&EPA
United States
Environmental
Protection Agency
EPA-402-F-02-027
DRAFT
IAQ
for
SPECIAL SYMPOSIUM
SUPPLEMENT
A PUBLICATION
OF THE OFFICE
OF RADIATION AND
INDOOR AIR
A Note from the Director
I'm delighted to welcome you to another special supple-
ment of the Indoor Air Quality Tools for Schools (IAQ TfS)
Bulletin and share the excitement surrounding our 2nd
Annual IAQ TfS National Symposium. It was a great
success and we look forward to seeing you at this year's
Symposium.
MaryT. Smith
Director, Indoor Environments Division
2nd Annual Indoor Air Quality Tools for Schools National Symposium
An enthusiastic group of more than 370 people attended the
2nd Annual IAQ TfS Symposium held August 9 - 11, 2001, in
Washington, DC. Attendance far exceeded our registration
goal. Participants included school administrators and officials,
financing officers, facility managers, teachers, parents, nurses,
and others, who traveled from all parts of North America as
well as Europe and Asia.
Through attending sessions and networking with peers and
industry experts, those at the symposium discussed a variety of
issues related to IAQ in schools and the effects of poor IAQ on
the health and performance of our children. Experts presented
strategies for identifying IAQ problems, responding to related
health complaints, building an IAQ team, advocating good
IAQ managing asthma and asthma triggers, and coping with
mold in the school environment. Presenters also provided
valuable guidelines for successfully implementing EPA's IAQ
TfS Kit and Program. For the first time, we held a finance
training session specifically geared toward school chief financial
officers and business officials to discuss innovative ways of
financing IAQ upgrades—a common hurdle for schools. Other
new topics in 2001 included school construction and the
effects of IAQ on student performance.
We were especially proud to host an awards reception on the
first night of the Symposium to honor 19 schools and school
districts with Excellence and Special Achievement Awards for
improving the indoor environment in their schools and their
commitment to advocating a healthy learning environment in
schools nationwide.
2 Symposium Sessions 5
4 Awards Ceremony Highlights 6
INSIDE THIS ISSUE
Special Recognition Honorees
Excellence Awards Recipients
9 Hot Topics in IAQ
10 Award Winner Interview
IAQ Tools for Schools Bulletin
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Symposium Highlights
The following paragraphs summarize the Symposium breakout sessions.
Financing IAQ TfS
Each day you wait to improve IAQ in your school is "money
out the window." Delayed action often results in higher costs
for remediation as well as increased
Each day health risks for students and staff.
Presenter Julio Rovi of The Cadmus
VOU Wait Group, Inc., led a discussion on
financing options for funding building
tO impTOVe repairs. Financing options discussed
included the availability of grants and
bonds to pay for education and low-
cost repairs and savings associated
money OUt with installing energy-efficient
technologies. Case study speaker Tom
ffog Chojnacki, of the Milwaukee Public
Schools, shared his firsthand experi-
WindoW. ences with financing IAQ improve-
ments using returns from energy-
—Tom Chojnacki, MRS efficiency retrofits and utility rebates.
Funding Mechanisms for School
Financing Officers
The role of chief financial officers, business officials, and
others working directly with financing in schools is critical to
the success of an IAQ program, particularly when facility
renovations are necessary. This session, led by Bob Barton of
the Catalyst Financial Group, outlined numerous financing
options including several federal and state programs. Distin-
guishing between "soft" (e.g., education and improved daily
maintenance practices) solutions and "hard" (e.g., new
equipment and financing) solutions is an important step in
financial planning. These programs—which provide free
services to schools such as asthma education for staff, tips on
better management of
school health, and grants
or bonds for building
repairs—often go
untapped by schools.
Case study speaker
Erbert Johnson Jr. of the
Cleveland Municipal
School District offered
participants expert
advice based on his
experience working with
regional organizations
such as the American
Lung Association and
EPA regional offices to
secure grants and other
support for implement-
Erbert Johnson Jr., Chief Financial ing energy-efficiency
Officer of the Cleveland Municipal projects and the IAQ TfS
School District, gave a presentation on Program in Cleveland
funding mechanisms for school finance , ,
officers.
Asthma and IAQ
Exposure to high concentrations of irritants commonly found
in school buildings—such as animal dander, cockroach feces,
dust mites, mold, and chemicals—can trigger asthma. Present-
ers Dr. Lani Wheeler of the Anne Arundel (MD) County
Department of Health and Sarah Merkle of the Centers for
Disease Control/Division of Adolescent and School Health
discussed the importance of environmental asthma manage-
ment in a comprehensive, school-based asthma program.
Actions discussed included proactive maintenance practices—
such as keeping temperature and humidity at appropriate
levels—to control mold growth and dust mite reproduction,
thereby reducing the health risks for students and staff.
