ENED
RA427
.3
.E5
1990
Printed on Recycled Paper
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ENVIRONMENTAL HAZARDS IN YOUR
SCHOOL
A RESOURCE HANDBOOK
The following Environmental Protection Agency Program Offices
contributed to the development of this booklet:
Office of Atmospheric and Indoor Air Programs
Office of Drinking Water
Office of Pesticide Programs
Office of Radiation Programs
Office of Solid Waste
Office of Toxic Substances
Office of Underground Storage Tanks
U.S. Environmental Protection Agency
Region 5, Library (PL-12J)
77 West Jackson Boulevacd, 12th Floor
™ , „ • khicagP, IL 60604-3590 t, . ,.
The following Organizations have participated in the
development of this booklet:
The National Education Association
The National Parent Teacher Association
The Council for American Private Education
The Occupational Health Foundation
The National Association of Independent Schools
The U.S. Catholic Conference
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CONTENTS
ASBESTOS 1
INDOOR AIR QUALITY 11
RADON 18
LEAD IN DRINKING WATER 25
SCHOOL OPERATED WATER SYSTEMS 36
OTHER ENVIRONMENTAL CONCERNS 43
MATRIX OF REGIONAL AND STATE CONTACTS 52
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INTRODUCTION Environmental hazards in our nation's schools are
increasingly becoming a concern. The United
States Environmental Protection Agency (EPA)
has prepared this resource booklet to provide
information on a number of the environmental
hazards children may be exposed to today in
school buildings. The specific environmental
hazards discussed in-depth in this booklet are
Asbestos, Indoor Air Quality, Radon, Lead in
Drinking Water, and other contaminants in
School-Operated Water Systems. A comprehen-
sive list of contacts is also provided. We have also
provided additional information on some other en-
vironmental concerns that may be apparent in
schools such as underground storage tanks,
recycling efforts, pesticides, and polychlorinated
biphenyls. These concerns are briefly discussed in
a separate chapter included in this booklet.
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ASBESTOS
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS
PAGE 2
THE CONCERN:
WHAT, WHERE,
AND WHY?
WHAT EXACTLY IS
ASBESTOS?
WHERE IS
ASBESTOS FOUND?
Asbestos is a mineral found in certain types of
rock formation. When mined and processed, it
takes the form of small fibers which are usually
invisible to the naked eye. These individual fibers
are generally mixed with a material which binds
them together for use in several different products.
Because the fibers are so small and light, they can
remain in the air for many hours if they are
released from asbestos-containing material; this
increases danger of inhalation.
Asbestos became a popular product throughout
industry because of its unusual combination of
qualities—it is strong, it will not burn, it resists
corrosion, and it insulates well. The peak years of
asbestos use in schools began during World War II
and continued until the 1970s, when several major
kinds of asbestos materials were banned due to
growing concern about related health effects. Use
of asbestos in manufacturing and processing has
continued to decline throughout the 1980s. Ulti-
mately, asbestos use in the United States will
dwindle even further, as EPA's Asbestos Ban and
Phaseout regulation issued in July, 1989, requires
the phaseout of almost all uses of asbestos by
1997.
EPA estimates that there are asbestos-containing
materials in most of the nation's approximately
107,000 primary and secondary schools. Asbestos
is most commonly used in schools as insulation
and in building materials. It has also been found
in floor and ceiling tile, cement pipe, corrugated-
paper pipe wrap, acoustical and decorative insula-
tion, pipe and boiler insulation, and spray-applied
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS PAGE 3
fireproofing. The fluffy white substance you may
find above a dropped ceiling, for example, is one
type of spray-applied material.
The amount of asbestos in these products varies
widely, from 1 to 100 percent, depending on the
use. The precise amount of asbestos in a product
cannot always be determined from labels. Most
products used in the past were not labelled.
Therefore, positive identification of asbestos
requires analysis of samples by a qualified labora-
tory.
WHY IS ASBESTOS A Asbestos fibers can cause serious health problems,
PROBLEM? especially in occupational settings. They can, if
inhaled, disrupt the normal functioning of the
lungs. Exposure to asbestos has been linked to
several diseases, including asbestosis, lung cancer,
and mesothelioma (cancer of the chest and ab-
dominal linings). Since these diseases do not
develop immediately after inhalation of asbestos
fibers, it may be 20 years or more before symp-
toms become apparent.
As with cigarette smoking, the health risks associ-
ated with asbestos are linear: the more asbestos
fibers a person inhales, the greater the risk of
developing an asbestos-related disease. Although
studies have concluded that high levels of expo-
sure to asbestos in the workplace has caused
malignant and non-malignant diseases, uncertainty
continues to surround the probability of malignan-
cies occurring at low levels of exposure. Low
level exposure would include average exposure to
asbestos fibers in schools and buildings.
Due to a lack of reliable exposure data extracted
from epidemiological studies and the absence of
an exposure threshold, the fact that school children
and custodial workers are exposed to any amount
of asbestos fibers continues to constitute a
concern.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS
PAGE 4
MEANS OF
MANAGEMENT:
HOW TO REDUCE
RISKS IN YOUR
SCHOOL
The presence of asbestos-containing material in a
setting does not necessarily pose a health threat;
however, this material can become extremely haz-
ardous when, due to damage or deterioration over
time, it releases fibers into the air that are inhaled.
The potential for an asbestos-containing material
to release fibers depends primarily on its condi-
tion. If the material has become friable—that is, if
the material can be crumbled by hand pressure—it
is more likely to release fibers, especially when
damaged. It is estimated that approximately
44,900 schools contain asbestos. The fluffy spray-
applied asbestos fireproofing material is generally
considered friable. Pipe and boiler insulation
materials can also be friable, but they often are
enclosed in a protective casing that prevents fiber
release unless the casing itself becomes damaged.
Some materials that are considered nonfriable,
such as vinyl-asbestos floor tile, can also release
fibers when sawed, sanded or otherwise disturbed.
Additionally, improperly performed floor tile
maintenance procedures can result in an increase
in asbestos exposure. EPA strongly suggests that
recommended guidelines for stripping asbestos-
containing floors be followed. Materials such as
asbestos cement pipe can also release asbestos
fibers if they are broken or crushed when buildings
undergo demolition, renovation, or repair.
Fortunately, most asbestos-containing material can
be safely and properly managed in its place.
Asbestos that is well managed and maintained in
good condition appears to pose relatively little risk
to students and school employees. Accordingly,
the Asbestos Hazard Emergency Response Act
(AHERA) schools rule (discussed in the next
section) rarely requires the removal of asbestos-
containing materials. However, when asbestos
becomes damaged appropriate response actions
must be implemented.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS PAGES
Proper asbestos management begins with a com-
prehensive inspection by qualified, trained, and
experienced inspectors, accredited through an
EPA- or State-approved training course. Inspect-
ing the condition of asbestos materials-initially
with AHERA-accredited inspectors and at least
semi-annually properly with custodial or mainte-
nance staff—is extremely important in order to
identify any damage or deterioration in the condi-
tion of the material. Additionally, schools must
complete a reinspection using accredited inspec-
tors every three years. Sometimes everyday
school or maintenance activities can damage
asbestos material and cause fiber release, particu-
larly if the material is friable. It is also very
important that the custodial and maintenance staff
receive proper training on how to clean up small
disturbances, and proper work practices and
protection during any activities where asbestos
might be disturbed. In addition, any renovation
work at the school must be closely monitored to
ensure that asbestos is not disturbed or that any
disturbances are minimized and controlled. A
thorough initial inspection and regular surveillance
is an important step in preventing accidental
exposure to high levels of asbestos fibers.
There are several basic types of methods (some of
which are not "response actions") for dealing with
asbestos:
• Developing and carrying out a special
maintenance plan to ensure that asbestos-
containing materials are kept in good
condition.
• Repairing materials such as damaged pipe or
boiler covering.
• Spraying the material with a sealant to
prevent fiber release—a process called
encapsulation.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS PAGE 6
• Enclosing the materials by placing an air
tight barrier around them.
• Removing asbestos-but only according to
special procedures.
Specifically, encapsulation, enclosure, removal,
and in some cases repair must be completed by
accredited abatement professionals. Asbestos
removal is usually necessary only when the
material has extensive damage and when other
types of response actions are inadequate. Al-
though no regulation prohibits schools from
removing asbestos materials, removal decisions
should not be made lightly. An ill-conceived or
poorly conducted removal can actually increase
rather than reduce risk. All school abatement
projects must be designed, supervised, and con-
ducted by accredited professionals and should be
performed in accordance with accepted procedures
as regulated by AHERA. In addition, schools may
wish to hire an experienced and qualified project
monitor to oversee the asbestos contractor's work
and to make sure that the removal is conducted
safely.
