 10 microns is 50 ug/m3 per
hour for an annual average and 150 ug/m3 for a
24-hour average.
Health effects vary depending upon the
characteristics of the dust and any associated
toxic materials. Dust particles may contain
lead, pesticide residues, radon, or other toxic
materials. Other particles may be irritants or
carcinogens (e.g. asbestos).
Keep dust to a minimum with good housekeep-
ing. Consider damp dusting and high efficiency
vacuum cleaners. Upgrade filters in ventilation
systems to medium efficiency when possible and
change frequently. Exhaust combustion
appliances to the outside and clean and maintain
flues and chimneys. When construction or
remodeling is underway, special precautions
should be used to separate work areas from
occupied areas.
Many office buildings and areas of public
assembly have banned smoking indoors, or
required specially designated smoking areas
with dedicated ventilation systems be available.
The Pro-Children Act of 1994 prohibits smoking
in Head Start facilities, and in kindergarten,
elementary and secondary schools that receive
federal funding from the Department of
Education, the Department of Agriculture, or the
Department of Health and Human Services
(except Medicare or Medicaid).
The effects of tobacco smoke on smokers include
rhinitis/pharyngitis, nasal congestion, persistent
cough, conjunctjval irritation, headache,
wheezing, exacerbation of chronic respiratory
conditions. Secondhand smoke has been
classified as a "Group A" carcinogen by EPAand
has multiple health effects on children. It has also
been associated with the onset of asthma,
increased severity- of, or difficulty in controlling^
asthma, frequent upper respiratory infections,
persistent middle-ear effusion, snoring, repeated
pneumonia, bronchitis.
Smoke outside. Smoke only in rooms which are
properly ventilated and exhausted to the
outdoors.
-------
Indoor Air Pollutant
Lead
Description
Sources
Lead is a highly toxic metal.
Sources of lead include drinking water, food,
contaminated soil and dust, and air. Lead-based
paint is a common source of lead dust.
Nitrogen Oxides
The two most prevalent oxides of nitrogen are
nitrogen dioxide (NO,) and nitric oxide (NO).
Both are toxic gases with NO, being a highly
reactive oxidant and corrosive.
The primary sources indoors are combustion
processes, such as unvented combustion
appliances, e.g. gas stoves, vented appliances
with defective installations, welding, and
tobacco srnoke.
Pesticides
Radon
Pesticides are classed as semi-volatile organic
compounds and include a variety of chemicals
in various forms. Pesticides are chemicals that
are used to kill or control pests which include
bacteria, fungi, and other organisms, in addition
to insects and rodents. Pesticides are inherently
toxic.
Pesticides may be applied indoors or can be
tracked in from the outdoors.
Radon is a colorless and odorless radioactive
gas, the first decay product of radium-226. It
decays into solid alpha particles which can be
both inhaled directly or attached to dust particles
that are inhaled. The unit of measure for radon
is picocuries per liter (pCi/L).
Radium is ubiquitous in the earth's crust in
widely varying concentrations. Well water can
have high concentrations of radon. Masonry
building blocks can have elevated radium
concentrations. The principle source, however,
is the earth around and under buildings. Radon
penetrates cracks and drain openings in
foundations, into basements and crawl spaces.
Water containing radon will out-gas into spaces
when drawn for use indoors. Some building
materials will out-gas radon.
Volatile Organic Chemicals
(Formaldehyde, Solvents,
Cleaning Agents)
Volatile organic chemicals (VOCs) are emitted
as gases from certain solids or liquids. VOCs
include a variety of chemicals, some of which
may have short- and long-term adverse health
effects. Concentrations of many VOCs are
consistently higher indoors (up to ten times
higher) than outdoors.
VOCs are emitted by a wide array of products
numbering in the thousands. Examples include:
paints and lacquers, paint strippers, cleaning
supplies, pesticides, building materials and
furnishings, office equipment such as copiers
and printers, correction fluids and carbonless
copy paper, graphics and craft materials
including glues and adhesives, permanent
markers, and photographic solutions.
-------
Standards or Guidelines
Health Effects
Control Measures
The Consumer Product Safety Commission has
banned lead in paint.
Lead can cause serious damage to the brain
kidneys, nervous system, and red blood cells.
Children are particularly vulnerable. Lead
exposure in children can result in delays in
physical development, lower IQ levels, shorten
attention spans, and increase behavioral
problems.
Preventive measures to reduce lead exposure
include: cleaning play areas; mopping floors and
wiping window ledges and other smooth flat areas
with damp cloths frequently; keeping children
away from areas where paint is chipped, peeling,
or chalking; preventing children from chewing on
window sills and other painted areas; and
ensuring 1hat toys are cleaned frequently and
hands are washed before meals.
No standards have been agreed upon for nitrogen
oxides in indoor air. ASHRAE and the US. EPA
National Ambient Air Quality Standards list 0.053
ppm as the average 24-hour limit forNO2 in
outdoor air.
NO, acts mainly as an irritant affecting me
mucosa of the eyes, nose, throat, and respiratory
tract Extremely high-dose exposure (as in a
building fire) to NO2 may result in pulmonary
edema and diffuse lung injury. Continued
exposure to high NO2 levels can contribute to the
development of acute or chronic bronchitis. Low
level NO, exposure may cause increased
bronchial reactivity in some asthmatics,
decreased lung function in patients with chronic
obstructive pulmonary disease and increased risk
of respiratory infections, especially in young
children.
Venting the NO2 sources to the outdoors, and
assuring that combustion appliances are correctly
installed, used, and maintained are the most
effective measures to reduce exposures.
No air concentration standards for pesticides
have been set, however, EPA recommends
Integrated Pest Management, which minimizes
the use of chemical pesticides. Pesticide
products must be used according to application
and ventilation instructions provided by the
manufacturer.
Symptoms may include headache, dizziness,
muscular weakness, and nausea. Chronic
exposure to some pesticides can result in
damage to the liver, kidneys, endocrine and
nervous systems.
Use Integrated Pest Management. If chemicals
must be used, use only the recommended
amounts, mix or dilute pesticides outdoors or in
an isolated well ventilated area, apply to
unoccupied areas, and dispose of unwanted
pesticides safely to minimize exposure.
EPA recommends taking corrective action to
mitigate radon if levels are at or exceed 4 pCi/L.
Radon is a known human lung carcinogen.
There is evidence of a synergistic effect between
cigarette smoking and radon; the risks from
exposure to both may exceed the risk from either
acting alone.
Active Soil Depressurization and building
ventilation are the two most commonly used
strategies for controlling radon in schools.
Sealing foundations to prevent radon entry as a
stand-alone strategy is rarely successful.
However, sealing major entry points can improve
the effectiveness of other strategies. Increased
outdoor air ventilation can reduce radon levels
by dilution or pressurization of the building. A
ventilation based strategy may not be the most
effective strategy if initial radon levels are
greater than 10 pCi/L.
No standards have been set for VOCs in non
industrial settings. OSHA regulates formalde-
hyde, a specific VOC, as a carcinogen. OSHA
has adopted a Permissible Exposure Level (PEL)
of .75 ppm, and an action level of 0.5 ppm.
HUD has established a level of .4 ppm for
mobile homes. Based upon current information,
it is advisable to mitigate formaldehyde that is
present at levels higher than 0.1 ppm.
Key signs or symptoms associated with exposure
to VOCs include conjunctiva! irritation, nose and
throat discomfort, headache, allergic skin
reaction, dyspnea, declines in serum cholinest-
erase levels, nausea, emesis, epistaxis, fatigue,
dizziness.
Increase ventilation when using products that
emit VOCs. Meet or exceed any label
precautions. Do not store opened containers of
unused paints and similar materials within the
school. Formaldehyde, one of the best known
VOCs, is one of the few indoor air pollutants
that can be readily measured. Identify, and if
possible, remove the source. If not possible to
remove, reduce exposure by using a sealant on
all exposed surfaces of paneling and other
furnishings. Use integrated pest management
techniques to reduce the need for pesticides.
-------
-------
Secondhand Smoke
§Cj econdhand smoke, also called
environmental tobacco smoke (ETS),
is a mixture of the smoke given off by
the burning end of a cigarette, pipe, or
cigar, and the smoke exhaled from the
lungs of smokers. This mixture
contains more than 4,000 substances,
more than 40 of which are known to
cause cancer in humans or animals and
many of which are strong irritants.
Exposure to secondhand smoke is
called involuntary smoking, or passive
smoking.
EPA has classified secondhand smoke
as a known cause of cancer in humans
(Group A carcinogen). Passive smoking
is estimated to cause 3,000 lung cancer
deaths in nonsmokers each year. It also
causes irritation of the eyes, nose,
throat., and lungs. ETS-induced
irritation of the lungs leads to excess
phlegm, coughing, chest discomfort,
and reduced lung function. Secondhand
smoke may also affect the cardiovascu-
lar system, and some studies have
linked exposure to it with the onset of
chest pain.
Secondhand Smoke Effects
on Children
Secondhand smoke is a serious health
risk to children. Children whose
parents smoke are among the most
seriously affected by exposure to
secondhand smoke, being at increased
risk of lower respiratory tract infec-
tions such as pneumonia and bronchi-
tis. EPA estimates that passive
smoking is responsible for between
150,000 and 300,000 lower respiratory
tract infections in infants and children •
under 18 months of age annually,
resulting in between 7,500 and 15,000
hospitalizations per year.
Children exposed to secondhand
smoke are also more likely to have,
reduced lung function and symptoms
of respiratory irritation like cough,
excess phlegm, and wheeze. Passive
smoking can lead to a buildup of fluid
in the middle ear, the most common
cause of hospitalization of children for
an operation.
Asthmatic children are especially at
risk. EPA estimates that exposure to
secondhand smoke increases the
number of episodes and severity of
symptoms in hundreds of thousands of
asthmatic children. EPA estimates that
between 200,000 and 1,000,000
asthmatic children have their condition
made •worse by exposure to second-
hand smoke. Passive smoking is also
a risk factor for the development of
asthma in thousands of children each
year.
Recommendations
EPA recommends that every organiza-
tion dealing with children have a
smoking policy that effectively protects
children from exposure to secondhand
smoke. Parent-Teacher Associations,
school board members, and school
administrators should work together to
make children's school environments
smoke free.