Asthma Management in Your School
A panel of asthma experts discussed asthma resources and
programs available to schools that want to educate staff on the
relationship between IAQ and asthma, emergency response
techniques during asthma attacks, and how to track health
complaints and concerns. EPAs Tracey Mitchell and a panel of
experts discussed specific strategies for combining IAQ TfS
with asthma education programs to comprehensively address
asthma in schools. In addition, this session provided guidance
on effectively delivering asthma management programs in
schools by taking advantage of, and fostering partnerships
with, local or regional community organizations that offer
such assistance.
Advocating Good IAQ: Marketing for
Success
Gaining the support of decision makers is a key challenge for
school staff when taking action to improve IAQ Presenters
Jeanette Donald and Greg White of the American Lung
Association offered valuable tips on how to apply basic
marketing techniques to present IAQ TfS to key stakeholders
in the school and community. Examples included using local
media to post public service announcements (PSAs) and
promoting the importance of good IAQ to improve student
performance at staff and community meetings. Strategic use of
local and regional media can help schools effectively convey
the importance of indoor air quality and gain recognition for
their successes with IAQ TfS.
Building an IAQ Team and Communicating
Your Success
Presenters Michele Hodak and Jennie Young of the National
Education Association - Health Information Network dis-
cussed successful strategies for building an IAQ team. Key to a
team's function is the IAQ Coordinator, who acts as both the
visionary leader and organizational manager. Case study
speakers Barry Hemler of the Montgomery County (MD)
Public Schools and Phil Apruzesse of the Connecticut Educa-
tion Association highlighted the importance of encouraging
participation and cooperation of school staff with the IAQ
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IAQ Tools for Schools Bulletin
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INDOOR AIR QUALITY TOOLS FOR SCHOOLS
team to raise awareness of IAQ issues. Additionally, it is vital to
foster good communication with stakeholders (e.g., parents,
media) and school administrators in order to gain their
support.
Mold: A Manageable School Issue
Molds are not only unsightly, they can impact your health. Case
study speaker Beth Roueche of the Greenville County School
District, in South Carolina, described her experiences with the
IAQ TfS Program and her work with teachers and students to
detect the spread of the toxic mold, Stachybotrys cha.rta.rum, in
areas of an elementary school and a high school. Mold contami-
nation caused symptoms that included nose bleeds, chest pains,
and headaches — all of which were experienced by children and
others in these schools. Amid extensive
attention from local media and stories
posted in USA Weekend, the elementary
school was closed for building renova-
tions. Repairs for the high school
included a new roof and the replacement
of ceiling and floor tiles. Since the repairs,
students and staff have experienced fewer
respiratory-related health problems.
Presenter Dr. John Martyny of the
National Jewish Medical and Research
Center emphasized that schools must
respond to water intrusion within the
first 24 - 48 hours of detection to
prevent mold growth. Necessary mea-
sures include controlling moisture and
Molds are
not only
unsightly,
/v/*7
impact
your
health.
humidity levels and fixing water leaks in order to prevent the
spread of mold to other areas of the school building. Laura Kolb
of EPA recommended the EPA publication, Mold Remediation
in Schools and Commercial Buildings, as a valuable resource for
managing mold.
Pest Patrol: The Ins and Outs of an
Effective Integrated Pest Management
Program
Did you know that the presence of insects can be a health
hazard? So can many chemicals used to get rid of them.
Schools can significantly decrease risks to students, faculty, and
staff from pests and pesticides by implementing an integrated
pest management (IPM) program. Dr. Marc Lame of Indiana
University outlined the standards for implementing an
effective IPM Program. The IPM approach can be successful
and cost effective because it can be incorporated into existing
custodial and maintenance activities, such as sanitation, energy
conservation, building security, and infrastructure mainte-
nance. A successful IPM strategy includes proactive manage-
ment and an educational program to teach staff and teachers
how to monitor their working environment. Copies of the
presentations are available at www.epa.gov/iaq/schools/
symposium_materials.html. In addition, Lee Setter, of Minne-
apolis Public Schools, presented that district's approach to
IPM. Through IPM measures, costing no more than tradi-
tional pest control methods, the district has drastically reduced
pesticide use.
IAQ Tools for Schools Bulletin
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EPA Honors Achievements in
On the first night of the Symposium, EPA hosted the 2nd Annual IAQ TJS Awards Ceremony.
RamonaTrovato, Director of EPA's Office of Children's Health Protection, presented the awards.
Schools and districts submitted award applications in which they described their IAQ program and
attached promotional materials, announcements, and news articles published by local or national
media recognizing their efforts to improve indoor air quality. Two categories of awards—Special
Achievement and Excellence—were presented to those that had commendable indoor air quality
programs. In all, EPA honored 19 schools and school teams for their accomplishments and their
commitment to advocating healthy indoor environments in schools nationwide. Below are descrip-
tions of each award winner and their experiences with the IAQ TfS Program.