Only an AHERA-accredited management
planner—an asbestos professional with proper
training, qualifications, and experience—is author-
ized to advise school officials on which response
action is appropriate for any given situation. The
final decision on the proper method is up to the
school officials after they receive the advice of the
school's accredited management planner.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS
PAGE?
CURRENT
REQUIREMENTS:
WHAT MUST BE
DONE
On October 22, 1986, President Reagan signed
AHERA into law. The Act required EPA to
develop regulations creating a comprehensive
framework for addressing asbestos hazards in
schools. The Act required EPA to construct a
model accreditation program for individuals who
conduct inspections for asbestos, develop manage-
ment plans, and perform abatement work.
Other provisions of AHERA require all public and
private elementary and secondary schools to
conduct inspections for asbestos-containing
building materials, develop management plans,
and implement response actions in a timely
fashion. Specifically, each local education agency
(or LEA, which means a public school district or
private school) must do the following:
1. Designate and train a person to oversee
asbestos-related activities in the LEA
(designated person).
2. Inspect every school building for both friable
and nonfriable asbestos-containing building
materials.
3. Prepare a management plan for managing
asbestos and controlling exposure in each
school and submit that plan to the
appropriate State agency. The plan should
include a time frame for implementation of
recommended actions.
4. Use only properly accredited persons to
conduct inspections and develop the asbestos
management plan. Accredited personnel
must also conduct the required triennial
reinspections.
5. Provide custodial staff and short-term
workers with information about the location
of any asbestos-containing materials. Post
warning labels as required.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS PAGE 8
6. Provide custodial and maintenance staff with
two hours of awareness training and an
additional 14 hours of training for employees
whose duties may cause them to disturb
asbestos. This additional training must
include proper work practices and the use of
protective equipment when disturbing
asbestos-containing materials.
7. Notify parents, teachers, and other school
employees about the asbestos inspection and
the availability of the asbestos management
plan for review.
8. Utilize properly accredited individuals to
design and conduct asbestos abatement
actions that are necessary and appropriate to
protect health and the environment. These
actions or methods must be documented in
the management plan.
9. Keep records of all asbestos-related activities
in the plan and make them available for
public review.
10. Inform employees and building occupants or
their legal guardians annually regarding the
management plan availability and related on-
going activities pertaining to implementation.
Management plans were submitted to State
agencies on or before May 9, 1989, as mandated
by the provisions of AHERA. LEAs were re-
quired to begin implementation of their manage-
ment plans by July 9, 1989. LEAs are required to
update and maintain management plans to reflect
activities with ongoing operations and mainte-
nance, periodic surveillance, inspection, reinspec-
tion, and response action activities.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS
PAGE 9
FEDERAL
ASSISTANCE: WHAT
HELP IS
AVAILABLE?
EPA has established several programs to assist
schools in assessing and managing their asbestos
related problems. Through its Headquarters office
in Washington, D.C., and ten Regional offices
located in major U.S. cities, the Agency provides
direct technical assistance to help thousands of
school officials, school employees and parents
better understand asbestos issues. EPA provides
funds to assist States in developing asbestos
programs, and to help schools comply with federal
asbestos regulations.
Since 1985, EPA has provided over $200 million
in loans and grants through the Asbestos School
Hazard Abatement Act (ASHAA) program to help
financially needy public and private schools
correct serious asbestos hazards. Under this
program, EPA provides financial aid to schools in
the form of an interest-free loan, grant, or a
combination of both.
EPA provides ASHAA loan and grant applications
to all public and nonprofit private schools upon
request, which in turn must submit completed
applications to their State Governor (or other
designated State agency) for review. The State
then submits the applications to EPA. The Agency
reviews the applications and makes offers of
financial assistance based on the severity of the
LEA's asbestos problems and its financial need.
ASHAA grants cannot exceed 50 percent of a
specific abatement project's cost. Loans can be
awarded covering up to 100 percent of the project
cost, with a maximum repayment period of twenty
years.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: ASBESTOS
PAGE 10
HOW DO I OBTAIN
MORE
INFORMATION?
Under AHERA, LEAs afford citizens the opportu-
nity to become familiar with asbestos activities in
their respective school districts. The initial point
of contact to obtain information on asbestos
activities should be the LEA designee. This
individual is most familiar with the asbestos
situation in your school. Additionally, State
AHERA designees and local, State, and national
parent and teacher organizations are excellent
sources for requesting information on asbestos
activities.
CONTACTS:
The EPA Toxic Substances Control Act (TSCA)
Hotline
(202) 554-1404
EPA has an asbestos ombudsman to help citizens
with asbestos-in-schools issues, questions, and
complaints.
TOLL FREE (800) 368-5888
PUBLICATIONS:
The following documents can be obtained by
calling the EPA TSCA Hotline:
Managing Asbestos In Place: A Building
Owner's Guide to Operations and Maintenance
Programs for Asbestos-Containing Materials
The ABC's of Asbestos in Schools
100 Commonly Asked Questions About the
New AHERA Asbestos-in-Schools Rule
EPA also has several additional sources available
for interested individuals to contact for more
information on asbestos. The sources are listed
in the last section of this booklet.
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PAGE 11
INDOOR AIR QUALITY
Key:
shows air movement
source of air contaminants
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ENVIRONMENTAL HAZARDS IN SCHOOLS: INDOOR AIR QUALITY PAGE 12
WHY BE
CONCERNED WITH
INDOOR AIR
QUALITY?
Background
It is common to think of air pollution solely in
terms of outdoor pollution. However, in the 1970s
and 1980s, EPA conducted several studies to deter-
mine individuals' total exposure to air contami-
nants from both indoor and outdoor sources. From
these studies we learned that concentrations of im-
portant contaminants were often 2-5 times higher
indoors than outdoors. Since most individuals
spend over 90% of their time indoors, it is clear
that indoor pollution is an important environ-
mental health problem.
High energy costs encourage the development of
tight buildings and a reduction in the amount of
outdoor air brought into schools for ventilation. In
addition, building operating and maintenance
budgets are often reduced to minimal levels,
particularly in schools. These actions, combined
with the proliferation of indoor sources of con-
taminants—synthetic materials, cleaning agents,
pesticides, printing and copying devices, combus-
tion and humidification appliances, tobacco
products, and other sources—reduce the quality of
indoor air environments and consequently the
health and comfort of building occupants.
Building sickness in
schools
A building is characterized as "sick" when its oc-
cupants complain of health and comfort problems
that can be related to working or being in the
building. Problems associated with sick buildings
are "sick building syndrome", in which the cause
or causes of symptoms are not known; or "build-
ing related illness", in which an illness can be
traced to a specific cause, such as Legionnaire's
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ENVIRONMENTAL HAZARDS IN SCHOOLS: INDOOR AIR QUALITY
PAGE 13
Adverse effects on
children
disease. Complaints can include headache, nausea,
lethargy, eye, nose and throat irritation, difficulty
in concentration, and similar symptoms. Many
school buildings throughout the country have been
affected, sometimes requiring temporary reloca-
tion or school closings.
From investigations of these buildings and from
other studies, it is clear that the problem is often
not traceable to a single source or a single con-
taminant, but rather to multiple problems in the
design, construction, operation or maintenance of
buildings. Studies also suggest that the problem is
not limited to clear situations of episodic illness,
but can result in decreased health, comfort, and
productivity, for which poor indoor air quality
may not be an obvious cause.
Children may be especially susceptible to air
pollution. The same concentration of pollutants
will result in a higher body burden in children than
adults because children breath a greater volume of
air relative to their body weight. For this and
other reasons, air quality in schools is of particular
concern.
WHAT FEDERAL
LEGISLATION
ADDRESSES INDOOR
AIR QUALITY?
Environmental Protection Agency activities in
indoor air quality are based on authority provided
by Title IV of the Superfund Amendments and
Reauthorization Act (SARA). Title IV, also
referred to as the Radon Gas and Indoor Air
Quality Research Act of 1986, requires EPA to
conduct research, coordinate public and private-
sector activity, and disseminate information on all
aspects of indoor air quality. The Agency also has
other authorities available to it to address indoor
air quality. These include the Toxic Substances
Control Act, the Federal Insecticide, Fungicide
and Rodenticide Act, and the Safe Drinking Water
Act.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: INDOOR AIR QUALITY PAGE 14
WHAT CAUSES
INDOOR AIR
QUALITY PROBLEMS
IN SCHOOLS?
Important factors which affect the quality of the
air in schools are: (1) indoor chemical sources of
contaminants; (2) failure of the ventilation system
to adequately dilute contaminants with outdoor air,
to exhaust contaminant sources, to deliver ventila-
tion air to the breathing zone of the occupants, or
to maintain proper temperature and humidity con-
ditions; (3) air brought into the building which is
contaminated from outdoor sources, particularly
those close to the building's air intake vents; and
(4) the presence of microbial contaminants which
proliferate in humid or wet environments.