Key features of smoking education
programs include multiple sessions
over many grades, social and physi-
ological consequences of tobacco use,
information about social influences
(peers, parents, and media), and
training in refusal skills. School based
non-smoking policies are important
because the school environment should
be free from secondhand smoke for
health reasons and because teachers and
staff are role models for children.
-------
Legislation
In general, the Federal government
does not have regulatory authority
over indoor air or secondhand smoke
policies at the State or local level.
Restricting smoking in public places
is primarily a State and local issue,
and is typically addressed in clean
indoor air laws enacted by States,
counties and municipalities. How-
ever, the "Pro-Children Act of 1994"
prohibits smoking in Head Start
facilities, and in kindergarten,
elementary, and secondary schools
lhat receive federalfimdingfrom the
Department of Education, the
Department of Agriculture, or the
Department of Health and Human
Services (exceptfimding from
Medicare orMedicaid). The Act was
signed into law as part of the "Goals
2000: Educate America Act."
What follows are excerpts from the
Act, which took effect December
26,1994.
Pro-Children Act of 1994
Following are excerpts from Public
Law 103-227, March 31,1994.
SECTION 1042. DEFINITIONS.
(1) CHILDREN. The term "chil-
dren" means individuals who have
not attained the age of 18.
(2) CHILDREN'S SERVICES. The
term "children's services" means
the provision on a routine or regular
basis of health, day care, education,
or library services —
(A) that are funded, after the
date of the enactment of this Act,
directly by the Federal Government
or through State or local govern-
ments, by Federal grant, loan, loan
guarantee, or contract programs —
(i) administered by either
the Secretary of Health and Human
Services or the Secretary of Educa-
tion (other than services provided and
funded solely under titles XVffl and
XIX of the Social Security Act); or
(ii) administered by the
Secretary of Agriculture in case of a
clinic; or
(B) that are provided in indoor
facilities that are constructed,
operated, or maintained with such
Federal funds, as determined by the
appropriate Secretary in any
enforcement action under this title,
except that nothing in clause (ii) of
subparagraph (A) is intended to
include facilities (other than clinics)
where coupons are redeemed under
the Child Nutrition Act of 1966.
(3) PERSON. The term "person"
means any State or local subdivi-
sion thereof, agency of such State or
subdivision, corporation, or partner-
ship that owns or operates or
otherwise controls and provides
children's services or any individual
who owns or operates or otherwise
controls and provides such services.
SEC. 1043. NONSMOKING
POLICY FOR CHILDREN'S
SERVICES.
(a) PROHEBmON. After the date
of the enactment of this Act, no
person shall permit smoking within
any indoor facility owned or leased
or contracted for and utilized by
such person for provision of routine
or regular kindergarten, elementary,
or secondary education or library
services to children.
(b) ADDITIONAL PROHIBITION.
After the date of the enactment of
this Act, no person shall permit
smoking within any indoor facility
(or portion thereof) owned or leased
or contracted for and utilized by
such person of regular or routine
health care or day care or early
childhood development (Head Start)
services to children or for the use of
the employees of such person who
provides such services.
(c) FEDERAL AGENCIES.
(1) KINDERGARTEN, ELEMEN-
TARY, OR SECONDARY EDUCA-
TION OR LIBRARY SERVICES.
After the date of the enactment of
this Act, no Federal agency shall
permit smoking within any indoor
facility in the United States operated
by such agency, directly or by
contract, to provide routine or
regular kindergarten, elementary, or
secondary education or library
services to children.
(e) SPECIAL WAIVER.
(1) IN GENERAL. On receipt of
an application, the head of the
Federal agency may grant a special
waiver to a person described in
subsection (a) who employs indi-
viduals who are members of a labor
organization and provide children's
services pursuant to a collective
bargaining agreement that —
(A) took effect before the date
of enactment of this Act; and
(B) includes provisions relating
to smoking privileges that are in
violation of the requirements of this
section.
(2) TERMINATION OF WAIVER.
A special waiver granted under this
subsection shall terminate on the
earlier of—
(A) the first expiration date
(after the date of enactment of this
Act) of the collective bargaining
agreement containing the provisions
relating to smoking privileges; or
(B) the date that is 1 year after
the date of the enactment of this Act.
(f) CIVIL PENALTIES.
(1) IN GENERAL. Any failure to
comply with a prohibition in this
section shall be a violation of this
section and any person subject to
such prohibition who commits such
violation, or may be subject to an
administrative compliance order, or
both, as determined by the Secre-
tary. Each day a violation continues
shall constitute a separate violation.
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Radon
Background information
The EPA and other major national and
international scientific organizations
have concluded that radon is a human
carcinogen and a serious public health
problem. An individual's risk of
developing lung cancer from radon
increases with the level of radon, the
duration of exposure, and the
individual's smoking habits. EPA
estimates that 7,000 to 30,000 lung
cancer deaths in the United States each
year are attributed to radon. Because
many people spend much of their time
at home, the home is likely to be the
most significant source of radon
exposure. For most school children and
staff, the second largest contributor to
their radon exposure is likely to be
their school. As a result, EPA recom-
mends that school buildings as well as
homes be tested for radon.
Results from a National Survey of
Radon Levels in Schools
A nationwide survey of radon levels in
schools estimates that 19.3% of U.S.
schools, nearly one in five, have at
least one frequently occupied ground-
contact room with short-term radon
levels at or above the action level of 4
pCi/L (picocuries per liter) — the level
at which EPA recommends mitigation.
Approximately 73% of these schools
will have only five or less school
rooms with radon levels above the
action level. The other 27% will have
six or more such schoolrooms. If your
building has a radon problem, it is
unlikely that every room in your
school will have an elevated radon
level. However, testing all frequently-
occupied rooms that have contact with
the ground is necessary to identify
schoolrooms with elevated radon
levels.
Guidance for Radon Testing
EPA's document, Radon Measurement
in Schools - Revised Edition (EPA 402-
R-92-014), provides guidance on
planning, implementing, and evaluating
a radon testing program for a school.
To assist schools with testing, helpful
aids such as a checklist of the testing
procedure is included in the document.
However, before initiating radon
testing in your school, contact your
State Radon Office (see Resources,
Appendix I) for information on any
State requirements concerning radon
testing, or for a copy of the document.
Check www.epa.gov/iaq/schools for
radon in schools documents.
To reduce the health risk associated
with radon, EPA recommends that
officials test every school for elevated
radon levels. Because the entry and
movement of radon in buildings is
difficult to predict, officials should test
all frequently occupied schoolrooms
that are in contact with the ground. If
testing identifies schoolrooms with
radon levels of 4 pCi/L or greater,
officials should reduce the radon levels
to below 4 pCi/L using an appropriate
mitigation strategy.
Guidance for Radon Mitigation
If you identify a radon problem in your
school, EPA has developed guidance on
radon mitigation entitled Reducing
Radon in Schools —A Team Approach
(EPA 402-R-94-008) that describes the
-------
recommended approach to radon
mitigation in schools and provides an
overview of the mitigation process to
the IAQ Coordinator.
For a free copy, please call 1-800-
490-9198 or contact your State
Radon Office (see Appendix I,
Resources).
Guidance for Radon Prevention in
Renovations and New Buildings
EPA's document entitled Radon
Prevention in Design and Construc-
tion of Schools and Other Large
Buildings (EPA625R-92-016)
provides guidance for incorporating
radon resistant and/or easy-to-
mitigate features into the design of a
new school building including
design recommendations for HVAC
systems. This guidance is useful to
school personnel (e.g., school
business officials) or architects
involved with the new building
construction in a school district.
For a free copy, contact 1-800-490-
9198.
Training for Testing and Mitiga-
tion
To develop public and private sector
capabilities for radon testing and
mitigation, EPA has formed four
Regional Radon Training Centers
(see Resources, Appendix I). These
training centers offer courses on
testing and mitigation in school
buildings designed to simulate
hands-on activities by having
participants solve practical prob-
lems. Contact your State Radon
Office (see Resources, Appendix I)
for information on local training
opportunities or on state training
requirements.
Testing and Mitigation Costs
Cost for radon testing in a typical
school building ranges from $500 to
$1,500. The type of measurement
device used, the size of the school,
and whether testing is performed in-
house using school personnel or a
measurement contractor will
influence testing costs.
If a radon problem is identified, the
cost for radon mitigation typically
ranges from $3,000 to $30,000 per
school. The mitigation strategy, the
school building design, the radon
concentration in the school room(s),
and the number of school rooms that
need mitigation influence the cost of
mitigating a school. The appropriate
mitigation strategy will depend on
the school building design and initial
levels of radon. Mitigation costs at
the high end of the cost range are
often associated with a mitigation
strategy involving the renovation of
a school's heating, ventilation, and
air-conditioning (HVAC) system.
Although the cost is higher, this
strategy has the added benefit of
improving ventilation within a
school building which contributes to
the improvement of indoor air
quality.
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Mold and Moisture
lolds can be found almost any-
where; they can grow on virtually any
substance, providing moisture is
present. There are molds that can
grow on and within wood, paper,
carpet and foods. When excessive
moisture accumulates in buildings or
on building materials, mold growth
will often occur, particularly if the
moisture problem remains undiscov-
ered or unaddressed. There is no
practical way to eliminate all mold
and mold spores in the indoor environ-
ment; the way to control indoor mold
growth is to control moisture.
Molds produce tiny spores to repro-
duce. Mold spores waft through the
indoor and outdoor air continually.
When mold spores land on a damp
spot indoors, they may begin growing
and digesting whatever they are
growing on in order to survive.
There are many different kinds of
mold. Molds can produce allergens,
toxins, and/or irritants. Molds can
cause discoloration and odor prob-
lems, deteriorate building materials,
and lead to health problems such as
asthma episodes and allergic reactions
in susceptible individuals.
The key to mold control is moisture
control. If mold is a problem, clean up
the mold and get rid of excess water or
moisture. Maintaining the relative
humidity between 30%-60% will help
control mold.
Condensation, Relative Humidity,
and Vapor Pressure
Mold growth does not require the
presence of standing water, leaks, or
floods; mold can grow when the
relative humidity of the air is high.
Mold can also grow in damp areas
such as unvented bathrooms and
kitchens, crawl spaces, utility tunnels*
gym areas and locker rooms, wet
foundations, leaky roof areas, and
damp basements. Relative humidity
and the factors that govern it are often
misunderstood. This section discusses
relative humidity and describes
common moisture problems and their
solutions.