2001 Special Achievement Awards
Founded in 1999 by the Connecticut Depart-
ment of Public Health and the Connecticut
Council for Occupational Safety and Health, the
Connecticut School Indoor Environment
Resource Team is a statewide network of IAQ
specialists, trainers, and health experts. To date,
they have helped 43 schools in 18 districts
implement the IAQ TfS Program.
Little Harbour School, Portsmouth, New
Hampshire, adopted the IAQ TJS Program after
years of complaints about chronic bronchitis and
sinusitis, as well as new diagnoses of asthma. The
school used a team approach to overcome
skepticism that an IAQ program was workable or
even necessary. Its IAQ committee included
members from across the school community and
outside experts. By identifying ventilation
problems and setting short- and long-term goals,
the school steadily improved IAQ and won
peoples confidence.
Chicopee Public Schools, Chicopee, Massachu-
setts, received the IAQ TfS materials in 1996
and was the first district in the nation to provide
all of its buildings with an IAQ TJS Kit. The
IAQ team represents a cross-section of school
personnel, including trade union representatives,
a teacher, a nurse, and a parent. Solutions
included establishing written procedures for the
use of pesticides and chemicals and better
communication between teachers and custodial
and maintenance personnel.
West Virginia Department of Education,
Charleston, West Virginia, staff members
completed IAQ facility reviews, identified
problems, provided technical assistance to
schools, and made recommendations for
resolving problems. They also conducted
outreach and education to the public, school
personnel, and county officials in cooperation
with the West Virginia Department of Health.
The IAQ TfS Program will also assist school
personnel as they repair and rebuild flood-
damaged schools.
The IAQ team at Hillsborough County Public
Schools District in Tampa, Florida, credits its
IAQ TfS-bused program with saving thousands
of dollars and creating a greater understanding
of IAQ issues among staff. Since the IAQ
program began in 1998, the district reports
having spent only $400 of public funds on IAQ
consultants, compared to an estimated
$250,000 before 1997.
Although Educational Service District 101 in
Spokane, Washington, had distributed the IAQ
TJS Kits for several years, not many schools had
established IAQ management plans. So the
district opened its doors to experts from the
Washington State University Cooperative
Extension Energy Office, which assists with
implementation of IAQ TJS through an EPA
grant. The experts conducted walk-throughs in
more than 50 of the district's 242 schools,
discovering small IAQ problems as well as more
serious concerns that were then corrected.
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IAQ Tools for Schools Bulletin
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INDOOR AIR QUALITY TOOLS FOR SCHOOLS
Addressing IAQ Problems
IAQ TfS Special Recognition Honorees
Fast
Facts
EPA recognized the following individuals for
their strong advocacy of the IAQ TfS Program.
Tom Vasek of the Bensalem Township (PA)
School District—winner of a 2000 IAQ TfS
Excellence Award—travels to many other schools
to talk about the benefits of IAQ TfS. He often
takes Bensalem's award with him to show that
the benefits of good IAQ can go beyond
healthier schools.
Dr. Barbara Sattler, PH, PvN, of the University
of Maryland School of Nursing in Baltimore has
been involved with IAQ TfS since the Program's
beginning and is an ardent supporter of nurses'
roles in the cause of good IAQ. Because school
nurses are trusted sources of information about
health and health risks, she believes they can be
influential in gaining school board or adminis-
trative buy-in for IAQ programs in a school or
across a school district. School nurses can also
play an important role by monitoring and
tracking lAQ-related health effects.
After her school, Saugus Union School District
in Santa Clarita, California, won an IAQ TfS
Excellence Award in 2000, Adina Neale was
recruited by several organizations and health
departments in the western United States to talk
about her school's compelling story and her
experience as an IAQ Coordinator, as well as to
Keynote Address
promote the IAQ TfS Kit. Ms. Neale was a
keynote presenter at this year's Symposium. (Se
below for more details.)
Florida's high humidity and mold growth go
hand-in-hand. As Program Director of Facilitie
and IAQ Coordinator for the Okaloosa Count?
School System in Fort Walton Beach, Florida,
Dr. Bill Smith implemented a successful
district-wide IAQ program to solve this di-
lemma. The district's efforts earned it an IAQ
TfS Excellence Award in 2000. Since then, Dr.
Smith has spoken about his IAQ program and
experiences at numerous conferences.