Indoor chemical sources:
Sources in schools include building materials,
furniture, paints, pesticides, cleaning agents, sewer
gases, and combustion appliances. Special activi-
ties, such as science laboratories, industrial/
vocational shops, art and craft activities, photo
labs, duplicating devices, and smoking lounges are
particularly important.
Ventilation: Ventilation is a critical element in the maintenance
of healthy school environments. Ventilation
failures which cause indoor air quality problems
include inadequate flow of outdoor air through
infiltration or mechanical ventilation, poor distri-
bution of air, inadequate exhaust of specific
sources such as those described above, ventilation
systems which become contaminated due to poor
cleaning and maintenance, and controls which do
not keep temperature and humidity within accept-
able limits.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: INDOOR AIR QUALITY
PAGE 15
Contaminated
outdoor air:
The outside ambient air, particularly in urban
areas, may at times be sufficiently contaminated to
warrant treatment before it is delivered to occupied
areas of the building. In addition, air intake vents
located close to or downwind from outdoor
sources are common causes of building related
problems. Outdoor sources such as school bus and
other loading areas, trash areas, exhaust vents from
restrooms or other sources, outdoor street traffic,
or parking lots are common.
Microbial
contamination:
Microbial contamination in buildings can become
a very serious indoor air quality problem. Micro-
bial contaminants include fungi, bacteria and
viruses, and can result in allergic or infectious
diseases; some microbial contaminants or agents
can produce toxic substances. Microbial agents
proliferate in warm, moist environments. They are
often found in humidification systems, water-
damaged buildings and furnishings, improperly
cleaned and maintained ventilation systems, or in
moist or wet areas in the presence of organic
matter such as paper, books, or dirt.
WHAT CAN BE DONE
TO CONTROL
INDOOR AIR
QUALITY?
The key technical methods for controlling indoor
air quality are: reducing exposure from known
sources, ensuring adequate ventilation, and air
cleaning. Prevention of indoor air quality (IAQ)
problems is accomplished through the develop-
ment and implementation of IAQ protocols or
standard procedures in the design, construction,
operation and maintenance of schools. These
protocols ensure that sources of air contaminants
are controlled, and that ventilation and air cleaning
provisions are adequate. In addition, a technically
sound procedure for effectively diagnosing and
mitigating problems when they do occur ensures
that the school district is fully prepared to manage
the quality of its indoor air environment.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: INDOOR AIR QUALITY
PAGE 16
WHATISANIAQ
MANAGEMENT
PLAN FOR
SCHOOLS?
An IAQ management plan embodies all the techni-
cal protocols described above, and provides ad-
ministrative procedures necessary for their im-
plementation. An efficient implementation plan
will integrate the IAQ management plan with pro-
visions for energy conservation, preventive main-
tenance, building design standards, and health
maintenance of students and staff. An IAQ
management plan will include the following
provisions:
Technical provisions: Periodic building audits;
ventilation standards and operational procedures;
protocols for design and construction; protocols
for maintenance, including specific provisions for
painting and pest control; protocols for investigat-
ing problems, and specific protocols for the
control of special school sources, such as smoking
lounges, laboratories, duplicating rooms, industrial
arts classes, and other sources.
Administrative provisions: Designation of an IAQ
coordinator; assignment of responsibilities and
specific implementation procedures; an IAQ
training program; an ongoing communications
strategy; and provisions for hypersensitive stu-
dents and staff.
IS INFORMATION
AND GUIDANCE
AVAILABLE ?
The Indoor Air Division in the Office of Air and
Radiation in EPA periodically produces informa-
tion and guidance on various aspects of indoor air
quality for a variety of audiences, including the
general public, building professions, health
professions, and environmental/public health
organizations. Materials include booklets, fact
sheets, and guidance manuals, as well as lists of
federal and state contacts on important indoor air
quality subjects.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: INDOOR AIR QUALITY
PAGE 17
CONTACTS:
The EPA regional indoor air contacts are listed in
the final chapter of this booklet. A directory of
individuals and agencies in each state dealing with
specific aspects of indoor air quality may be found
in the Directory of State Indoor Air Contacts (see
publications list below). For further information
about the Indoor Air Program, contact the Indoor
Air Division (ANR-445), Office of Air and
Radiation, USEPA, Washington, DC 20460.
PUBLICATIONS:
The following documents are available:
Current Federal Indoor Air Quality Activities
Directory of State Indoor Air Contacts
The Inside Story: A Guide to Indoor Air Quality.
Fact Sheets on:
- Ventilation and Air Quality in Offices
- Sick Buildings
- Environmental Tobacco Smoke
- Residential Air Cleaners
You can request these documents by writing to the
Public Information Center (PM-21 IB), U.S. Envi-
ronmental Protection Agency, Washington, D.C.
20460, or by writing the Indoor Air Contact in
care of your EPA Regional Office.
Information on indoor air quality may also be
available from your State or local health or envi-
ronmental agency.
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RADON
PAGE 18
Radon
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ENVIRONMENTAL HAZARDS IN SCHOOLS: RADON
PAGE 19
RADON MAY BE A
SERIOUS THREAT IN
YOUR SCHOOL
Radon is a naturally occurring radioactive gas that
has been found in schools and homes throughout
the country. It is the second leading cause of lung
cancer in the United States. The Environmental
Protection Agency, the American Medical Asso-
ciation, the American Lung Association and the
Surgeon General, rank indoor radon among the
most serious environmental health problems.
In 1988, the Surgeon General issued a National
Public Health Advisory warning the public about
the risks associated with exposure to elevated
levels of radon. The advisory recommended that
most homes be tested. Since then elevated radon
levels have been found in many schools and EPA
recommends that schools nationwide be tested for
radon.
WHAT ARE THE
HEALTH EFFECTS?
Radon causes lung cancer. When you inhale
radon, its decay products can become lodged in
your lungs. As these decay products break down
further, they release small bursts of radioactive
energy which can damage lung tissue and lead to
lung cancer. EPA estimates that about 20,000
lung cancer deaths are attributed to radon each
year.
The longer the exposure, or the higher the level of
radon, the greater the risk.* That is why it is so
important that your school be tested immediately.
Refer to the radon risk evaluation chart for an
indication of associated risks.
* Many people are already exposed to radon at home, and
exposure in schools can compound the risk.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: RADON
PAGE 20
RADON RISK EVALUATION CHART
Annual If a community of 1 00 This risk of dying
Radon level people were exposed from lung cancer
to this level: compares to:
100pCi/L
40 pCi/L
20 pCi/L
10pCi/L
4 pCi/L
About 35 people in the community
may die from Radon
About 1 7 people in the community
may die from Radon
About 9 people in the community
may die from Radon
About 5 people in the community
may die from Radon
About 2 people in the community
may die from Radon
Having 1 0,000 chest
x-rays each year
Smoking 2 packs of
cigarettes each day
Smoking 1 pack of
cigarettes each day
Having 1 ,000 chest
x-rays each year
Smoking about 4
cigarettes each day
Levels as high as 3500 pCi/L have been found in some homes.
The average Radon level outdoors is around .2 pCi/L or less.
The risks shown in this chart are for the general population, including men and women o1 all
ages as well as smokers and non-smokers. Children may be at higher risk.
WHAT IS THE SCOPE
OF THE RADON
PROBLEM IN THE
NATIONS SCHOOLS?
In a study of schools in 16 States, nineteen percent
of the 3,000 rooms tested had levels above EPA's
action level of 4 pCi/L. The highest level found,
136 pCi/L, is the equivalent of having over
10,000 chest x-rays a year. EPA has issued an
Interim Report on how to measure schools for
radon. This Report is available from your State
Radiation Office.
HOW DO YOU KNOW
IF A SCHOOL HAS
RADON?
Because you can't see, taste, or smell radon, the
only way to know if a school has elevated radon
levels is to test. Testing for radon is easy and
schools with elevated levels can be fixed. A
typical school can be tested for about $1,000.
However, you may prefer to hire a radon measure-
ment company to do the testing for you.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: RADON
PAGE 21
HOW CAN YOU
OBTAIN RELIABLE
RADON SERVICES?
EPA conducts the Radon Measurement Profi-
ciency (RMP) Program which evaluates radon
measurement companies and the test kits they sell.
A list of proficient companies is distributed to the
States each year. EPA recommends that you
consult the RMP list when choosing a testing
company. To obtain a copy of the RMP list
contact your State Radiation office.
In addition, EPA has established a National Radon
Contractor Proficiency Program (RCP) that
evaluates contractor's ability to fix radon problems
in residences. The RCP list will be available in the
Spring of 1990 from your State Radiation office.