Water enters buildings both as a liquid
and as a gas (water vapor). Water is
introduced intentionally at bathrooms,
gym areas, kitchens, art and utility
areas, and accidentally by way of leaks
and spills. Some of the water evapo-
rates and joins the water vapor that is
exhaled by building occupants. Water
vapor also moves into the building
through the ventilation system,
through openings in the building shell,
or directly through building materials.
The ability of air to hold water vapor
decreases as the air temperature falls.
If a unit of air contains half of the
water vapor it can hold, it is said to be
at least 50% relative humidity (RH).
The RH increases as the air cools and
approaches saturation. When air
contains all of the water vapor it can
hold, it is at least 100% RH, and the
water vapor condenses, changing from
a gas to a liquid. The temperature at
which condensation occurs is the "dew
point."
It is possible to reach 100% RH
without changing the air temperature,
by increasing the amount of water
vapor in the air (the' "absolute humid-
ity" or "vapor pressure"). It is also
possible to reach 100% RH without
changing the amount of water vapor in
the air, by lowering the air temperature
to the "dew point."
The highest RH in a room is always
next to the coldest surface. This is
Molds gradually destroy
the things they grow on.
Prevent damage to
building materials and
furnishings and save
money by eliminating
moid growth.
-------
referred to as the "first condensing
surface," as it will be the location
where condensation happens first, if
the relative humidity of the air next
to the surface reaches 100%. It is
important to understand this when
trying to understand why mold is
growing on one patch of wall or
only along the wall-ceiling joint. It
is likely that the surface of the wall
is cooler than the room air because
there is a gap in the insulation or
because the wind is blowing
through cracks in the exterior of the
building.
Taking Steps to Reduce Moisture
and Mold
Moisture control is the key to mold
control. Respond to water damage
within 24-48 hours to prevent mold
growth.
Mold growth can be reduced if
relative humidities near surfaces
can be maintained below the dew
point. This can be done by: 1)
reducing the moisture content
(vapor pressure) of the air, 2)
increasing air movement at the
surface, or 3) increasing the air
temperature (either the general
space temperature or the tempera-
ture at building surfaces).
Either vapor pressure or surface
temperature can be the dominant
factor in a mold problem. A vapor
pressure dominated mold problem
may not respond well to increasing
temperatures, whereas a surface
temperature dominated mold
problem may not respond very well
to increasing ventilation. Under-
standing which factor dominates
will help in selecting an effective
control strategy.
If the relative humidity near the
middle of a room is fairly high (e.g.,
50% at 70 F), mold or mildew
problems in the room are likely to
be vapor pressure dominated. If the
relative humidity near the middle of
a room is fairly low (e.g. 30% at
70 F), mold or mildew problems in
the room are likely to be surface
temperature dominated.
Vapor Pressure Dominated Mold
Growth
Vapor pressure dominated mold
growth can be reduced by using one
or more of the following strategies:
• use source control (e.g., direct
venting of moisture-generating
activities such as showers to the
exterior)
• dilute moisture-laden indoor air
with outdoor air at a lower
absolute humidity
• dehumidify the indoor air
Note that dilution is only useful as a
control strategy during heating
periods, when cold outdoor air
contains little total moisture. During
cooling periods, outdoor air often
contains as much moisture as
indoor air.
Consider an old, leaky, poorly
insulated school in Maine that has
mold and mildew in the coldest
corners of one classroom. The
indoor relative humidity is low
(30%). It is winter and cold air
cannot hold much water vapor.
Therefore, outdoor air entering
through leaks in the building lowers
the airborne moisture levels in-
doors. This is an example of a
surface temperature dominated
mold problem. In this building,
increasing the outdoor air ventila-
tion rate is probably not an effective
way to control interior mold and
mildew. A better strategy would be
to increase surface temperatures by
insulating the exterior walls,
thereby reducing relative humidity
in the comers.
Consider a school locker room that
has mold on the ceiling. The locker
room exhaust fan is broken, and the
relative humidity in the room is
60% at 70 F. This is an example of a
vapor pressure dominated mold
problem. In this case, increasing the
surface temperature is probably not
an effective way to correct the mold
problem. A better strategy is to
repair or replace the exhaust fan.
Surface Temperature Dominated
Moid Growth
Surface temperature dominated
mold growth can be reduced by
increasing the surface temperature
using one or more of the following
approaches:
• raise the temperature of the air
near room surfaces
• raise the thermostat setting
• improve air circulation so that
supply air is more effective at
heating the room surfaces
• decrease the heat loss from room
surfaces
• add insulation
• close cracks in the exterior wall
to prevent "wind washing" (air
that enters a wall at one exterior
location and exits another
exterior location without pen-
etrating into the building)
Moid Clean Up
The key to mold control is moisture
control. It is essential to clean up
the mold and get rid of excess water
or moisture. If the excess water or
moisture problem is not fixed, mold
will most probably grow again,
even if the area was completely
cleaned. Clean hard surfaces with
water and detergent and dry quickly
and completely. Absorbent materials
such as ceiling tiles may have to be
discarded.
Note that mold can cause health
effects such as allergic reactions;
remediators should avoid exposing
themselves and others to mold.
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Wear waterproof gloves during
clean up; do not touch mold or
moldy items with bare hands.
Respiratory protection should be
used in most remediation situations
to prevent inhalation exposure to
mold. Respiratory protection may
not be necessary for small
remediation jobs with little expo-
sure potential. Refer to Appendix I,
Resources, for sources of more
information on mold remediation.
When in doubt consult a profes-
sional, experienced remediator.
Identifying and Correcting Com-
mon Mold and Moisture Problems
Exterior Comers and Walls
The interior surfaces of exterior
comers and behind furnishings such
as chalk boards, file cabinets, and
desks next to outside walls are
common locations for mold growth
in heating climates. They tend to be
closer to the outdoor temperature
than other parts of the building
surface for one or more of the
following reasons:
• poor indoor air circulation
• wind washing
• low insulation levels
• greater surface area of heat loss
Sometimes mold growth can be
reduced by removing obstructions
to airflow (e.g., rearranging furni-
ture). Buildings with forced air
heating systems and/or room ceiling
fans tend to have fewer mold
problems than buildings with less
air movement.
Set-Back Thermostats
Set-back thermostats (program-
mable thermostats) are commonly
used to reduce energy consumption
during the heating season. Mold
growth can occur when tempera-
tures are lowered in buildings with
high relative humidity. (Maintaining
a room at too low a temperature can
have the same effect as a set-back
thermostat.) Mold can often be
controlled in heating climates by
increasing interior temperatures
during heating periods. Unfortu-
nately, this also increases energy
consumption and reduces relative
humidity in the breathing zone,
which can create discomfort.
Air-Conditioned Spaces
Mold problems can be as extensive
in cooling climates as in heating
climates. The same principles
apply: either surfaces are too cold,
moisture levels are too high or both.
One common example of mold
growth in cooling climates can be
found in rooms where conditioned
"cold" air blows against the interior
surface of an exterior wall. This
condition, which may be due to
poor duct design, diffuser location,
or diffuser performances, creates a
cold spot at the interior finish
surfaces, possibly allowing moisture
to condense.
Possible solutions for this problem
include:
• eliminate the cold spots (i.e.,
elevate the temperature of the
surface) by adjusting the diffus-
ers or deflecting the air away
from the condensing surface
• increase the room temperature to
avoid overcooling. NOTE:
During the cooling season,
increasing temperature decreases
energy consumption, though it
could cause comfort problems.
Mold problems can also occur
within the wall cavity, when
outdoor air comes in contact with
the cavity side of the cooled interior
surface. It is a particular problem in
room decorated with low mainte-
nance interior finishes (e.g.,
impermeable wall covering such as
vinyl wallpaper) which can trap
moisture between the interior finish
and the gypsum board. Mold growth
can be rampant when these interior
finishes are coupled with cold spots
and exterior moisture.
A possible solution for this problem
is to ensure that vapor barriers,
facing sealants, and insulation are
properly specified, installed and
maintained.
Thermal Bridges
Localized cooling of surfaces
commonly occurs as a result of
"thermal bridges," elements of the
building structure that are highly
conductive of heat (e.g., steel studs
in exterior frame walls, uninsulated
window lintels, and the edges of
concrete floor slabs). Dust particles
sometimes mark the locations of
thermal bridges, because dust tends
to adhere to cold spots.
The use of insulating sheathings
significantly reduces the impact of
thermal bridges in building enve-
lopes.
Window
In winter, windows are typically the
coldest surfaces in a room. The
interior surface of a window is often
the first condensing surface in a
room.
Condensation on window surfaces
has historically been controlled by
using storm windows or "insulated
glass" (e.g., double-glazed windows
or selective surface gas-filled
windows) to raise interior surface
temperatures. In older building
enclosures with less advanced
glazing systems, visible condensa-
tion on the windows often alerted
occupants to the need for ventilation
to flush out interior moisture, so
they knew to open the windows.
The advent of higher performance
glazing systems has led to a greater
number of moisture problems in
-------
heating climate building enclosures,
because the buildings can now be
operated at higher interior vapor
pressures (moisture levels) without
visible surface condensation on
windows.
Concealed Condensation
The use of thermal insulation in
wall cavities increases interior
surface temperatures in heating
climates, reducing the likelihood of
interior surface mold and condensa-
tion. However, the use of thermal
insulation without a properly
installed air barrier may increase
moisture condensation within the
wall cavity.
The first condensing surface in a
wall cavity in a heating climate is
typically the inner surface of the
exterior sheathing.
Concealed condensation can be
controlled by either or both of the
following strategies:
• reducing the entry of moisture
into the wall cavities (e.g., by
controlling entry and/or exit of
moisture-laden air)
• raising the temperature of the
first condensing surface
• in heating-climate locations:
installing exterior insulation
(assuming that no significant
wind-washing is occurring)
• in cooling-climate locations:
installing insulating sheathing to
the interior of the wall framing
and between the wall framing
and the interior gypsum board
Moid and
Health Effects
Molds are a major source
of indoor allergens.
Molds can also trigger
asthma. Even when
dead or unable to grow,
mold can cause health
effects such as allergic
reactions. The types and
severity of health effects
associated with exposure
to mold depend, in part,
on the type of mold
present, and tiie extent of
the occupants' exposure
orallergies. Promptand
effective remediation of
moisture problems is
essential to minimize
potential mold exposures
and their potential health
effects.