With 800,000 students, the Los Angeles
Unified School District in 2001 became the
largest district in the United States to commit to
implementing IAQ TfS. One of the greatest
achievements for the IAQ program was a
resolution passed by the Board of Education in
January 2001 that declared "every child has a
right to a safe and healthy learning en-
vironment, and the maintenance of this envi-
ronment is essential to learning and a goal of the
LAUSD." With the support of the board for the
IAQ TfS Program as the way to ensure a safe
environment, district administrators were better
equipped to detect problems and obtain
funding for necessary building repairs.
During the 1999
- 2000 school
year, 46,857,321
students were
enrolled in the
nation's 16,793
school districts.1
Maintenance costs
account for 10
percent of all
school
expenditures.2
1 Digest of Education Statistics:
2000. US Department of
Education. National Center for
Education Statistics.
2 Indoor Environmental Quality
in California's Schools: Critical
Needs. Berkeley, CA:
Environmental Health
Laboratory Branch, CA
Department of Health Services,
1998.
Adina Neale, Saugus Union School District—Case Study
The story of Saugus Union School District in Santa Clarita, California—told during a breakout session of the 2000
Symposium—is so compelling that we asked Saugus IAQ Coordinator Adina Neale to give a keynote address at the 2001
Symposium. Saugus s IAQ experience began in February 1999 when the principal of PJo Vista Elementary School received
a doctor's note about a student who had been experiencing upper respiratory problems, allergies, and headaches. The doctor
reported that, due to poor indoor air in the school, the child had formaldehyde poisoning and had tested positive for
benzene, arsenic, phenols, and the toxic mold Stachybotrys chartarum. Taking the matter very seriously, the assistant superin-
tendent contacted EPA immediately to learn about IAQ and form a plan to assess the situation. However, in a miscalcula-
tion that was to have long-term consequences, the district did not publicly confront the issue as it worked on the IAQ
problem in March and April. Rumors spread and allegations of a cover-up appeared in the local press even as Pvio Vista was
tested for toxins and independent tests revealed no evidence of exposure to mold and the other substances that had triggered
alarm. In May, the district finally acted to reassure the community when it held a public meeting to report on the findings
and the repair work that had been done to resolve minor IAQ problems. The damage was done, though. Despite the
presence of seven local television stations, CNN, three newspapers, and various local radio stations, it took 15 months
before negative press coverage subsided. Eventually, by continuing to be open and proactive, Saugus was able to win the
support and confidence of the community and an Excellence Award from EPA for its efforts to effectively address and
prevent IAQ problems. It was a hard lesson in public relations. The moral of the story: quickly notify parents and teachers
of the issue at hand and work proactively with the media to keep open lines of communication and gain public trust.
IAQ Tools for Schools Bulletin
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2001 Excellence
Awards
North Country Union High
School, Newport, VT
(EPA Region 1)
Nashua School District 42,
Nashua, NH (EPA Region 1)
West Windsor-Plainsboro
Regional School District,
Princeton Junction, NJ
(EPA Region 2)
Montgomery County Public
Schools, Rockville, MD
(EPA Region 3)
Savannah-Chatham County
Public Schools, Savannah,
GA (EPA Region 4)
Naperville Community Unit
School District 203,
Naperville, IL
(EPA Region 5)
St. Cloud Area School
District #742, St. Cloud,
MN (EPA Region 5)
Fort Bend Independent
School District, Sugar
Land, TX (EPA Region 6)
Scott Middle School,
Lincoln, NE (EPA Region 7)
St. Mary's Central High
School, Bismarck, ND (EPA
Region 8)
Jefferson County R-1
School District, Golden, CO
(EPA Region 8)
Visalia Unified School
District, Visalia, CA (EPA
Region 9)
Everett School District #2,
Everett, WA
(EPA Region 10)
2001 Special
Achievement
Awards
Connecticut School Indoor
Environment Resource
Team, Hartford, CT
Little Harbour School,
Portsmouth, NH
Chicopee Public Schools,
Chicopee, MA
West Virginia Department of
Education, Charleston, WV
Hillsborough County Public
Schools District, Tampa, FL
Educational Service District
101, Spokane, WA
2001 Excellence Awards
North Country Union High School,
Newport, Vermont (EPA Region 1)
Complaints of headaches, nausea, and sinus
infections were commonplace at North
Country Union HS. Two employees even filed
lawsuits against the school district. An ad hoc
IAQ committee identified trouble spots—such
as fumes entering the school's air intake from
idling delivery trucks—and recommended a
radical upgrade of the entire ventilation system
to ensure sufficient fresh air in every room.
School board members successfully cam-
paigned for a bond issue and approved a
budget to finance the renovation.
Nashua School District 42,
Nashua, New Hampshire
(EPA Region 1)
Musty, stale air—the result of poor ventila-
tion—prompted the district to become one of
the first in New Hampshire to use the IAQ TfS
Kit. Nashua instituted annual inspections of
all facilities, set new standards for building
maintenance, and provided better equipment
and chemical-use training for janitors. Nashua
continues to adapt the IAQ TfS Kit to the
needs of individual schools and mentors other
school districts by hosting IAQ training
sessions and conferences.