Because radon problems have only recently been
discovered in schools, there are fewer contractors
who have experience in this area. Contact your
State Radiation Office to obtain names of experi-
enced school radon reduction contractors.
WHAT IS THE BASIS
FOR EPA'S RISK
ESTIMATES?
Radon risk estimates are based on scientific
studies of thousands of workers exposed to radon
in underground mines. Scientists are far more
certain of radon risk estimates because these
estimates are based on studies of humans. The
National Academy of Sciences, the World Health
Organization, the Surgeon General, and other na-
tional and international authorities agree that radon
is a serious health problem.
WHAT IS EPA DOING
TO ADDRESS THE
RADON PROBLEM IN
SCHOOLS?
EPA has issued Interim Reports to provide guid-
ance on how to test and fix schools for radon. A
final report for radon measurement will be avail-
able in the Winter of 1991.
EPA is also conducting a School Evaluation
Program for diagnosing and fixing radon problems
in schools. Preliminary work in schools shows
that techniques proven successful in fixing homes
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ENVIRONMENTAL HAZARDS IN SCHOOLS: RADON
PAGE 22
also work in schools. However, the unique con-
struction and operation characteristics of school
buildings require special considerations.
Information collected from the School Evaluation
Program will be incorporated into a School Train-
ing Program. This program will be designed and
offered by EPA and EPA-sponsored Regional
Radon Training Centers. These training courses
will cover radon measurement, building investiga-
tion design, and installation of mitigation systems
in schools.
The Indoor Radon Abatement Act of 1988,
authorizes EPA to conduct a nationwide study of
radon to better characterize the radon problem in
schools. Once the activities have been completed,
the information will be shared with local education
agencies and the States.
WHAT ASSISTANCE
IS AVAILABLE TO
SCHOOLS?
In September 1989, EPA initiated a new program
to provide grants to States to establish and enhance
State Radon Programs. A State may make funds
available to schools and local governments to
develop public information materials, conduct
radon surveys of school buildings, establish miti-
gation demonstration programs, and conduct
training activities. For further information about
the grants program, contact the nearest EPA
Regional Office, or your State Health or Radiation
Control Departments listed in the last chapter of
this booklet.
Radon training for federal, State and local offi-
cials, and the private sector on radon health risks,
measurement and mitigation is offered through the
three Regional Radon training centers. As EPA
collects new data and develops mitigation tech-
niques for schools, a training segment developed
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ENVIRONMENTAL HAZARDS IN SCHOOLS: RADON PAGE 23
specifically for schools may be incorporated into
the curriculum by the Spring of 1990. Training
center directors will be working with EPA Re-
gional staff to assess the needs of State education
offices. A List of Regional training centers is
located at the end of this chapter.
PUBLICATIONS: Radon Measurement In Schools - Interim Report,
provides guidance to school officials on the
number of school rooms to measure for radon, the
time of year to measure, information on available
measurement devices and methods, and guidance
on interpreting test results. The final report will be
available in the Winter of 1991.
Radon Reduction Techniques In Schools - Interim
Technical Guidance assists school officials in
making informed choices when selecting radon-
reduction strategies.
Radon In Schools Brochure, developed in coopera-
tion with the National Education Association and
the National Parent TeacherAssociation, informs
parents and teachers about the seriousness of the
radon problem.
The National Radon Measurement Proficiency
(RMP) Program - Cumulative Proficiency Report,
is a listing of all testing companies that have
successfully completed EPA's measurement
proficiency program. EPA recommends that you
consult this list when choosing a testing company.
The Radon Poster, developed in conjunction with
the National Science Teachers Association,
combines graphics with text to educate junior and
senior high school students about radon. In addi-
tion, a radon article was featured in the January
1988 issues of Science Teacher and Science Scope
magazines.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: RADON PAGE 24
These and other EPA radon materials are available
through your Regional EPA and State offices.
EPA has established a twenty-four hour Hotline to
provide the public with information on how to test
homes for radon. The number is 1-800-SOS-
RADON.
REGIONAL RADON Eastern Regional Radon Training Center
TRAINING CENTERS Rutgers University
Dr. Alan Appleby
Radiation Sciences
Kilmer Campus, Building 4087
New Brunswick, NJ 08903
(201) 932-2582
(201)932-2551
Midwest University Radon Consortium
University of Minnesota
Professor Bill Angell
1985 Buford Avenue (240)
St. Paul, MN 55108-1011
(612) 624-5343 (general information)
(612) 625-6294 (course information)
1-(800) 367-5363 (course information)
Western Regional Radon Training Center
Colorado State University
Dr. James Young
Department of Industrial Sciences
Fort Collins, CO 80523
(303) 491-5085
(303)491-5215
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PAGE 25
LEAD IN DRINKING WATER
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 26
WHY IS LEAD A
PROBLEM?
Lead is a toxic metal harmful to health even in
small amounts. Lead is especially dangerous for
very young children, fetuses, and pregnant women.
Too much lead can cause damage to the brain and
nervous system and can result in reduced attention
span, behavioral problems, impaired hearing, and
lowered IQ. Lead can also interfere with the
body's ability to make red blood cells, thus
reducing the amount of oxygen in the blood and
affecting many different body functions. Fetuses
that absorb lead through the placenta may have
increased risk of premature birth, reduced birth
weight, and slowed physical and nervous system
development.
Lead enters the human body through inhalation,
such as by breathing particles of lead-contami-
nated dust from factories—or through ingestion,
such as by eating food stored in lead-soldered
cans, drinking contaminated water, or eating lead-
contaminated dust or soil. It is important to note
that lead, unlike other metals, may be stored in the
bone, to be released later into the bloodstream.
For this reason, even low exposures to lead can
have a cumulative negative effects.
HOW MUCH LEAD IS
TOO MUCH
There are no safe levels for lead exposure. The
degree of harm depends on a child's total exposure
to lead from all sources—air, soil, paint, dust (both
indoor and outdoor), food (which may contain lead
absorbed from air, soil, or food containers), and
water. While adults excrete most of the lead they
inhale or ingest, children process the metal differ-
ently. Their developing bodies absorb more of the
lead they consume and the physical and behavioral
effects of lead occur at lower exposure levels. In
addition, children at play often come into frequent
contact with such potential sources of lead con-
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 27
lamination as dirt and dust. Because children
habitually put their hands to their mouths, a lot of
this lead may be ingested.
Lead in drinking water, although rarely the sole
cause of lead poisoning, can significantly increase
total exposure to lead, particularly for infants who
drink liquids made with water, such as formula.
EPA estimates that lead in drinking water can
account for 20% or more of total exposure in
young children. Some of this exposure occurs in
schools and day-care centers.
Levels of lead in drinking water are measured in
parts per billion (ppb). EPA recommends that
schools take action if samples from any water
fountain, water cooler, or other drinking water
outlet show lead levels over 20 ppb. Such
fountains, coolers, or other outlets should be
removed from service until lead levels are
reduced to below 20 ppb.
HOW DOES LEAD
GET INTO OUR
WATER?
Unlike most drinking water pollutants, lead does
not usually occur naturally in source water such as
rivers and streams. What lead is present can be
removed from the water at the supplier's treatment
plant. However, between the water source and the
point of consumption there are a series of pipes
and connections, and outlets that can be a source
of lead. Pipes called distribution or service mains
carry the water through the streets; service lines or
connectors carry the water from the main to the
school building; and inside the building itself are
numerous pipes which distribute the water to
individual outlets. In many areas of the country,
service lines of lead have been installed as recently
as 1986. (In fact, the Latin word for lead is
"plumbum" from which our English words
"plumber" and "plumbing" are derived.)
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 28
Service Main
Service Line
Another potential source of lead contamination is
the solder used to join sections of copper pipe.
Until recently, this solder contained up to 50
percent lead. This solder is one of the major
causes of lead contamination in drinking water
today. Brass or plastic fixtures or other parts of
the plumbing system may also be a significant
source of lead.
The process by which the lead dissolves or
"leaches" into the water is known as corrosion.
Corrosion is the reaction between the water itself
and the lead in the pipes or solder. It is most
frequent in soft water (which lathers soap easily)
and acidic (low pH) water. However, all kinds of
water may be potentially corrosive to lead, and
thus leach lead into the water. Fortunately, water
can be treated (usually by the water supplier) to
make it less corrosive. Mineral deposits may then
form a protective coating on the inside of pipes
and joints, thereby insulating the water from any
lead in the pipes or solder. Until such a coating
forms, however, water is in direct contact with the
lead and lead levels can remain high.
When Is Lead Likely To
Be A Problem At My
School?
You cannot see, taste, or smell lead dissolved in
water. The only way to know if lead is a problem
is to test the water. However, schools are most
likely to have a lead problem if:
• the school or water system has lead pipes;
• the school has water coolers with lead-lined
storage tanks or lead parts; or
• the school has copper pipes with lead solder
and
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 29
What Is Government
Doing About Lead In
Drinking Water?