-------
Resources
I his Appendix lists organizations with information or services related to indoor
air quality. In addition, the Appendix includes a section on indoor air quality related
publications. Following is a listing of the subsections contained in this Appendix.
Federal Agencies with Major Indoor Air
Responsibilities for Public and Commercial Buildings 66
EPA Regional Offices 66
OSHA Regional Offices 67
Other Federal Agencies with Indoor Air Responsibilities 67
State and Local Agencies 67
Building Management Associations 68
Professional and Standards Setting Organizations 68
Product Manufacturer Associations 68
Building Service Associations 69
Unions 69
Environmental/Health/Consumer Organizations 69
MCS-Related Organizations 69
Organizations Offering Training on Indoor Air Quality 70
Radon 70
Other EPA Contacts and Programs of interest 70
Publications 70
General Information 71
Indoor Air Quality 71
Radon 71
Secondhand Smoke (Environmental Tobacco) 71
Asbestos 72
Biological Contaminants 72
PCBs 73
Building Management Investigation, and Remediation 73
Ventilation/Thermal Comfort 73
Standards and Guidelines 74
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Federal Agencies With Major
Indoor Air Responsibilities For
Public and Commercial Buildings
U.S. Environmental Protection
Agency conducts a non-regulatory
indoor air quality program that
emphasizes research, information
dissemination, technical guidance,
and training. EPA issues regulations
and carries out other activities that
affect indoor air quality under the
laws for pesticides, toxic substances,
and drinking water.
Indoor Air Quality
Information Clearinghouse
P.O. Box 37133
Washington, DC 20013-7133
Toll Free: 1-800-438-4318
Local: 202-356-5346
Fax: 202-356-5386
Information specialists are on duty
Monday - Friday 9:00 am to 5:00 pm
eastern time. Provides indoor air
quality information and publications.
Occupational Safety and Health
Administration promulgates safety
and health standards, facilitates
training and consultation, and
enforces regulations to ensure that
workers are provided with safe and
healthful working conditions. (For
further information contact OSHA
Regional Offices.)
National Institute for Occupational
Safety and Health conducts research,
recommends standards to the U.S.
Department of Labor, and conducts
training on various issues including
indoor air quality to promote safe and
healthful workplaces. Undertakes
investigations at request of employ-
ees, employers, other federal agen-
cies, and state and local agencies to
identify and mitigate workplace
problems.
Requests for Field Investigations:
NIOSH
Hazard Evaluations and Technical
Assistance Branch (R-9)
4676 Columbia Parkway
Cincinnati, OH 45226
513-841-4382
Requests for Information:
1-800-35-NIOSH
www. cdc.gov/niosh
EPA Regional Offices
Address inquiries to IAQ staff in the
EPA Regional Offices at the following
addresses:
(CTfME,MA,NH,RI,VT)
EPA Region 1
1 Congress Street, Ste. 1100 (CPT)
Boston, MA 02114-2023
617-918-1639 (indoor air)
617-918-1534 (radon)
617-918-1524 (asbestos)
(NJ,NY,PR,VI)
EPA Region 2
290 Broadway (MC R2DEPDIV)
28th Floor
New York, NY 10007-1866
212-637-4013 (indoor air)
212-637-4013 (radon)
212-637-4081 (asbestos)
(DC,DE,MD,PA,VA,WV)
EPA Region 3
1650 Arch Street, (3AP23)
Philadelphia, PA 19103-2029
215-814-2083 (indoor air)
215-814-2086 (radon)
215-814-2103 (asbestos)
(ALIFL,GA/KY,MS,NC,SC,TN)
EPA Region 4
61 Forsyth Street, SW
Atlanta, GA 30303-3104
404-562-9136 (indoor air)
404-564-9145 (radon)
404-562-8978 (asbestos)
(IL,IN,MI,Mrj,OH,WI)
EPA Region 5
77 W. Jackson Boulevard
(MCAE-17J)
Chicago, EL 60604-3 590
Region 5 Environmental Hotline:
1-800-621-8431
312-353-2000 (outside Region 5)
312-353-6686 (indoor air, radon)
312-353-4370 (asbestos)
(AR,LA,I\1M,OK,TX)
EPA Region 6"
1445 Ross Avenue (6 PD-T)
Dallas, TX 75202-2733
1-800-887-6063 (indoor air)
"1-800-887-6063 (radon)
1-800-887-6063 (asbestos)
(IA,KS,MO,NE)
EPA Region 7
901 N. 5th Street (MC ARTD/RALI)
Kansas City, KS 66101
913-551-7260 (indoor air)
913-551-7260 (radon)
913-551-7260 (asbestos)
{CO,MT,IND,SD,UT,WY)
EPA Region 8
999 18th Street, Suite 500
(MC 8P-AR)
Denver, CO 80202-2466
303-312-6031 (indoor air, radon)
303-312-6204 (asbestos)
(AZ,CA,HI,NV,AS,GU)
EPA Region 9
75 Hawthorne Street (MC AIR-6)
San Francisco, CA 94105
415-744-1047 (indoor air)
415-744-1046 (radon)
415-744-1145 (asbestos)
(AK,ID,OR,WA)
EPARegion 10 (MC OAQ-107)
1200 Sixth Avenue
Seattle, WA 98101-9797
206-553-2589 (indoor air)
206-553-7660 (radon)
206-553-4762 (asbestos)
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OSHA Regional Offices
(CT,ME,MA,NH,RI,VT)
OSHA Region 1
133 Portland Street, 1st Floor
Boston, MA 02114
(NJ,NY,PR,VI)
OSHA Region 2
201 Varick Street, Room 670
New York, NY 10014
(DC,DE,MD,PA,VA,WV)
OSHA Region 3
Gateway Building, Suite 2100
353 5 Market Street
Philadelphia, PA 19104
215-596-1201
(AL,FL,GA,KY,MS,NC,SC,TN)
OSHA Region 4
1375 Peachtree Street, NE
Suite 587
Atlanta, GA 30367
(IL,IN,Mi,MN,OH,Wl)
OSHA Region 5
230 South Dearborn Street
Suite 3244
Chicago, IL 60604
312-353-2220
(AR,LA,NM,OK,TX)
OSHA Region 6
525 Griffin Street, Room 602
Dallas, TX 75202
214-767-4731
(IA,KS,MO,NE)
OSHA Region 7
911 Walnut Street, Room 406
Kansas City, MO 64106
816-426-5861
(COJHTJ«D£D,OT,WY)
OSHA Region 8
Federal Building, Room 1576
1961 Stout Street
Denver, CO 80294
(AZ,CA,HI,NV,AS,GU)
OSHA Region 9
71 Stevenson Street, Suite 420
San Francisco, CA 94105
(AK,iD,OR,WA)
OSHA Region 10
1111 Third Avenue, Suite 715
Seattle, WA 98101-3212
206-553-5930
Other Federal Agencies with
Indoor Air Responsibilities
Bonneville Power Administration
P.O. Box 3621-RMRD
Portland, OR 97208
503-230-5475
www.bpa.gov
Provides radon-resistant construction
techniques, source control, and
removal technology for indoor air
pollutants.
Consumer Product
Safety Commission
4330 East-West Hwy., Room 502
Bethesda, MD 20814
1-800-638-CPSC
www.cpsc.gov
Reviews complaints regarding the
safety of consumer products and takes
action to ensure product safety.
Genera! Services Administration
18th and F Streets, NW
Washington, DC 20405
Writes indoor air quality policy for
Federal buildings. Provides proac-
tive indoor air quality building
assessments. Assesses complaints
and provides remedial action.
National Heart, Lung, & Blood
Institute Information Center
P.O. Box 30105
Bethesda, MD 20824-0150
301-592-8573
www.nhlbi.nih.gov
Provides information and materials
regarding asthma education and
prevention
U.S. Department of Energy
Energy Efficiency and Renewable
Energy
1000 Independence Avenue, SW
Washington, DC 20585
202-586-9220
www.doe.gov
Quantifies the relationship among
infiltration, ventilation, and accept-
able indoor air quality.
Centers for Disease Control
& Prevention
Office on Smoking and Health
4770 Buford Highway, NE
Mail Stop K50
Atlanta, GA 30341
770-488-5705
www.cdc.gov
Disseminates infonnation about the
health effects of passive smoke and
strategies for reducing exposure to
secondhand smoke.
Tennessee Valley Authority
Occupational Hygiene Dept.
328 Multipurpose Building
Muscle Shoals, AL 35660-1010
205-386-2314
Provides building surveys and
assessments associated with employee
indoor air quality complaints.
State and Loca! Agencies
Your questions and concerns about
indoor air problems can frequently be
answered most readily by the govern-
ment agencies in your State or
locality. Responsibilities for indoor
air quality issues are usually divided
among many different agencies. You
will often find that calling or writing
the agencies responsible for health or
air quality control is the best way to
start getting information from your
State or local government. Check the
EPA web site for State agency
contacts (www. epa. gov/iaq/
contacts.html).
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Building Management
Associations
Association of Higher Education
Facilities Offices (APPA)
1643 Front Street
Alexandria, VA 22314
703-684-1446
www.appa.org
Professional and Standards
Setting Organizations
American Academy of Allergy
and Immunology
611 East Wells Street
Milwaukee, WI 53202
414-272-6071
www.aaaai.org
Air and Waste
Management Association
1 Gateway Center, 3rd Floor
Pittsburgh, PA 15222
412-232-3444
www.awma.org
Air-Conditioning and
Refrigeration Institute
4301 N. Fairfax Dr., Suite 425
Arlington, VA 22203
703-524-8800
www.ari.org
American Conference of
Governmental Industrial Hygienists
1330 Kemper Meadow Drive
Cincinnati, OH 45240
513-742-2020
www.acgih.org
American Industrial
Hygiene Association
2700 Prosperity Avenue
Suite 250
Fairfax, VA 22031
703-849-8888
www.aiaj.org
American Society for Testing
and Materials
100 Bar Harbor Drive
West Conshohocken, PA 19428-2959
610-832-9710
www.astm.org
American Society of Heating,
Refrigerating, and
Air-Conditioning Engineers
179 ITullie Circle, NE
Atlanta, GA 30329
404-636-8400
www.ashrae.org
Center for Safety in the Arts
Web site only:
http://artswire. org: 70/csa
The Center has a list of products that
are safe for children from grades K-6.