West Windsor-Plainsboro Regional
School District, Princeton
Junction, New Jersey
(EPA Region 2)
The school district implemented the IAQ TfS
Program in all 10 of its schools since adopting
the program in 1997. Emphasizing teamwork
(including district officials and teachers) and
communication, the district ensured that IAQ
became an issue for everyone, not just facilities
personnel. The IAQ team tackled a range of
environmental concerns, including pest
management. Assistant IAQ Coordinator
Robert Austin now teaches audiences nation-
wide about IAQ TfS.
Montgomery County Public
Schools, Rockville, Maryland
(EPA Region 3)
School officials, working with county health
officials, parents, employee groups, and the
Montgomery County Asthma Improvement
Resources Coalition, took the message of IAQ
TfS into the school community and beyond.
The school system is also participating in an
in-depth IAQ study by the HP-Woods
Research Institute of Virginia to determine the
effect of IAQ upgrades on student
performance. An excellent example of team-
work and community cooperation,
Montgomery County Public Schools has
achieved much and aims to establish an IAQ
program in all of its 200-plus schools by the
endofFY2004.
Savannah-Chatham County Public
Schools, Savannah, Georgia
(EPA Region 4)
School nurses implemented the IAQ TfS
Program as part of an asthma management
plan while sharing information with parents
and school staff. In addition, the schools' risk
manager provided IAQ training for mainte-
nance and custodial staff. These efforts, along
with use of the Kit's checklists, helped princi-
pals in the district understand their schools'
heating, ventilation, and air conditioning
systems and helped teachers diagnose IAQ
problems. Along with the county health
department, the school system now cooperates
with community groups and government
agencies to promote improved IAQ in homes.
Naperville Community Unit School
District 203, Naperville, Illinois
(EPA Region 5)
Flu-like symptoms among students and
employees were attributed to sick-building
syndrome. Although independent testing did
not reveal elevated levels of indoor pollutants,
the district implemented the LAQ TfS Program
to resolve and prevent IAQ problems. Using
the Kit as a starting point, the district added a
teacher survey, developed a flow chart to
organize complaint procedures, and regularly
reported to the school board.
St. Cloud Area School District
#742, St. Cloud, Minnesota
(EPA Region 5)
As diagnoses of asthma and allergies increased
and absenteeism climbed in the school district,
officials suspected a link between these trends
and teachers' complaints about stuffy class-
rooms. The district turned to the LAQ TfS Kit
for help. Volunteers put together an IAQ
management plan and building engineers
conducted walk-throughs of every building,
during which it became clear that some
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IAQ Tools for Schools Bulletin
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INDOOR AIR QUALITY TOOLS FOR SCHOOLS
schools were infested with mold. Thou-
sands of dollars with mold. Thousands of
dollars went into school repairs. The Kit
has since been implemented in all 18
schools, and the district has adopted an
Integrated Pest Management program.
Fort Bend Independent School
District, Sugar Land, Texas
(EPA Region 6)
The district worked hard to overcome
problems with communication and to
gain buy-in across the school community
for the IAQ TfS Program. Each school
sent an IAQ fact sheet (in English and
Spanish) to parents, made IAQ informa-
tion pamphlets available, and enabled
teachers to complete IAQ checklists
online. Two district coordinators now
manage IAQ TfS efforts in each school.
Today, Fort Bend has become a mentor
to other districts and provides advice on
how to communicate IAQ issues.
Scott Middle School, Lincoln,
Nebraska (EPA Region 7)
Twice a year, teachers at the school use
checklists to identify IAQ problems.
Their thoroughness led to many im-
provements. High levels of formaldehyde
were eradicated by bringing in more
fresh air. School personnel also detected
outside air pollutants wafting into the
building from a trash fire at a nearby
construction site—a problem that was
fixed. Before implementing IAQ TfS,
several children were diagnosed with
respiratory symptoms of poor IAQ The
school's health office has reported no
further problems since introducing the
program.
St. Mary's Central High
School, Bismarck, North
Dakota (EPA Region 8)
In October 2000, St. Mary's used the
IAQ TfS Kit to identify IAQ concerns
and set priorities. Volunteers discovered
that the ventilation system was inad-
equate and that the foundation sur-
rounding a basement-level music room
had settled and cracked, letting water
seep through. The school also carried out
repairs and upgrades to the kitchen and
dining areas based on evidence collected
through the IAQ TfS checklists. St.
Mary's made significant progress in a
IAQ Tools for Schools Bulletin
short time and is sharing its experiences
with other schools.