— is less than 5 years old (or has areas of
recent construction or plumbing repair in
which lead solder or materials were used),
or
— has soft or acidic water, or
— has areas where water sits in the pipes for
extended periods of time (such as areas of
low or infrequent use or after vacations or
weekends.)
In 1976, Congress passed The Safe Drinking
Water Act which authorized EPA to set standards
(known as Maximum Contaminant Levels or
MCLs) for drinking water quality. These stan-
dards limit the amount of specific contaminants
permitted in our water supply and are reviewed
and revised periodically to reflect current health
data and technological advances.
While the current standard for lead is 50 parts per
billion (ppb), EPA proposed new regulations in the
fall of 1988 that substantially reduce the amount of
lead permitted in water delivered by a public water
supplier. The lead level specified in these new
regulations (expected by 1991) will apply to
representative tap samples taken from a variety of
homes and buildings. The recommended level of
20 ppb mentioned on page 27 still applies for
corrective action on individual water outlets.
In 1986, Congress passed an amendment to the
Safe Drinking Water Act known as the Lead Ban
which requires that only lead-free pipe (containing
not more than 8% lead) and solder (containing not
more than 0.2% lead) be used in the installation or
repair of any plumbing connected to a public water
system. The law applies only to plumbing which
distributes drinking water and does not require the
removal of existing lead pipes or solder. All
States were required to adopt the provisions of the
Lead Ban by June 1988 schools should make
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 30
The Lead Contamination
Control Act of 1988
Lead
Lined
Tank
Lead
Solder
Joint
that only lead-free materials are used in the
repair or replacement of plumbing. Report any
violation of the lead ban to State and local au-
thorities.
The Lead Contamination Control Act of 1988
(LCCA), another major amendment to The Safe
Drinking Water Act, focuses on lead in the drink-
ing water of schools and day-care centers. This
law's programs and provisions affect primary and
secondary schools, kindergartens, and day-care
centers, water-cooler manufacturers and distribu-
tors, and federal, State and local agencies.
1. As directed by the law, EPA has published a
guidance document to help schools and day
care centers test for and remedy lead
contamination in drinking water. Entitled
Lead in School Drinking Water, the manual
explains why lead is a problem, how to
identify possible sources of lead, how to
conduct a step-by-step sampling program,
and what kind of options are available to
remedy any problems. (See below on how to
obtain this document.)
2. The LCCA requires that EPA publish and
make available to the States lists with the
name and model number of water coolers
that have lead-lined tanks and those that
contain lead parts. (See below on how to
obtain updated lists.)
3. Water coolers identified by EPA as having
lead-lined tanks are considered to be
"imminently hazardous consumer products"
under the law. The Consumer Product
Safety Commission must issue an order
requiring manufacturers and importers of
coolers with lead-lined tanks to repair,
replace, or recall the coolers. The law also
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN PAGE 31
DRINKING WATER
attaches criminal penalties for the manu-
facture or sale of any water cooler that is not
lead-free.
The law requires that each State establish a
program to assist schools to test for and
remedy lead contamination in school
drinking water.
4. The Governor of each State has designated a
primary contact person responsible for
developing and managing the State's
program to help schools and day-care centers
set up a successful lead contamination
control program. States must also provide a
list of laboratories that provide reliable and
accurate testing services, the guidance
document and testing protocol and the list of
identifying water coolers which are not lead-
free, including those with lead-lined tanks.
(To find out who to contact in your State, call
EPA's Safe Drinking Water Hotline at the
number listed at the end of this section.)
5. Schools are urged (though not required under
the LCCA) to test drinking water for lead
contamination. Those schools that do test are
required under the law to make the test
results available in the administrative offices
for review by teachers, staff, parents, and
others. They must also notify parent,
teacher, and employee organizations of the
availability of the test results.
6. If funds become available, the Centers for
Disease Control may make grants available
to States and local governments for initiating
and expanding community programs to
screen infants and children for elevated blood
lead levels; assure referral for treatment and
environmental intervention of infants and
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 3
What Schools and
School Districts Should
Be Doing
children with elevated blood levels; and provide
educational material on childhood lead
poisoning.
EPA encourages schools to develop a three step
program to identify and remedy lead contamina-
tion within the school:
Step 1. Develop Plumbing Profile of your build-
ing. This profile combines a review of construc-
tion and repair records with a physical inspection
of the exposed plumbing within the building (both
original plumbing and any recent repair or con-
struction). The survey will help determine if the
schools is likely to have a lead problem and will
help control costs by identifying those areas,
outlets, and water coolers with the highest risk of
lead contamination.
Step 2. Establish a Testing Program. Using
EPA's lists of water coolers which are not lead
free and the plumbing profile, EPA urges that
water taps, in addition to those connected to water
coolers, be sampled for lead where such taps may
be contaminated by lead and supply drinking wate
for cooking. The drinking water samples drawn
from these outlets should be analyzed by a compe-
tent laboratory. To help establish the source of tht
contamination, follow-up samples are drawn from
those outlets with test results showing elevated
lead levels.
EPA recommends that schools remove from
service any outlet with a lead level above 20
ppb until lead levels can be brought down.
Step 3. Take Corrective Action. Schools have
numerous options for remedying lead contamina-
tion. Each school and district is unique, and each
must make its own decision based upon such
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 33
Remedial Options
Lead
Solder
Joints
factors as cost, availability of water, and man-
power requirements. The school should seek
advice on the best remedy for a school's particular
problem from the State. The school's water
supply may also be able to supply technical advice
regarding a solution for a school's particular
situation.
Options which can be effectively used by
schools to remedy lead contamination.
Flushing, i.e. removing standing water from the
pipes, is the simplest option and can be highly ef-
fective, especially if the contamination is limited
to a few outlets. Flushing should be practiced
early in the morning before school begins.
Corrosion control can be highly effective,
reducing both lead levels and damage to plumbing.
Schools that supply their own water should seek
technical advice from qualified personnel to
implement corrosion-control measures.
Reverse-osmosis devices and distillation units,
and filters may be installed at the tap. The
National Sanitation Foundation tests and evaluates
these devices and should be contacted before the
school purchases any units. Contact NSF, 3475
Plymouth Road, P.O. Box 1468, Ann Arbor, MI
48106.
Replacing outlets, lead pipes, and lead solder
can be the most practical solution for some schools
where the contamination is limited.
An alternative grounding system for electrical
wires grounded to water pipes may be installed
only by a qualified electrician if allowed by local
and State building codes.
Bottled water may be purchased if other treatment
fails or is impractical. Check to make sure that the
bottler tests the quality of the water to ensure it
meets drinking water standards.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 34
Interim Control
Measures
Building Community
Support
CONTACTS:
Interim measures can reduce possible lead expo-
sure while you are awaiting test results:
Remove sediments from accessible screens at the
end of faucets as part of a regular maintenance
program. Drain reservoirs of water coolers where
the presence of sediments are suspected or seen.
Sediments containing lead may produce high lead
levels in water.
Use only cold water for the preparation of food
and beverages in school cafeterias and cooking.
Do not use water that has been in contact with
the school's plumbing for more than 6 hours,
such as overnight, after weekends, or after vaca-
tions. Make sure the system is flushed before
school begins.
EPA recommends that each school system or
district appoint one individual to be responsible for
its lead-control program. This individual can
answer questions about the lead-control program
from parents, teachers, staff, other personnel, and
the media.
Organizations can help get out information about
lead contamination in drinking water and what
their schools are doing about it. PTAs can hold
public forums for their members; teachers can in-
corporate units about drinking water quality in
their classroom science curriculum. All segments
of the school community should view the lead-
contamination problem as a community problem
and assume responsibility for supporting the
program.
State designees are a good source of information
and can answer questions on specific resources
available to schools.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: LEAD IN
DRINKING WATER
PAGE 35
GUIDANCE AND
TRAINING:
The ten Regional EPA Offices have a Drinking
Water Division. Addresses and phone numbers
are listed at the end of this booklet.
The EPA Safe Drinking Water Hotline will
answer questions on a variety of drinking water
issues, as well as provide updated lists of water
coolers, information on how to obtain publications
on drinking water and State contacts for drinking
water problems. Callers within the U.S. except the
District of Columbia, Alaska, Puerto Rico, and the
Virgin Islands, may reach the Hotline at 800-426-
4791. Callers in the District of Columbia and
Alaska should call 202-382-5533. The Hotline is
open Monday through Friday, excluding Federal
holidays, from 8:30 a.m. to 4:00 p.m. (EST).