The list is provided for a nominal
charge.
Art and Craft Materials Institute
P.O. Box 479
Hanson, MA 02341
781-293-4100
www.acminet.org
Conducts a certification program lo
ensure nontoxicity (or proper label-
ling) and quality of products. Works
to develop and maintain chronic
hazard labelling standard for art and
craft materials.
The American Institute
of Architects
1735 New York Avenue, NW
Washington, DC 20006
202-626-7300
www.aiaonline.com b
National Conference of States on
Building Codes and Standards, Inc.
505 Huntmar Park Drive
Suite 210
Herndon,VA 20170
703-437-0100
www.ncsbcs. org
Product Manufacturer
Associations
Adhesive and Sealant Council
7979 Old Georgetown Road
Bethesda,MD20814
301-986-9700
www.ascouncil .org
Abestos Institute
1002 Sherbrooke St., West
Suite 1750
Montreal, Quebec
Canada H3A3L6
514-844-3956
www.asbestos-institute. ca: 807
Business Council on Indoor Air
2000 L Street, NW
Washington, DC 20036
Carpet and Rug Institute
310 Holiday Avenue
Dalton, GA 30720
706-278-3176
www. carpet-rug, com
Chemical Specialties
Manufacturers' Association
1913 I Street, NW
Washington, DC 20006
202-872-8110
www.csma.org
Electric Power Research Institute
P.O. Box 10412
Palo Alto, CA 94303
650-855-2902
www.epri.com
Association of Wall and Ceiling
Industries, International
803 West Broad Street
Suite 600
Falls Church, VA 22046
703-534-8300
http://www.awci.org/
email:j ones@awci. org
Gas Research Institute
8600 West Bryn Mawr Avenue
Chicago, TL 60631
773-399-8100
www.gri.org
National Paint and
Coatings Association
1500 Rhode Island Avenue, NW
Washington, DC 20005
202-462-6272
www.paint.org
-------
North American Insulation
Manufacturers' Association
44 Canal Center Plaza., Suite 310
Alexandria, VA 22314
703-684-0084
www.naima.org
Building Service Associations
Air-Conditioning and
Refrigeration Institute
4301 North Fairfax Drive
Suite 425
Arlington, VA 22203
703-524-8800
www.ari.org
Air-Conditioning Contractors
of America
1712 New Hampshire Ave., NW
Washington DC 20009
202-483-9370
www.acca.org
American Consulting
Engineers Council
1015 15th Street, NW, Suite 802
Washington, DC 20005
202-347-7474
www.acec.org
Associated Air Balance Council
1518 K Street, NW, Suite 503
Washington, DC 20005
202-737-0202
www.aabchg.com
Association of Energy Engineers
4025 Pleasantdale Rd., Suite 420
Atlanta, GA 30340
404-447-5083
www.aeecenter.org
Association of Specialists in
Cleaning and Restoration Intl.
8229 Clover Leaf Drive, Suite 460
Millersville,MD21108
410-729-9900
www.ascr.org
National Air Duct
Cleaners Association
1518 K Street, NW, Suite 503
Washington, DC 20005
202-737-2926
www. nadca. com
National Association
of Power Engineers
5707 Seminary Rd, Suite 200
Falls Church, VA 22041
703-845-7055
National Energy
Management Institute
601 North Fairfax St., Suite 120
Alexandria, VA 22314
703-739-7100
National Environmental
Balancing Bureau
8575 Grovemont Circle
Gaithersburg, MD 20877-4121
301 -977-3698
www.nebb.org
National Pest Control Association
8100 Oak Street
Dunn Loring, VA 22027
703-573-8330
www.pestworld.org
Sheet Metal and Air Conditioning
Contractors National Association
P.O. Box 221230
Chantilly,VA20153
703-803-2980
www.smacna.org
Unions
American Federation of Teachers
555 New Jersey Avenue, NW
Washington, DC 20001
202-879-4400
www.aft.org
American Association of Classified
School Employees
PO Box 640
San Jose, CA 95106
National Education Association
1201 16th Street, NW
Washington, DC 20036
202-833-4000
www.nea.org
National Association
of School Nurses
PO Box 1300
Scarborough, ME 04070-1300
207-883-2117
www.nasn.org
Environmental/Health/
Consumer Organizations
American Lung Association
or your local lung association
1740 Broadway
New York, NY 10019
212-315-8700
www.lungusa.org
Consumer Federation of America
1424 16th Street, NW, Suite 604
Washington, DC 20036
202-387-6121
www.consumerfed.org
National Environmental
Health Association
720 South Colorado Blvd.
South Tower, Suite 970
Denver, CO 80222
303-756-9090
www.neha.org
Occupational Health Foundation
815 16th Street, NW, Room 312
Washington, DC 20006
MCS-Reiated Organizations
Human Ecology Action League
(HEAL)
P.O. Box 29629
Atlanta, GA 30359
404-248-1898
National Center for
Environmental Health Strategies
1100 Rural Avenue
Voorhees,NJ 08043
856-429-5358
National Foundation for the
Chemically Hypersensitive
4407 Swinson Road
Rhodes, MI 48652
517-689-6369
www. mcsrelief. com
-------
Organizations Offering Training
on Indoor Air Quality
Also, note Regional Radon Training
Centers on page 70.
American Industrial
Hygiene Association
2700 Prosperity Avenue, Suite 250
Fairfax, VA 22031
703-849-8888
www.aiha.org
Sponsors indoor air quality courses in
conjunction with meetings for AIHA
members only.
American Society of Heating,
Refrigerating, and
Air-Conditioning Engineers
1791 Tullie Circle NE
Atlanta, GA 30329.
404-636-8400
www.ashrae.org
Sponsors professional development
seminars on indoor air quality.
Mid-Atlantic Environmental
Hygiene Resource Center
University City Science Center
3624 Market Street, 1st Floor East
Philadelphia, PA 19104
215-387-2255
Provide training to occupational
safsty and health professionals and
paraprofessionals.
OSHA Training Institute
155 Times Drive
Des Plaines, IL 60018
Provides courses to assist health and
safety professionals in evaluating
indoor air quality.
Radon
State Radon Offices
For information, call the radon
contact in the EPA Regional Office
for your state, or visit www.epa gov/
Jag/contacts/index- html
Regional Radon Training Centers
. EPA has coordinated the formation of
four Regional Radon Training Centers
(RRTCs). The RRTCs provide a
range of radon training and profi-
ciency examination courses to the
public for a fee.
(ERRTC) Rutgers, The University
of New Jersey
21 Road One, Building 4087
Piscataway, NJ 08854-8031
732-445-2582
www. envsci.rutgers. edu/~errtc/
see also: www.ifas.ufl.edu/schoo1ipm
Consortium (MURC)
University of Minnesota
1985 Buford Avenue (240)
St Paul, MN 55108-6134
612-624-8747
www.dha.che.umn.edu/murc
www.dehs.umn.edu/draft/
schooliaq.html
Western Regional Radon Training
Center (WRRTC)
525 E. Fountain Blvd.
Colorado Springs, CO 80903
1-800-513-8332 or
719-636-2482
Southern Regional Radon Training
Center (SRRTC)
Auburn University
217 Ramsey Hall
Auburn University, AL 36849-5331
334-844-5718 or 800-626-2703
EPA Regional Offices
If you need additional information in
radon, contact the EPA Regional
Offices listed on pages 66.
Other EPA Contacts and
Programs of interest
Asbestos and Small Business
Ombudsman
1-800-368-5888
Provides information on asbestos.
National Lead Information Center
1-800-424-5323
Provides information on lead, lead
contamination, and lead hazards.
National Pesticides Telecommunica-
tions Network
1-800-858-7378
In Texas: 806-743-3091
Provides information on pesticides,
hazards and risks.
RCRA/Superfund/EPCRA Hotline
1-800-424-9346
Safe Drinking Water Hotline
1-800-426-4791
Provides information on lead in
drinking-water.
Stratospheric Ozone Information
Hotline 1-800-296-1996
Provides information on chlorofluom-
carbons (CFCs).
TSCA Hotline Service
202-554-1404
Provides information on asbestos and
other toxic substances.
EPA Energy Star Programs
1200 Pennsylvania Avenue, NW.
#6202J
Washington, DC 20460
1-888-STAR-YES
www.epa.gov/energystar
Publications
Items marked * are available from the
National Service Center for Envi-
ronmental Publications
(NSCEP) Fax: 513-489-8695
1-800-490-9198
www.epa.gov/ncepihom/
Items marked ** are available from
TSCA Assistance Hotline (TS-799),
401 M Street, SW, Washington, DC
20460.
202-554-1404.
Items marked *** are available from
NIOSH Publications Dissemination,
4676 Columbia Parkway, Cincinnati,
OH 45202.
513-533-8287.
-------
General Information
* Building Air Quality: A Guide for
Building Owners and Facility
Managers. U.S. Environmental
Protection Agency and the U.S.
Department of Health and Human
Services December 1991. Available
from Superintendent of Documents,
P.O. Box 371954, Pittsburgh, PA
15250-7954
EPA-400-191-033
Indoor Air Pollution Control. Thad
Godish. 1989. Lewis Publishers, 121
South Main Street, Chelsea, MI
48118.
Problem Buildings: Building-
Associated Illness and the Sick
Building Syndrome. James E. Gone
and Michael J. Hodgson, MD, MPH.
1989. From the series "Occupational
Medicine: State of the Art Reviews."
Hanley & Belfus, Inc., 210 South 13th
Street, Philadelphia, PA 19107.
Report of the Inter-ministerial
Committee on Indoor Air Quality,
1988. G. Rajhans. Contact: G.
Rajhans, Health and Safety Support
Services Branch, Ministry of Labour,
400 University Avenue, 7* Floor,
Toronto, Ontario, Canada M7A1T7.
Indoor Air Quality
introduction to Indoor Air Quality:
A Self-Paced Learning Module.
National Environmental Health
Association and U.S. Environmental
Protection Agency. June 1991.
Introduces environmental health
professionals to the information
needed to recognize, evaluate, and
control indoor air quality problems.
EPA400-39-1002
*Introduction to Indoor Air Quality:
A Reference Manual. National
Environmental Health Association,
U.S. Public Health Service and U.S.
Environmental Protection Agency.