Jefferson County R-1 School
District, Golden, Colorado
(EPA Region 8)
The district developed a pilot program that
began with training sessions for facility and
maintenance personnel and energy
managers. Staff then assessed the condition
of the ventilation system and identified
IAQ problems. The next step was to
prioritize repairs and renovations. The
Jefferson County program emphasizes the
role maintenance personnel can play in
improving IAQ Plans are underway to
apply the program throughout the district.
Visalia Unified School District,
Visalia, California
(EPA Region 9)
The agricultural community of the San
Joaquin Valley has one of the highest rates
of childhood asthma in the United States.
Given the growing awareness of the impact
poor IAQ can have on health, district
officials turned to the IAQ TfS Program
and established a management team and
site coordinators in all 32 schools. The
teams are cataloging concerns such as t.
many classrooms that have inadequate
ventilation. Visalia is taking significant
steps to improve the health of its commu-
nity.
Everett School District #2,
Everett, Washington
(EPA Region 10)
A middle school was closed when district
officials suspected an IAQ problem was
causing student health problems, including
watery eyes and nausea, in a particular
classroom. Everett formed an Indoor
Environment Program, which led the
district to IAQ TfS. Using the Kit, district
personnel collected data that they shared
with school staff and the general public—
an important step in maintaining the trust
of the community. Now every school in the
district uses the Kit, and Everett has
emerged as an effective and enthusiastic
supporter of IAQ TfS.
Page 7
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tvl'J 111 'I«KJ l« 111 • U RI A4^9i Li£ LU111
On the Saturday of the Symposium, August 11,
2001, CNN ran—at 6,8, and 10 p.m.—a two
and a half minute report about IAQ TJS and the
Symposium. Barry Hemler of the Excellence
Award-winning Montgomery County Public
Schools and school nurse Becky Hudlow of
Eden Prairie School District in Minnesota
appeared in the report.
The Awards for the
New England schools
were the impetus for a
back-to-school story on
www.weather.com
(Weather Channel)
highlighting the health
effects of poor IAQ.
On September 4, 2001,
the Vermont News Guide
(circulation 16,000) ran
an article about North
Country Union High
School implementing
the IAQ TJS Program
because of bus fumes
entering the school's air
intake. The story struck
a chord outside the state
because it was picked
up by 23 newspapers in
the Chicago area as well
as CNN.com.
re-presented the award to Principal Annie Scott,
who helped start an IAQ committee at the
school in 1997.
A story about Nashua School District aired on
WMUR-TV, Channel 9, during the 5:30 p.m.
news on August 13, 2001. Jeannette Kotopoulis,
the district's Assistant Director of Plant Opera-
tions, was interviewed
about the IAQ TfS
Program.
Articles about
Naperville Community
Unit School District
203 appeared in both
the Chicago Daily
Herald (circulation
137,254) and the
Chicago Tribune
(circulation 654,000)
on August 22 and 31, 2001, respectively.
Conus Communications distributed a report
(nearly 2 minutes in length) about poor IAQ in
schools on one of its daily news feeds to televi-
sion stations that subscribe to its service. About
one-half of US households watch these stations.
Fort Bend Public School District was spot-
lighted in an article in the Houston Chronicle
(circulation 551,000) on September 17, 2001,
for its Excellence Award.
The Lincoln Journal Star (circulation 74,841)
ran an article on Scott Middle School on
September 16, 2001, in recognition of its
Excellence Award. The school's award ceremony
was also broadcast on the local access Channel
21, during which Robert Dye of EPA Region 7
The Symposium and
the accomplishments of
the Excellence and
Special Achievement
Award winners at-
tracted plenty of atten-
tion from the news
media around the coun-
try, including local
newspapers, television,
and radio coverage.
Sometimes the benefits
of good IAQ go beyond
healthy schools and
healthy children!
Jefferson County R-1
School District's
Excellence Award-
winning accomplish-
ments were featured in
a Metro North News
(circulation 20,000)
story.
Articles on Little
Harbour School
appeared in the
Portsmouth Herald
(circulation 15,000)
and Foster's Daily
Democrat (circulation
26,000) about its IAQ
concerns relating to the
ventilation system.
Before resolving the
problem, the IAQ
team discovered that
one-quarter of the
school's classrooms had
no air circulation.
The St. Cloud Times
(circulation 28,210)
ran an editorial
highlighting St. Cloud
Area School District
#742's IAQ efforts and the importance of
healthy schools.
Visalia Unified School District fought its mold
problems openly and effectively with the help of
the IAQ TfS Program. In recognition of this
achievement, the Visalia Times Delta reported on
the district's success.