Lead in School Drinking Water. This manual
includes a detailed sampling protocol and in-depth
discussions of remedial options available to
schools. To obtain a copy, send $3.25 for GPO
stock number 055-000-00281-9 to the Superinten-
dent of Documents, U.S. Printing Office, Wash-
ington, D.C.20402.
EPA Training Video, Lead in School Drinking
Water. This recently developed one-hour video
demonstrates how to carry out a successful sam-
pling program. Contact your regional EPA office
to find out how you can get a copy of the video.
PUBLIC INFORMATION
MATERIALS:
Lead and Your Drinking Water. This EPA pam-
phlet explains in simple terms how lead enters the
homeowner's drinking water supply and what can
be done about it.
Many states have published brochures or pam-
phlets dealing with lead contamination in drinking
water.
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PAGE 36
SCHOOL-OPERATED WATER SYSTEMS
Microbiological
and/or Chemical
Contaminants
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ENVIRONMENTAL HAZARDS IN SCHOOLS: SCHOOL-OPERATED PAGE 37
WATER SYSTEMS
BACKGROUND
Approximately 10,000 schools in the United States
obtain drinking water from their own well, spring,
or small reservoir. The water is not supplied by
the local community water system. According to
regulations under the Safe Drinking Water Act,
such schools are "non-transient non-community"
water systems. We refer to them here as "school-
operated" water systems. They account for about
half of all non-transient, non-community water
systems nationwide.
WHAT ARE SCHOOL-
OPERATED WATER
SYSTEMS?
A school-operated water system is any school with
its own individual water supply serving 25 or more
of the same people for 4 or more hours per day, 4
or more days per week for 26 or more weeks each
year. An example would be a school which has
more than 25 teachers and students combined.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: SCHOOL-OPERATED PAGE 38
WATER SYSTEMS
WHAT MUST I DO IF Your specific responsibilities will differ from state
I HAVE A SCHOOL- to state. The federal regulations require that the
OPERATED WATER following minimum monitoring be performed on
SYSTEM? me water supply at y°ur facility.
PARAMETER MONITORING FREQUENCY
Coliform Bacteria - 1 sample per quarter *
Nitrate - Must be sampled once,
then repeat as determined by
the State.
Volatile Organic Chemicals (VOCs) - Regulated
• Sample quarterly for one year.
- Effective monitoring date
dependent on number of
persons served.
No. of Persons Effective Monitoring Date
Served
> 10,000 January 1, 1988
3,300 - 10,000 January 1, 1989
< 3,300 January 1, 1991
Repeat monitoring for VOCs varies from quarterly to only at State discretion. The
frequency is based on whether VOCs are detected in the first round of monitoring,
whether system is vulnerable to contamination, size of system, and source of
water.
*COMMENTS - New regulations recently finalized may increase the
number and frequency of coliform samples to be taken depending on
the size of your system, and whether you utilize surface water. These
regulations become effective December 31, 1990.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: SCHOOL-OPERATED PAGE 39
WATER SYSTEMS
Volatile Organic Chemicals - Unregulated
Surface Water Systems - 1 year of quarterly samples
representative of each source.
Ground Water Systems - 1 sample per entry point to
water system (representative
of each well).
All Water Systems - Repeat monitoring once
every 5 years.
Effective Dates - Determined by population
served the same as regulated
Volatile Organic Chemicals.
Turbidity - Sample daily
(Only for Systems Using Surface Water)
Public Notification Pertaining to Lead
- Notice must contain mandatory health-effects language and water
system-specific information.
- Notice should have been given by June 19, 1988.
- Water supplier must notify persons served by the system:
NOTIFICATION OPTIONS:
- Continuous posting for 3 consecutive months, or
- once by mail notice, or
- once by hand delivery, or
- 3 newspaper notices (1 for each of 3 consecutive months).
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ENVIRONMENTAL HAZARDS IN SCHOOLS: SCHOOL-OPERATED PAGE 40
WATER SYSTEMS
GENERAL COMMENTS:
Many new regulations are currently being developed. Contact the appropriate
agency in your State for details on your responsibilities as a public water supplier,
or call your EPA regional office or the Safe Drinking Water Hotline at 1-800-426-
4791.
WHY DO I HAVE TO
DO THIS
MONITORING?
The potential risk of adverse health effects in-
curred away from home are significant since
approximately one-third to one-half of normal
daily water consumption occurs at the workplace
or at school. These requirements protect non-
residential populations that are subject to long-
term exposure to contaminants in the water
provided at work or at school.
You are required by federal and State law to test
your water supply for the contaminants, previously
listed, meet the maximum contaminant levels
(MCL) for those contaminants, provide public
notice if you fail to meet the MCL or monitoring
requirements, and perform public notice for lead.
By violating these monitoring and public notice
requirements, you could face administrative or
civil fines of up to $25,000 per day of violation.
The most important reason for complying with
these regulations is to protect the health of the
people at your facility as well as your own health.
HOW DO I GET MY
WATER SAMPLES
TESTED?
In order to be in compliance with the federal
drinking water regulations, a public water system
must have its samples analyzed according to a
specific set of test methods. In most cases, school-
operated water systems do not have their own
laboratories. As a result, they must locate and use
the services of a State-certified laboratory.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: SCHOOL-OPERATED PAGE 41
WATER SYSTEMS
A "State-certified laboratory" is a lab that has met
the laboratory certification requirements of the
State drinking water program. In other words,
they have both the proper analytical equipment
and a properly trained staff of people which can be
used to analyze your water samples. They know
what to do, so let them do it for you. All you need
to do is contact an approved lab and they will tell
you how they do business. In some cases, the lab
will send you the proper bottles and reagents, and
provide instructions for taking the samples. In
other cases, the lab will send a technician to your
facility and take the samples for you. Once the
samples are analyzed, the lab will provide you
with the results. Then you need to compare the
results with both the State and federal require-
ments to determine compliance.
A certified or approved laboratory can be located
rather easily. Start by checking the yellow pages
under "water," or "laboratories." If you find a
listing for a lab, call and ask them if they are State-
certified for drinking water testing. In particular,
ask the lab if they are certified to test for the
specific contaminants for which you must moni-
tor—not all labs are certified to test for all con-
taminants; in fact, many specialize in only a few
contaminants. You may need to shop around.
If this route is not effective, contact your State
drinking water program, and ask for the Labora-
tory Certification Officer. The certification officer
will be able to send you a list of State-certified
labs. This list will indicate the location of the
laboratories in your State (and possibly other
States), and will likely indicate the list of contami-
nants for which a given lab is certified to test.
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ENVIRONMENTAL HAZARDS IN SCHOOLS: SCHOOL-OPERATED PAGE 42
WATER SYSTEMS
If all else fails, call EPA's Safe Drinking Water
Hotline and ask for the name and phone number of
your State certification officer. The Hotline
number is 800-426-4791 or 202-382-5533.
CONTACTS: Contact your State regulatory agency for State
specific information. You can also contact the
EPA regional office for your area, or you can call
EPA's Safe Drinking Water Hotline at 1-800-426-
4791.
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PAGE 43
OTHER ENVIRONMENTAL CONCERNS:
PCBs
RECYCLING
UNDERGROUND STORAGE TANKS
PESTICIDES
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OTHER ENVIRONMENTAL CONCERNS: PCBs
PAGE 44
POLYCHWRINATED
BIPHENYLS
(PCBs)
WHAT ARE PCBs?
Electrical equipment in use or stored in schools
may contain PCBs.
PCBs are a class of man made chemicals that were
widely manufactured and used for many years.
The manufacture of PCBs was banned by the EPA
in 1979, but many pieces of electrical equipment,
including transformers and capacitors, still contain
PCBs.
PCBs are not acutely toxic, but exposure to PCBs
can produce skin disorders (chloracne), nausea,
dizziness, eye irritation, and bronchitis. Ingestion
of PCBs can cause liver damage and digestive
problems. EPA classifies PCBs as a suspected
human carcinogen.
The continuing use and disposal of PCBs is strictly
regulated by Toxic Substances Control Act
(TSCA) regulations administered by EPA. EPA
classifies PCBs as a suspected human carcinogen.
WHAT CAN YOU DO
TO HELP?
The most important thing to do is to determine
where PCBs are or might be within the school
facilities and property. It is wise to maintain a
simple inventory of location, condition, and
ownership of potential PCB sources.
PCB testing of unknown equipment is not re-
quired, nor, in most cases, is the removal of PCB
equipment, but school districts may want to
develop long-range plans to identify and gradually
replace PCB items. Routine inspection and
maintenance programs, as well as preventive
measures, can reduce risks.
-------
OTHER ENVIRONMENTAL CONCERNS: PCBs PAGE 45
WHERE CAN YOU EPA's TSCA Information Line at 202-554-1404
TURN FOR HELP? can provide copies of the federal PCB regulations
and answer questions on many technical and
regulatory issues. If you have a question about a
specific situation in your school, they will provide
the name and number of the PCB Coordinator in
your EPA regional office.