June 1991. Companion document to
the Learning Module. Provides
reference material on selected indoor
air quality topics. EPA400-39-1003
*Indoor Air Pollution: An Introduc-
tion for Health Professionals. The
American Lung Association, Ameri-
can Medical Association, U.S.
Consumer Product Safety Commis-
sion and U.S. Environmental Protec-
tion Agency. Manual assists health
professionals in diagnosing symptoms
that may be related to an indoor air
pollution problem. EPA402R-94-007
Managing Asthma: A Guide for
Schools. Available from NHLBL, P.O.
Box 30105, Bethesda, MD 20824.
Pub. 91-2650. Other asthma-related
materials also available.
*The Inside Story: A Guide to Indoor
Air Quality. U.S. Environmental
Protection Agency and the U.S.
Consumer Product Safety Com-
mission. 1988. Addresses residential
indoor air quality primarily, but
contains a section on offices.
EPA402K-95-001
*Sick Building Syndrome. Indoor Air
Quality Fact Sheet #4. U.S. Environ-
mental Protection Agency. Revised,
1991. EPA 402F-94-004
*Ventilation and Air Quality in
Offices. Indoor Air Quality Fact
Sheet #3. U.S. Environmental
Protection Agency. Revised, 1990.
EPA402F-94-003
Air Quality Guidelines for Europe.
World Health Organization. 1987.
WHO Regional Publications, Euro-
pean Series No. 23. Available from
WHO Publications Center USA, 49
Sheridan Avenue, Albany, NY 12210.
Radon
* Radon Measurements in Schools -
Revised edition. U.S. Environmental
Protection Agency. 1993.
EPA402R-92-014.
Radon Measurement in Schools: Self-
Paced Training Workbook. U.S.
Environmental Protection Agency.
1994. EPA402/B-94-001.
* Reducing Radon in Schools: A Team
Approach. U.S. Environmental
Protection Agency. 1994.
EPA402R-94-008.
*Radon Prevention in the Design and
Construction of Schools and Other
Large Buildings, -with Addendum.
U.S. Environmental Protection
Agency. June 1994. EPA 625 R-92-
016.
Secondhand Smoke
*Secondhand Smoke: What. You Can
Do About Secondhand Smoke as
Parents, Decisionmakers, and
Building Occupants. U.S. Environ-
mental Protection Agency. July 1993.
A useful brochure describing the
health implications of secondhand
smoke and ways to avoid its risks.
EPA 402 F-93-004 (Available in
English, Spanish, Chinese)
* Respiratory Health Effects of
Passive Smoking fact sheet U.S.
Environmental Protection Agency.
January 1993. 430-F-93-004
*Setting the Record Straight: Second-
hand Smoke is a Preventable Health
Risk: fact sheet. U.S. Environmental
Protection Agency. June 1994.
EPA402F-94-005.
-------
Guidelines for Controlling Environ-
mental Tobacco Smoke In Schools —
Technical Bulletin. Ronald Turner,
Bruce Lippy, Arthur Wheeler.
Februraryl991. Maryland State
Department of Education, Office of
Administration and Finance, Office of
School Facilities, 200 West Baltimore
Street, Baltimore, MD 21201.
Respiratory Health Effects of Passive
Smoking: Lung Cancer and Other
Disorders. U.S. Environmental
Protection Agency. 1990. EPA/600/
6090/006F. EPA's major risk assess-
ment of the health effects of passive
smoking (ETS).
The Health Consequences of Involun-
tary Smoking: A Report of the
Surgeon General. U.S. Department
of Health and Human Services.
Public Health Service. Office on
Smoking and Health. 1986. 1600
Clifton Road, NE (Mail Stop K50)
Atlanta, GA 30333.
Current Intelligence Bulletin 54:
Environmental Tobacco Smoke in the
Workplace — Lung Cancer and Other
Health Effects. *** U.S. Department
of Health and Human Services, Public
Health Service. Centers for Disease
Control, National Institute for
Occupational Safety and Health.
DHHS (NIOSH) Publication No. 91-
108. 1991.
A series of one-page information
sheets on all aspects of smoking in the
workplace. U.S. Department of
Health and Human Services, National
Cancer Institute. Office of Cancer
Communications. For copies, call 1-
800-4-CANCER.
Asbestos
A Guide to Monitoring Airborne
Asbestos in Buildings. Dale L. Keyes
and Jean Chesson. 1989. Environ-
mental Sciences, Inc., 105 E. Speed-
way Blvd., Tucson, Arizona 85705.
Testimony of NIOSH on the Occupa-
tional Safety and Health
Administration's Proposed Rule on
Occupational Exposure to Asbestos,
Tremolite, Anthophyllite, andActino-
lite. U.S. Department of Health and
Human Services, Public Health
Service, U.S. Centers for Disease
Control, National Institute of Occupa-
tional Safety and Health. June 1984,
May 1990, and January 1991.
NIOSH Docket Office, C-34, 4676
Columbia Parkway, Cincinnati, OH
45226.
A Guide to Respiratory Protection for
the Asbestos Abatement Industry. **
U.S. Environmental Protection
Agency. 1986. EPA560/OTS 86-001.
Abatement of Asbestos-Containing
Pipe Insulation. ** U.S. Environ-
mental Protection Agency. 1986.
Technical Bulletin No. 1986-2.
Asbestos Abatement Projects: Worker
Protection. 40 CFRPart 763. **
U.S. Environmental Protection
Agency. February 1987.
Asbestos Ban and Phaseout Rule. 40
CFR Parts 763.160 to 763.179.**
U.S. Environmental Protection
Agency. Federal Register, July 12,
1989.
Asbestos in Buildings: Guidance for
Service and Maintenance Personnel
(English/'Spanish). ** U.S. Environ-
mental Protection Agency. 1985.
EPA 560/5-85-018. ("Custodial
Pamphlet").
Asbestos in Buildings: Simplified
Sampling Scheme for Surfacing
Materials. ** U.S. Environmental
Protection Agency. 1985. 560/5-85-
030A. ("Pink Book").
Construction Industry Asbestos
Standard. 29 CFRPart 1926.58.
General Industry Asbestos Standard.
29 CFR Part 1910.1001.
Guidance for Controlling Asbestos-
Containing Materials in Buildings. **
U.S. Environmental Protection
Agency. 1985. EPA 560/5-85-024.
("Purple Book").
Guidelines for Conducting the
AHERA TEM Clearance Test to
Determine Completion of an Asbestos
Abatement Project. ** U.S. Environ-
mental Protection Agency. EPA 560/
5-89-001.
Managing Asbestos In Place: A
Building Owner's Guide to Opera-
tions and Maintenance Programs for
Asbestos-Containing Materials. **
U.S. Environmental Protection
Agency. 1990. ("Green Book").
Measuring Airborne Asbestos
Following An Abatement Action. *'*
U.S. Environmental Protection
Agency. 1985. EPA 600/4-85-049.
("Silver Book").
National Emission Standards for
Hazardous Air Pollutants. 40 CFR
Part 61. ** U.S. Environmental
Protection Agency. April 1984.
Transmission Electron Microscopy
Asbestos Laboratories: Quality
Assurance Guidelines. ** U.S.
Environmental Protection Agency.
1989. EPA 560/5-90-002. Respiratory
Protection Standard. 29 CFR Part
1910.134.
Biological Contaminants
Mold Remediation in Schools and
Large Buildings. * (scheduled to be
available 12/00) U.S. Environmental
Protection Agency.
Biological Pollutants in Your Home.
* webpage: http://www.epa.gov/iaq/
pubs/bio_l.html Prepared by: The
Consumer Product Safety Commis-
sion (CPSC), and the American Lung
Association.
-------
Bioaerosols, Assessment and Control.
American Conference of Governmen-
tal Industrial Hygienists, Inc. 1999.
Cincinnati, Ohio. ISBN 1-882417-
29-1 phone 513-742-2020
http://www.acgih.org
Guidelines for the Assessment of
Bioaerosols in the Indoor Environ-
ment. American Council of Govern-
mental Industrial Hygienists. 1989.
6500 Glenway Avenue, Building D-7,
Cincinnati, OH 45211.
PCBs
A Recommended Standard for
Occupational Exposure to Polychlori-
natedBiphenyls. U.S. Department of
Health and Human Services. Public
Health Service. Centers for Disease
Control. National Institute for
Occupational Safety and Health.
DHHS (NIOSH) Publication No. 77-
225. 1977. Available from the
National Technical Information
Service, 5285 Port Royal Road,
Springfield, VA 22161.
Current Intelligence Bulletin 45:
Polychlorinated Biphenyls—Potential
Health Hazards from Electrical
Equipment Fires or Failures. U. S.
Department of Health And Human
Services. Public Health Service.
Centers for Disease Control. National
Institute of Occupational Safety and
Health. DHHS (NIOSH) Publication
No. 86-111. 1977. Available from
the National Technical Information
Service, 5285 Port Royal Road,
Springfield, VA 22161.
Transformers and the Risk of Fire: A
Guide for Building Owners. ** U.S.
Environmental Protection Agency.
1986. OPA/86-001.
Building Management,
Investigation, and Remediation
*Building Air Quality: A Guide for
Building Owners and Facility
Managers. U.S. Environmental
Protection Agency and the U.S.
Department of Health and Human
Services December 1991.
EPA402F-91-102.
Carpet and Indoor Air Quality in
Schools. Maryland Department of
Education. October 1993. Maryland
State Department of Education,
Division of Business Services, School
Facilities Branch, 200 West Baltimore
Street, Baltimore, MD 21201.
410-333-2508.
Guidance for Indoor Air Quality
Investigations. *** U.S. Department
of Health and Human Services.
Public Health Service. Centers for
Disease Control. National Institute
for Occupational Safety and Health.
1987.
Indoor Air Quality: Selected Refer-
ences. *** U.S. Department of Health
and Human Services. Public Health
Service. Centers for Disease Control.
National Institute for Occupational
Safety and Health. 1989.
Interior Painting and Indoor Air
Quality in Schools. Bruce Jacobs,
March 1994. Maryland State Depart-
ment of Education, Division of
Business Services, School Facilities
Branch, 200 West Baltimore Street,
Baltimore, MD 21201.
410-333-2508.
Managing Indoor Air Quality.
Shirley J. Hansen. 1991. Fairmont
Press, 700 Indian Trail, Lilburn, GA
30247.