An article about West Windsor-Plainsboro
Regional School District and its accomplish-
ments appeared in the Princeton Packet (circula-
tion 14,000) on August 24, 2001. Although
none of the schools in West Windsor-Plainsboro
has had problems with IAQ, District Director of
Buildings and Grounds, Robert Austin, said he
saw the EPA's creation of the Z4Q TJS Program
five years ago as an opportunity to implement
preventive measures.
IAQ Tools for Schools Bulletin
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INDOOR AIR QUALITY TOOLS FOR SCHOOLS
Hot Topics-
Law and Order
In "Healthier Schools: A Review of State Policies for Improving
Indoor Air Quality" (January 2002), the Environmental Law
Institute summarizes recent state regulations for IAQ in schools.
California, Florida, Maine, Minnesota, New Jersey, New York,
and West Virginia all have passed legislation regarding school
maintenance practices. Maine, for example, requires schools to
"establish maintenance plans based on [a] state created model."
And New York and Minnesota specifically mention IAQ in their
laws to ensure health and safety. New Jersey and California
approach the issue from the standpoint of labor regulations
relating to maintenance requirements for mechanical systems,
although New Jersey lawmakers also specify rules for mold
eradication. For a copy of the report, go to www.eli.org/pdf/
rr02healthierschools.pdf.
A Material World
IAQ should be factored in when constructing new facilities
because the choice and installation of materials can affect IAQ
not only when the school is new, but also over the life of the
school. The selection of everything that goes into a building—
including all structural and finish materials, furniture, and
equipment—must carefully balance three criteria: product
performance, economics, and health impacts. The goal of the
design team should be to choose materials that not only benefit
IAQ, but are also practical in terms of their cost and long-term
performance. If the number and variety make selecting materi-
als seem overwhelming, the design team can narrow the focus to
those with the greatest potential for impacting IAQ: paints and
coatings, adhesives, concrete sealers, sealants, wall and ceiling
materials, pressed wood products, and furnishings. To minimize
potential problems, allow time for off-gassing and/or install
materials that emit high amounts of indoor air pollutants early
in the construction phase so that the emission rates have
decreased to an acceptable level before the school is occupied.
For links to resources, check the National Clearinghouse for
Education Facilities — Indoor Air Quality at
www.edfacilities.org/rl/iaq.cfm. Also, check EPAs Web site for
guidance on IAQ in renovations and new construction, sched-
uled for later this year.
Got Mold?
The key to mold control is moisture control. It is important to
dry water-damaged areas and items within 24 — 48 hours to
prevent mold growth. If mold is a problem in your school,
clean up the mold and get rid of the excess water or moisture.
Fix leaky plumbing or other sources of water. Wash mold off
hard surfaces with detergent
and water, and dry com-
pletely. Absorbent materials
(such as ceiling tiles and
carpet) that become moldy
may have to be replaced. For
more information call the
IAQ Clearinghouse at 800-
43 8-4318 or visit our Web
site at www.epa.gov/iaq/pubs/
moldresources.html.
Photos by: Daniel J. Friedman
IAQ Tools for Schools Bulletin
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How One School Handled IAQ
Playing a central role in coordinating Montgomery
County (MD) Public Schools' Excellence Award
winning IAQ efforts was Barry Hemler, head of the
district's lAQ/Preventive Maintenance Team. During an
interview appearing on CNN (see page 8), Mr. Hemler
spoke briefly about an lAQ-related health risk at
Kensington Parkwood Elementary School where several
classroom ventilation units had to be replaced due to
poor performance. Later, in an interview with us, Mr.
Hemler shared in greater detail MCPS's actions in
implementing a countywide IAQ program.
Question: How did MCPS become involved in the IAQ TfS
Program?
Answer: We had two major incidents come up at Belmont and
Kensington Parkwood Elementary Schools, but we did not
have a coordinated response for environmental issues. At
Belmont, there were ventilation deficiencies in the gymnasium
and a potentially hazardous odor coming from the newly
installed flooring. At Kensington Parkwood, there were issues
of mold growth and the ventilation system bringing sufficient
outside air into the school. After these occurrences, one of the
associate superintendents put together a process action team to
evaluate how MCPS was dealing with the current IAQ issues,
make recommendations on how to address environmental
concerns, and improve the process. This is about the time
Indoor Air Quality Tools for Schools came out. He later came to
us and said, "Hey, EPA has this great program and we should
look into implementing it."
Now that you have begun implementing the IAQ TfS
Program in schools, how do you feel that MCPS is better
equipped to address these types of incidents?
Answer: We have an oversight committee, chaired by the
county health officer, to keep an eye on the program, identify
emerging trends, and to be a forum for anything that may
come up to improve IAQ We feel that we can handle inci-
dents much better and at a higher level of success now that we
have a proactive program.
How did you select the schools where the IAQ Program
would be implemented first?