Local electrical utilities have experienced workers
who are knowledgeable about electrical systems
and can clarify ownership issues. They may also
be able to provide information on the PCB content
of a particular piece of equipment.
Local health departments or districts may be able
to provide suggestions on testing of your equip-
ment.
-------
OTHER ENVIRONMENTAL CONCERNS: RECYCLING
PAGE 46
RECYCLING
RECYCLE TODAY!
EDUCATIONAL
MATERIALS FOR
GRADES K-12
PUBLICATIONS:
The average American throws away more than
1,300 pounds of trash a year. In recent years, a
"garbage crisis" has grabbed the attention of the
nation and the world. Closing landfills and barges
laden with trash have graphically illustrated the
problems created by a "throwaway" society.
Faced with ever-increasing amounts of garbage
and no place to put it all, more and more Ameri-
cans are recognizing the need for action. Recy-
cling is one important remedy to the garbage
problems much of our nation is facing today.
Young people can play an especially important
role in solving the garbage gluts of today and to-
morrow! School teachers fulfill this role. School
Recycling Programs can help students respect the
environment, become aware of their impact upon
it, and develop positive attitudes and behaviors.
Most importantly, by involving youth in recycling
activities, they will recognize that each individual
can make a difference.
The Office of Solid Waste has developed a com-
prehensive educational program "Recycle Today"
to promote recycling programs and waste aware-
ness in schools. This program consists of four
publications aimed directly at students and teach-
ers.
• Let's Recycle: A Curriculum for Solid Waste
Awareness presents lessons and activities to
teach students in grades K-12 about solid
waste generation and management.
• School Recycling Programs: A Handbook
for Educators describes a number of school
recycling program options, along with step-
by-step instructions on how to set up a
program.
-------
OTHER ENVIRONMENTAL CONCERNS: RECYCLING PAGE 47
• Adventures of the Garbage Gremlin:
Recycle and Combat a Life of Grime
introduces students in grades 3-8 to the
benefits of recycling through a storybook
approach. The garbage gremlin appears
throughout "Recycle Today" representing the
wasteful habits many of us unknowingly
perpetuate.
• Ride the Wave of the Future: Recycle Today
promotes recycling through a colorful poster
designed to appeal to all grade levels.
CONTACT: If you are interested in learning more about OSWs
"Recycle Today" program, write to:
U.S. EPA
RIC (OS-305)
401 M Street, S.W.
Washington, D.C. 20460.
-------
OTHER ENVIRONMENTAL CONCERNS: UNDERGROUND PAGE 48
STORAGE TANKS __
UNDERGROUND Most school systems that operate school buses
STORAGE TANKS own Underground Storage Tanks (UST) and must
„ „ therefore comply with the UST regulations. The
ll\ SLHOOLS Resource Conservation and Recovery Act
(RCRA) was amended in 1984 to add subtitle I
Regulation of Underground Storage Tanks. The
underground storage tank regulations which were
issued September 23, 1988 require a tank owner
or operator to perform the following steps:
• You must notify the State of the existence of
your tank using a standard notification form.
• If you install an UST after December 1988,
it must meet the requirements for new USTs
concerning correct installation, spill and
overfill prevention, corrosion protection, and
leak detection.
• If you have an UST that was installed before
December 1988, it must meet two major
requirements:
1. Requirements for corrosion protection
and spill and overfill prevention
2. Leak detection requirements
• You must take corrective action in response
to leaks.
• You must follow closure requirements for
tanks you temporarily or permanently close.
• You are financially responsible for the cost
of cleaning up a leak and compensating
other people for bodily injury and property
damage caused by your leaking UST.
-------
OTHER ENVIRONMENTAL CONCERNS: UNDERGROUND PAGE 49
STORAGE TANKS
Contact your State implementing Agency t
comply with any State-specific regulations
applicable to underground storage tanks.
CONTACT: If y°u are interested in learning more about the
school system responsiblity you may write for
"Must for UST" at:
U.S. Environmental Protection Agency
Office of Underground Storage Tanks (OS-400)
401 M Street, S.W.
Washington, D.C. 20460
-------
OTHER ENVIRONMENTAL CONCERNS: PESTICIDES
PAGE 50
PESTICIDES
Pests in Schools
Wherever there are people, there are other living
things that interfere with people or their property.
These organisms may be considered pests, and
may be managed or controlled by various means.
Preventive measures that modify the site to
exclude or reduce hiding and nesting places and
food available to pests will provide the most
effective long term results. If pest populations get
out of hand they may threaten the health of people
or damage property. Then other means of control
will probably be necessary. Usually this means
relying on the use of pesticides to achieve control.
Pesticides
Pesticides are tools used to control pests. They are
usually produced specifically because they are
toxic to something. All pesticides legally sold in
the U.S. must bear an EPA-approved label to show
that they are registered by the EPA. Pesticides are
placed into the environment or a site with the
purpose of controlling a specific pest. Careful
selection of the pesticide that will achieve the level
of control desired, with the least adverse effect is
important. The Federal Insecticide, Fungicide, and
Rodenticide Act (FIFRA), which governs the reg-
istration of pesticides, prohibits the use of any
pesticide in a manner not in conformance with
label restrictions and precautions.
IPM
Integrated Pest Management (IPM) is the coordi-
nated use of pest and environmental information
with available pest control methods to prevent
unacceptable levels of pest damage by the most
economical means, and with the least possible
hazard to people, property and the environment.
The goal of the IPM approach is to manage pests
and the environment so as to balance costs,
-------
OTHER ENVIRONMENTAL CONCERNS: PESTICIDES
PAGE 51
CONTACT:
benefits, public health and environmental quality.
IPM systems utilize a high quantity and quality of
technical information on the pest and its interac-
tion with the environment (site). Because IPM
programs apply a holistic approach to pest man-
agement decision-making, they take advantage of
all appropriate pest management options, includ-
ing but not limited to pesticides.
EPA encourages the IPM approach and is working
with school officials and others to develop guid-
ance for IPM in schools.
For additional information, please contact:
Mr. William E. Currie
Field Operations Division
Program Communications Branch
(703)557-5076
Other Information
Materials:
The Environmental Protection Agency also has
informational materials available for educating
students in the classroom about the environment.
The materials may be obtained by contacting the
Public Information Center on (202) 382-2080.
-------
STATE CONTACT MATRIX
PAGE 52
STATE CONTACT MATRIX*
State
Region Asbestos
Lead In Drinking Water
Alabama IV
Alabama Safe State
Program
(205) 348-7642
or
(205) 261-7100
Public Water Systems
(205) 271-7700
Alaska IX Alaska Department of
Education
(907)465-2865
Department of Environmental
Conservation
(907) 465-2653
or
Alaska Department of
Education
(907) 465-2865
Arizona IX Department of
Environmental Quality
(602) 257-2285
Arizona Department of
Environmental Quality
(602) 257-2201/2209
Arkansas VI
Arkansas Department of
Education
(501) 682-4261
Arkansas Department of
Health
(501) 661-2112
California IX
Office of Local Assistance
(916) 445-3377
Department of Health
Services
(916) 445-1351
Colorado VHI
Colorado Department of
Health
(303) 331-8587
Colorado Dept. of Health
(303) 331-4546
Connecticut I
Connecticut Department of
Education
(203) 566-8204
Preventable Diseases Division
State of Connecticut
(203) 566-3186
Delaware ID
Department of
Administrative Services
(302) 736-3611
Delaware Health and Social
Services
(302) 7364700
A directory of individuals and agencies in each state dealing with specific aspects of
indoor air quality may be found in the Directory of State Indoor Air Contacts.
See publications section in the Indoor Air Quality chapter.