Practical Manual for Good Indoor
Air Quality. Hani Bazerghi and
Catherine Arnoult. 1989. Quebec
Association for Energy Management.
1259 Bern Street, Suite 510,
Montreal, Quebec, Canada, H2L 4C7.
Science Laboratories and Indoor Air
Quality in Schools. Bruce Jacobs.
March 1994. Maryland State Depart-
ment of Education, Division of
Business Services, School Facilities
Branch, 200 West Baltimore Street,
Baltimore, MD 21201.
410-333-2508.
The Practitioner's Approach to
Indoor Air Quality Investigations.
Proceedings of the Indoor Air Quality
International Symposium. Donald M.
Weekes and Richard B. Gammage.
1989. American Industrial Hygiene
Association, P.O. Box 8390, Akron
Ohio 44320.
Ventilation/Thermal Comfort
ASHRAE materials are available from
their Publication Sales Department,
1791 Tullie Circle, NE, Atlanta, GA
30329.
404-636-8400.
Air Cleaning Devices for HVAC
Supply Systems In Schools. Arthur
Wheeler. December 1992.
Guideline for the Commissioning of
HVAC Systems. ASHRAE Guideline
1-1989. 1989. Several articles
describing ASHRAE Standard 62-
1989. ASHRAE Journal. October,
1989.
Method of Testing Air-Cleaning
Devices Used in General Ventilation
for Removing Particulate Matter.
ASHRAE Standard 52-76. 1976.
Practices for Measurement, Testing,
Adjusting and Balancing of Building
Heating, Ventilation, Air-Condition-
ing and Refrigeration Systems.
ASHRAE Standard 111-1988
Reducing Emission of Fully Haloge-
nated Chlorofluorocarbon (CFC)
Refrigerants in Refrigeration and Air
Condition Equipment and Applica-
tions. ASHRAE Guideline HI-1990.
1990.
-------
Selecting HVAC Systems for Schools.
Arthur Wheeler and Walter Kunz, Jr.
October 1994. Maryland State
Department of Education, Division of
Business Services, School Facilities
Branch, 200 West Baltimore Street,
Baltimore, MD 21201.
Thermal Environmental Conditions
for Human Occupancy. ASHRAE
Standard 55-1992. 1992.
Ventilation for Acceptable Indoor Air
Quality, ASHRAE Standard 62-1989.
19S9.
The Ventilation Directory. National
Conference of States on Building
Codes and Standards, Inc., 505
Huntmar Park Drive, Suite 210,
Hemdon, VA 22070. 703-481-2020.
Summarizes natural, mechanical, and
exhaust ventilation requirements of
the model codes, ASHRAE standards,
and unique State codes.
Standards and Guidelines
NIOSHRecommendationsfor
Occupational Safety and Health.
U.S. Department of Health and
Human Services, Public Health
Service, Centers for Disease Control,
National Institute for Occupational
Safety and Health. Compendium of
Policy Documents and Statements.
DHHS (NIOSH) Publications 91-109.
1991.***
OSHA Standards for Air Contamin-
ants. 29 CFRPart 1910.1000. U.S.
Department of Labor. OSHA
Regulations. Available from the U.S.
Government Printing Office, Wash-
ington, DC 20402. 202-783-3238.
Additional health standards for some
specific air contaminants are also
available in Subpart Z.
Threshold Limit Values and Biologi-
cal Exposure Indices. American
Conference of Government Industrial
Hygienists. 1990-1991. 6500
Glenway Avenue, Building D-7,
Cincinnati, OH 45211.
-------
Glossary and Acronyms
AHERA. Asbestos Hazard Emergency
Response Act
AHU. See "Air Handling Unit."
ASHRAE. American Society of
Heating, Refrigerating, and Air-
Conditioning Engineers. See Appendix
I: Resources for more information.
ASTM. Consensus standard-setting
organization. See Appendix I:
Resources for more information.
Action Packet. Contains three
components - an introductory memo,
IAQ Backgrounder, and IAQ Checklist -
to assist school personnel to implement
an effective yet simple IAQ program in
their school.
Air Cleaning. An IAQ control strategy to
remove various airborne participates
and/or gases from the air. The three
types of air cleaning most commonly
used are particulate filtration,
electrostatic precipitation, and gas
sorption.
Air Exchange Rate. The rate at which
outside air replaces indoor air in a
space. Expressed in one of two ways:
the number of changes of outside air per
unit of time - air changes per hour
(ACH); or the rate at which a volume of
outside air enters per unit of time - cubic
feet per minute (cfm).
Air Handling Unit (AHU). For purposes of
this document refers to equipment that
includes a blower or fan, heating and/or
cooling coils, and related equipment
such as controls, condensate drain pans,
and air filters. Does not include
ductwork, registers or grilles, or boilers
and chillers.
Antimicrobial. Agent that kills microbial
growth. See "disinfectant," "sanitizer,"
and "sterilizer."
BRI. See "Building-Related Illness."
Biological Contaminants. Biological
contaminants are produced by living
things. Common biological
contaminates include mold, dust mites,
pet dander (skin flakes), droppings and
body parts from cockroaches, rodents
and other pests or insects, viruses, and
bacteria. Biological contaminants can
be inhaled and can cause many types of
health effects including allergic
reactions, respiratory disorders,
hypersensitivity diseases, and infectious
diseases. Also referred to as
"microbiologicals" or "microbials." See
Appendix E: Typical Indoor Air
Pollutants for more information.
Building-Related Illness. Diagnosable
illness whose symptoms can be
identified and whose cause can be
directly attributed to airborne building
pollutants (e.g., Legionnaire's disease,
hypersensitivity pneumonitis).
Central AHU. See "Central Air Handling
Unit"
Central Air Handling Unit For purposes of
this document, this is the same as an Air
Handling Unit, but serves more than one
area.
CFM. Cubic feet per minute. The amount
of air, in cubic feet, that flows through a
given space in one minute. 1 CFM equals
approximately 2 liters per second (1/s).
CO. Carbon monoxide. See Appendix E:
Typical Indoor Air Pollutants for more
information.
C02, Carbon dioxide. See Appendix C:
LAO Measuring Equipment, and
Appendix E: Typical Indoor Air
Pollutants for more information.
Conditioned Air. Air that has been heated,
cooled, humidified, or dehumidified to
maintain an interior space within the
-------
"comfort zone." (Sometimes referred
to as "tempered" air.)
Dampers. Controls that vary airflow
through an air outlet, inlet, or duct A
damper position may be immovable,
manually adjustable, or part of an
automated control system.
Diffusers and Grilles. Components of
the ventilation system that distribute
and return air to promote air
circulation in the occupied space. As
used in this document, supply air
enters a space through a diffuser or
vent and return air leaves a space
through a grille.
Disinfectants. One of three groups of
antimicrobials registered by EPA for
public health uses. EPA considers an
antimicrobial to be a disinfectant
when it destroys or irreversibly
inactivates infectious or other
undesirable organisms, but not
necessarily their spores. EPA
registers three types of disinfectant
products based upon submitted
efficacy data: limited, general or
broad spectrum, and hospital
disinfectant
Drain Trap. A dip in the drain pipe of
sinks, toilets, floor drains, etc., which
is designed to stay filled with water,
thereby preventing sewer gases from
escaping into the room.
EPA. United States Environmental
Protection Agency. See Appendix 1:
Resources for more information.
ETS. Environmental tobacco smoke.
See Appendix E: Typical Indoor Air
Pollutants, Appendix F: Secondhand
Smoke, and Appendix I: Resources
for more information.
ExhaustVentilation. Mechanical
removal of air from a building.
Flow Hood. Device that easily
measures airflow quantity, typically
up to 2,500 cfm.
HVAC. Heating, ventilation, and air-
conditioning system.
Hypersensitivity Diseases. Diseases
characterized by allergic responses to
pollutants. The hypersensitivity
diseases most clearly associated with
indoor air quality are asthma, rhinitis,
and hypersensitivity pneumonitis.
Hypersensitivity pneumonitis is a rare
but serious disease that involves
progressive lung damage as long as
there is exposure to the causative
agent
IAO, Indoor air quality.
IAQ Backgrounder. A component of
the Action Packet that provides a
general introduction to IAQ issues, as
well as IAQ program implementation
information.
IAQ Checklist A component of the
Action Packet containing information
and suggested easy-to-do activities
for school staff to improve or maintain
good indoor air quality. Each focuses
on topic areas and actions that are
• targeted to particular school staff
(e.g., teachers, administrators, kitchen
staff, maintenance staff, etc.) or
specific building functions (e.g.,
HVAC system, roofing, renovation,
etc.). The Checklists are to be
completed by the staff and returned to
the IAQ Coordinator as a record of
activities completed and assistance as
requested.
IAQ Coordinator. An individual at the
school and/or school district level
who provides leadership and
coordination of IAQ activities. See
Section 3 for more information.
IAQ Management Plan. A set of flexible
and specific steps for preventing and
resolving IAQ problems. See Section 6
for more information.
IAQ Team. People who have a direct
impact on IAQ in the schools (school
staff, administrators, school board
members, students and parents) and
who implement the IAQ Action
Packets. See Section 3 for more
information.
IPM. Integrated pest management
See Appendix D: Developing Indoor
Air Policies for more information.
Indoor Air Pollutant Particles and dust,
fibers, mists, bioaerosols, and gases or
vapors. See Section 4 and Appendix
E: Typical Indoor Air Pollutants for
more information.
MCS. See "Multiple Chemical
Sensitivity."
Make-up Air. See "Outdoor Air
Supply."
Microbiologicals. See "Biological
Contaminants."
Multiple Chemical Sensitivity. A
condition in which a person reports
sensitivity or intolerance (as distinct
from "allergic") to a number of
chemicals and other irritants at very
low concentrations. There are
different views among medical
professionals about the existence,
causes, diagnosis, and treatment of
this condition.
NIOSH. National Institute for
Occupational Safety and Health. See
Appendix I: Resources for more
information.
Negative Pressure. Condition that
exists when less air is supplied to a
space than is exhausted from the
space, so 'the air pressure within that
space is less than that in surrounding
areas. Under this condition, if an
opening exists, air will flow from
surrounding areas into the negatively
pressurized space.
OSHA. Occupational Safety and
Health Administration. See Appendix
I: Resources for more information.
Outdoor Air Supply. Air brought into a
building from the outdoors (often
-------
through the ventilation system) that
has not been previously circulated
through the system.