Answer: Schools that were identified for the program were
schools that we were working with to address IAQ issues as
well as schools with high percentages of asthma. The Mont-
gomery County Department of Health and Human Services
used zip codes to identify regions of the county with high
levels of asthma. MCPS targeted schools within these zip codes
to ensure that their facilities were meeting our standard level of
care that we would like to see all of our schools meet.
How are you funding the IAQ Program?
Answer: The lAQ/Preventive Maintenance Team has an
operating budget of $800,000 and a capital budget of $1.2
million for 190 schools. First, it enabled us to hire specialists
Page 10
that make up the team. It has also given us the resources to
make the necessary improvements to school facilities. Plus, we
are able to hire outside specialists and consultants to make
recommendations for procedures and equipment that may go
beyond the scope of our specialists. For example, if we found
that an exhaust system was not balanced or thought we could
get better ventilation flow if we improved the exhaust system, I
may hire an engineer to evaluate the school's intake system and
give us recommendations for capital improvements.
From your experience, what do you believe was the
biggest challenge in implementing an IAQ program
countywide?
Answer: The biggest challenge we found was getting schools to
break away from old habits and adopt the new culture of the
county. We found that schools with sub-par maintenance
operations were the most reluctant to change.
How do you address this issue?
Answer: One week prior to intervention, the lAQ/Preventive
Maintenance Team conducts a pre-assessment review to
identify potential IAQ problems based on data collected from
interviews,
checklists, and
maintenance
records. Addition-
ally, the team
performs a two-
hour walk-
through with the
building service
manager and staff
to evaluate the
HVAC system and
overall indoor air
quality. Most
importantly, the
team drafts a
building mainte-
nance plan for the
school based on
the information
presented in the
pre-assessment
findings. During
the week of Barry Hemler, Montgomery County (MD)
intervention, the Public Schools.
IAQ/PM Team
implements the
building mainte-
nance plan by familiarizing the staff with routine and non-
routine maintenance tasks including repairs, inspections of
HVAC equipment, determining cleaning schedules, and
conducting training for all building service staff. To ensure that
all lAQ-related issues outlined in the building maintenance
plan are addressed, the IAQ/PM Team conducts follow-up
interviews and walk-throuehs.
IAQ Tools for Schools Bulletin
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INDOOR AIR QUALITY TOOLS FOR SCHOOLS
Did you receive community support? If so, how?
Answer: Many parents and community members participated in the initial discus-
sions to form an IAQ program. The community was concerned that the county was
not going to follow through on addressing the IAQ concerns, but once we had a
program developed, it set the skeptical community members' minds at ease. When
those community members who have been involved
with every step of the program saw improvement, it
gave them further assurance that MCPS was on the
Hey, EPA right track.
has this great
program and
we should
look into
implementing
it."
—Barry Hemler, MCPS
How did earning an IAQ TfS Excellence Award
help promote your efforts to county officials?
Answer: The award helped us on many different
fronts. It is one thing to work on IAQ and show
graphs and numbers, but it is another thing to
receive outside recognition from a federal agency,
such as EPA, that says, "Yes, we are doing the right
thing and moving in the right direction." It is looked
highly upon in a county council or another govern-
ment-type setting. For those of us who have been
fighting so long, it was good to have something that
we could see and hold onto that demonstrated that,
"We made it!" We have gone past the hurdle of
solving the crisis issue and now we are at a point of
refining a quality program.
EPA and Associations: Partnering for Success
EPA would like to thank the following organizations for participating on the
planning committee for the 2001 Symposium: Allergy and Asthma Network
Mothers of Asthmatics, American Association of School Administrators,
American Lung Association, Asthma and Allergy Foundation of America,
National Association of Counties, National Association of County and City
Health Officials, National Association of School Nurses, National Environ-
mental Health Association, National Education Association Health Informa-
tion Network, and National Organization of Black County Officials.
Information Resources
We'd Like to Hear from \bu!
In future editions of the LAQ Tools for
Schools Bulletin, we would like to share
some of your experiences with indoor air
quality issues, successes, and challenges.
Whether you use the guidance in our Kit,
or another means of improving the air
quality in schools, we would like to hear
from you.
Send Bulletin submissions to:
Guarneiri.Michele@epa.gov
Indoor Air Quality Took for Schools Kit:
To order the Kit free of charge, call the
EPA IAQ Hotline or download a text-
only version from our Web site.
EPA Indoor Air Quality Hotline:
800-438-4318.
EPA Product Number
EPA 402-F-02-027
EPA Indoor Air Quality Tools for Schools
Web site:
www.epa.gov/iaq/schools.
This publication is a product of the Office of Radiation
and Indoor Air, Indoor Environments Division, Mail Code
6609-J.
IAQ Tools for Schools Bulletin
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