PPM. Parts per million.
Plenum. Unducted air compartment
used to return air to central air
handling unit.
Pollutant Pathways. Avenues for
distribution of pollutants in a
building. HVAC systems are the
primary pathways in most buildings;
however all building components and
occupants interact to affect how
pollutants are distributed. See
Section 5 for more information.
Positive Pressure. Condition that
exists when more air is supplied to a
space than is exhausted, so the air
pressure within that space is greater
than that in surrounding areas. Under
this condition, if an opening exists, air
will flow from the positively
pressurized space into surrounding
areas.
Pressure, Static. In flowing air, the
total pressure minus velocity pressure.
The portion of the pressure that pushes
equally in all directions.
Pressure, Total. In flowing air, the sum
of the static pressure and the velocity
pressure.
Pressure, Velocity. The pressure due
to the air flow rate and density of the
air.
Preventive Maintenance. Regular and
systematic inspection, cleaning, and
replacement of worn parts, materials,
and systems. Preventive maintenance
helps to prevent parts, material, and
systems failure by ensuring that parts,
materials and systems are in good
working order.
Psychogenic Illness. This syndrome
has been defined as a group of
symptoms that develop in an
individual (or a group of individuals in
the same indoor environment) who are
under some type of physical or
emotional stress. This does not mean
that individuals have a psychiatric
disorder or that they are imagining
symptoms.
Psychosocial Factors. Psychological,
organizational, and personal stressors
that could produce symptoms similar
to those caused by poor indoor air
quality.
Radon. A colorless, odorless gas that
occurs naturally in almost all soil and
rock. Radon migrates through the soil
and groundwater and can enter
buildings through cracks or other
openings in the foundation. Radon
can also enter through well water.
Exposure to radon can cause lung
cancer. See Appendix G: Radon for
more information. See Appendix E:
Typical Indoor Air Pollutants for
more information.
Re-entry. Situation that occurs when
the air being exhausted from a
building is immediately brought back
into the system through the air intake
and other openings in the building
envelope.
SBS. See "Sick Building Syndrome."
Sanitizer. One of three groups of anti-
microbials registered by EPA for
public health uses. EPA considers an
antimicrobial to be a sanitizer when it
reduces but does not necessarily
eliminate all the microorganisms on a
treated surface. To be a registered
sanitizer, the test results for a product
must show a reduction of at least
99.9% in the number of each test
microorganism over the parallel
control.
Secondhand Smoke. See
Appendix F: Secondhand Smoke for
more information.
Short-circuiting. Situation that occurs
when the supply air flows to return or
exhaust grilles before entering the
breathing zone (area of a room where
people are). To avoid short-circuiting,
the supply air must be delivered at a
temperature and velocity that results in
mixing throughout the space.
Sick Building Syndrome. Term
sometimes used to describe situations
in which building occupants
experience acute health and/or
comfort effects that appear to be
linked to time spent in a particular
building, but where no specific illness
or cause can be identified. The
complaints may be localized in a
particular room or zone, or may be
spread throughout the building.
Soil Gases. Gases that enter a building
from the surrounding ground (e.g.,
radon, volatile organic compounds,
gases from pesticides in the soil).
Sources. Sources of indoor air
pollutants. Indoor air pollutants can
originate within the building or be
drawn in from outdoors. Common
sources include people, room
furnishings such as carpeting,
photocopiers, art supplies, etc. (see
Section 5 for more information).
Stack Effect The flow of air that
results from warm air rising, creating a
positive pressure area at the top of a
building and a negative pressure area
at the bottom of a building. The stack
effect can overpower the mechanical
system and disrupt ventilation and
circulation in a building.
Sterilizer. One of three groups of anti-
microbials registered by EPA for
public health uses. EPA considers an
antimicrobial to be a sterilizer when it
destroys or eliminates all forms of
bacteria, fungi, viruses, and their
spores. Because spores are considered
the most difficult form of a
microorganism to destroy, EPA
considers the term sporicide to be
synonymous with "sterilizer."
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TVOCs. Total volatile organic
compounds. See "Volatile Organic
Compounds (VOCs)"
Unit Ventilator. A single fan-coil unit
designed to satisfy tempering and
ventilation requirements for individual
rooms.
VOCs. See "Volatile Organic
Compounds."
Ventilation Air. Defined as the total air,
which is a combination of the air
brought inside from outdoors and the
air that is being recirculated within the
building. Sometimes, however, used
in reference only to the air brought
into the system from the outdoors;
this document defines this air as
"outdoor air ventilation."
Volatile Organic Compounds (VOCs).
Compounds that vaporize (become a
gas) at room temperature. Common
sources which may emit VOCs into
indoor air include housekeeping and
maintenance products, and building
and furnishing materials. In sufficient
quantities, VOCs can cause eye, nose,
and throat irritations, headaches,
dizziness, visual disorders, memory
impairment; some are known to cause
cancer in animals; some are suspected
of causing, or are known to cause,
cancer in humans. At present, not
much is known about what health
effects occur at the levels of VOCs
typically found in public and
commercial buildings. See Appendix
E: Typical Indoor Air Pollutants for
more information.
Zone. The occupied space or group of
spaces within a building which has its
heating or cooling controlled by a
single thermostat.
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Index
A
adhesives
10,54
air, (distribution, flow, movement of:)
9-13, 38-41, 62-63
air filters
7
air handling unit
10-12, 75
air pressure
12-13, 77
allergens
3, 9, 52-53
animals
45
See also Teacher's Checklist
antimicrobial
75-76
art supplies
10
See also Teacher's Checklist
asbestos
10, 35, 70-72
ASHRAE
11-12, 37, 39-40, 53, 55, 68, 70, 73
asthma
i, 3, 25, 53, 61, 64, 67
See also Health Officer/School
Nurse Checklist
£
carbon dioxide
41, 52-53, 75
carbon monoxide
3, 25, 52-53, 75
carpet
9, 18, 68
chemical smoke
41
cleaning agents
i, 51, 54-55
cleanliness
20
See also Building Maintenance
and Teacher's Checklists
codes
31,39
combustion appliances
i, 52-54
communication
23-24, 33-34
complaints, IAQ
27-28, 30-32
condensation
61-64
construction
16,21, 39-40, 53, 60
See also Renovation and
Repairs Checklist
E
biological contaminants
52-53, 72, 75
building occupants
13-14
building-related illness
35,75
See also Health Officer/School
Nurse Checklist
n
dampers
76
diagnosing an IAQ problem
27
diffuser
63, 76
disinfectants
43,76
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drafts
20,28
drain trap
16,76
ductwork
10
dust
9-10, 18, 52-54
dust mites
3, 52-53, 75
E
emergency response
5, 18, 25-26
environmental tobacco smoke (ETS)
See secondhand smoke
equipment, 1AQ basic measurement
41
exposure control
29-30, 52-55
E
fans
10, 12, 49, 63
flooring
23
food
17, 54
See also Food Service Checklist
formaldehyde
51, 54-55
fiime hoods
12
fumes
29,52
grille
20, 38, 76
M
health problems
13-14
See also Health Officer/School
Nurse Checklist
heating system
38, 60, 63
See HVAC or ventilation system
housekeeping
7, 16, 29, 53
See also Building
Maintenance Checklist
humidity
11-12,20-21,41,53,61-63
HVAC
9-14
See ventilation system
IAQ, importance of
i,3
IAQ coordinator
i, 1-2, 5-7, 15-24, 33-34, 76
IAQ Management Plan
5-7, 15-22, 76
IAQ measurements
32,41
IAQ problems
3, 5-7, 9-16, 18-22, 25-32
IAQ team
5-7, 19, 76
integrated pest management
17, 44-45, 55
L
lead
i, 18,20,47,51,54-55,70
leaks
61-62
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local exhaust
29,31
locker room
16,62
See also Teacher's Checklist
M
maintenance
i, 3-4, 6-7, 9, 16, 18, 25, 47, 53,
63, 72, 76-78
moisture
9,31,52-53,61-64
mold
3, 9, 12, 20-21, 51-53, 61-64,
72,75
K
nitrogen oxides
54-55
Q
odors
10,20,23,31
off-gassing
29-30
OSHA
18, 39, 53, 66-67, 70, 74, 76
outdoor air intake
20, 29, 37-38
outdoor air supply
31,77
paint
18, 20, 23, 29, 43, 46-47, 52, 54,
68,73
See also Renovation and
Repairs Checklist
parents
5, 7, 8, 23-36, 33-34, 43,
46-47, 76
pest control
17-18, 20, 44-45, 55, 69
pesticides
i, 9-10, 20, 44-45, 54-55,
70-71
pollutants
3-4, 9-10, 12-13, 14, 16, 25,
28-30,36,39,41,51,52,67,
72, 75-78
professional assistance
35-38
R
radon
10, 17, 20, 35, 39, 54-55,
59-60, 66-67, 70-77
relative humidity
3,11,21,41,53,61-63
renovation
7, 20-21, 23, 30, 40, 43, 60, 76
See also Renovation and
Repairs Checklist
roof
7, 9, 16, 23
sample memo
8,19,46-47
secondhand smoke
14, 48-53, 57-58, 67,
71-72, 76
schools, unique aspects of
4
science supplies
4
See also Teacher's Checklist
semi-volatile organic compounds
54-55, 77
sewer gases
16,76
solvents
51, 54-55
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solving 1AQ problems
3, 7, 9,15, 16, 21, 25-26,
29-32, 35
sources
4,9-10,16,20,27-30,43,51,
52-55, 61-62, 77-78
spills
25,28, 61
start-up hints
6
See also IAO Road Map
I
temperature
3, 10-14, 20, 61-64
thermal bridges
63
thermal comfort
3,10-12,73
thermostats
11,63
II
unit ventilators
10,20, 78
V
ventilation
i, 1, 6, 7, 9-14, 18, 25, 28-32, 39-41, 53,
60, 62, 64, 67, 73-74, 76, 78
See also Ventilation Checklist
ventilation system
5, 9-14, 17-18, 25, 27-30, 36-39, 43, 61,
76,77
See also Ventilation Checklist
VOC's (volatile organic compounds)
10, 36, 54-55, 77-78
W.
walkthrough inspection
19-20
See also Walkthrough
Inspection Checklist
water
9-10, 17, 47, 54, 61-62, 66, 70, 76
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