-------
STATE CONTACT MATRIX
PAGE 53
STATE CONTACT MATRIX
School-Operated
Water Systems
Radon
Water Supply Branch
(205) 271-7773
Alabama Department of
Public Health
(205) 261-5315
Department of Environmental Alaska Department of
Conservation Health and Social Services
(907) 465-2653 (907) 465-3019
Office of Water Quality
(602)392-4002
Arizona Radiation Regulatory
Agency
(602) 255-4845
Arkansas Department of
Health
(501) 661-2623
Arkansas Department of
Health
(501) 661-2301
California Department of
Health
(916) 323-6111
California Department of
Health Services
(415) 540-2134
Colorado Department of
Health
(303) 331^546
Colorado Department of
Health
(303) 331-4812
Connecticut Department of
Health
(203) 566-1251
Connecticut Department of
Health Services
(203) 566-3122
Office of Sanitary Engineering Delaware Bureau of
(302) 736-4731 Environmental Health
(800) 55*4636
-------
STATE CONTACT MATRIX
PAGE 54
STATE CONTACT MATRIX
State
Region Asbestos
Lead In Drinking Water
District of Columbia HI D-C. Public Schools
(202) 724-4098
Contact Unavailable
At Tune of Publication
Florida IV Florida Dept. of Education
(904) 487-1130
Dept. of Health and
Rehabilitative Services
(904) 487-1321 or
Department of Environmental
Regulation
(904) 487-1855
Georgia IV Department of Education
(404) 656-2800
or
(404) 656-2440
Georgia Department of
Education
(404) 656-2440
Guam
IX Guam Environmental
Protection Agency
(671) 646-8863
Guam Environmental
Protection Agency
Hawaii IX Environmental Protection & Hawaii Department of Health
Health (808) 548-2235
(808) 548-6455
Idaho
Dept. of Administration
(208) 334-3382
Idaho Department of
Education
(208) 334-3300
niinois
Illinois Department of
Public Health
(217) 782-3517
Illinois Department of Public
Health
(217) 782-5830
Indiana
Department of
Environmental Management
(317) 232-8232
Indiana Department of
Environmental Management
(317) 240-6220
-------
STATE CONTACT MATRIX PAGE 55
STATE CONTACT MATRIX
School-Operated
Water Systems Radon
Department of Consumer and DC Department of
Regulatory Affairs Consumer and Regulatory
(202) 767-7370 Affairs
(202) 727-7728
Department of Environmental Department of Health and
Regulation Rehabilitative Services
(904) 487-1779 (904) 488-1525
(800) 543-8279
Department of Natural Georgia Department of
Resources Human Resources
(404) 656-5600 (404) 894-6644
Guam Environmental Contact Unavailable At
Protection Agency Time of Publication
Environmental Protection and Hawaii Department of
Health Services Division Health
(808) 548-4682 (808) 548-4383
Idaho Department of Health Idaho Dept. of Health and
and Welfare Welfare
(208) 334-5867 (208) 334-5927
Illinois Environmental Illinois Department of
Protection Agency Nuclear Safety
(217) 785-6653 (217) 786-6384
(217) 786^399 for "Citizen's
Guide"
Indiana State Board of Indiana State Board of
Health Health
(317) 243-9100 (800) 272-9723 (in State)
(317) 633-0153
-------
STATE CONTACT MATRIX
PAGE 56
STATE CONTACT MATRIX
State
Region Asbestos
Lead In Drinking Water
Iowa
VII Department of Education
(515) 281-4743
Iowa Department of Public
Health
(515) 281-5605
or
(515) 281-8220
Kansas VII Department of Health &
Environment
(913) 296-1544
Kansas Department of Health
and Environment
(913) 296-5503
Kentucky IV
Michigan
Kentucky Department of
Education
(502) 564-4326
Department of Environmental
Protection
(502) 564-3410
Louisiana VI
Maine I
Maryland HI
Massachusetts I
Office of Air Quality
(504) 342-1209
Bureau of Public
Improvements
(207) 289-4511
Maryland Dept. of the
Environment
(301) 631-3851
MA Dept. of Labor &
Industry
(617) 969-7177
Louisiana Department
Health and Hospitals
(504) 568-5100
Maine Department of
Services
(207) 289-5685
State of Maryland
Department of the
Environment
(301) 631-3859
Department of Public
(616) 522-3700
of
Human
Health
Department of Public
Health
(517) 335-8246
Michigan Department of
Public Health
(517) 335-8326
Minnesota
Minnesota Department of
Education
(612) 296-5032
Minnesota Department of
Health
(612) 623-5621
-------
STATE CONTACT MATRIX
PAGE 57
STATE CONTACT MATRIX
School-Operated
Water Systems
Radon
Iowa Department of Natural
Resources
(515) 281-6284
Iowa Department of Public
Health
(515) 281-7781
(800) 383-5992
Kansas Department of Health
and the Environment
(913) 296-5503
Kansas Department of
Health and Environment
(913) 296-1560
Department of Environmental
Protection
(502) 564-3410
Dept. of Health Services
(502) 564-3700
Louisiana Department of
Health and Human
Resources
(504) 568-5105
Louisiana Nuclear Energy
Division
(504) 925^518
Maine Department of Human
Services
Augusta, ME 04333
Maine Department of
Human Services
(207) 289-3826
Office of Environmental
Programs
(301) 225-6361
Maryland Department of
Environment
(800) 872-3666
(301) 631-3300
Department of Environmental
Quality Engineering
(617) 292-5770
Massachusetts Department
of Public Health
(413) 536-7525 or
In Boston (617) 727-6214
Michigan Department of
Public Health
(517) 335-8318
Michigan Department of
Public Health
(517) 335-8190
Minnesota Department of
Health
(612) 623-5330
Minnesota Department of
Health
(612) 623-5348
-------
STATE CONTACT MATRIX
PAGE 58
STATE CONTACT MATRIX
State
Region Asbestos
Lead In Drinking Water
Mississippi IV
Mississippi State Dept. of
Education
(601) 359-1028
Mississippi Department of
Health
(601) 960-7518
Missouri IV
Health Department
(314) 751-6411
Missouri Dept. of Health
(314) 751-6400
Montana VHI
Department of Health &
Environmental Sciences
(406) 444-3948
Montana Department of
Health
(406)444-2406
Nebraska VII
Nebraska Department of
Health
(402) 471-2541
Nebraska Department of
Health
(402) 471-2541
Nevada IX Nevada Department of
Education
(702) 486-6455
Nevada State Health Division
(702) 885^(750
New Hampshire I
Department of Education
(603) 271-3620
New Hampshire Department
of Education
(603) 271-3144
New Jersey n
New Jersey Department of
Health
(609) 984-2193
New Jersey Department of
Environmental Protection
(609) 292-5550
New Mexico VI
State Department of
Education
(505) 827-6670
New Mexico Environmental
Improvement Division
(505) 827-2778
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STATE CONTACT MATRIX
PAGE 59
STATE CONTACT MATRIX
School-Operated
Water Systems
Radon
State Board of Health
(601) 960-7518
Mississippi Department of
Health
(601) 354-6657
Division of Environmental
Quality
(314) 751-0535
Missouri Department of
Health
(800) 669-7236 (in State)
(314) 751-6083
Bureau of Water Quality
(406)444-2406
Montana Department of
Health and Environmental
Sciences
(406) 444-3671
Nebraska Department of
Health
(402) 471-2674
(402) 471-0510
Nebraska Department of
Health
(402) 471-2168
Nevada Department of
Human Resources
(702) 885-4750
Nevada Department of
Human Resources
(702) 885-5394
New Hampshire Water Supply
and Pollution Control
(603) 271-3503
Division of Public Health
Services
(603) 271-4674
New Jersey Department of
Environmental Protection
(609) 984-7945
New Jersey Department of
Environmental Protection
(800) 648-0394 (in State)
(609) 987-6402
New Mexico Health &
Environment Department
(505) 827-2778
New Mexico Environmental
Improvement Division
(505) 827-2773
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STATE CONTACT MATRIX
PAGE 60
STATE CONTACT MATRIX
State
Region Asbestos
Lead In Drinking Water
New York II State Education Department New York Department of
(518) 474-3384 Health
(518) 458-6731
North Carolina IV
NC Division of Health
(919) 733-0820
State Health Director
(919) 733-2870
North Dakota VHI
Department of Public
Instruction
(701) 224-2267
State Department of Health
(701) 224-2354
Ohio
Ohio Department of Health Ohio Department of Health
(614) 466-1450 (614) 644-8811
Oklahoma VI
Oklahoma State Dept. of Oklahoma State Department
Health of Health
(405) 271-5221 (405) 271-7352
Oregon
Oregon Department of
Education
(503) 378-6964
Oregon Health Division
(503) 229-6302
Pennsylvania HI
Department of Education
(717) 787-5480
Department of Environmental
Resources
(717) 787-9035
Puerto Rico II
Puerto Rico Environmental Department of Health
Quality Board (809) 763-4307
(809) 722-0077
Rhode Island I
Department of Health
(401) 277-3601
Rhode Island Department of
Health
(401) 277-6867
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STATE CONTACT MATRIX
PAGE 61
STATE CONTACT MATRIX
School-Operated
Water Systems
Radon
New York Department of
Health
(518) 458-6731
New York State Health
Department
(800) 458-1158 (in State)
(518) 458-6450
(800) 342-3722 (NYSEO)
Training Information
Department of Human
Resources
(919) 733-2321
North Carolina Department
of Human Resources
(919) 733-4283
State Department of Health
(701) 224-2354
North Dakota Dcpt. of
Health
(701) 224-2348
Ohio Environmental
Protection Agency
Ohio Department of Health
(800) 523-4439 (in State)
(614) 644-2727
Oklahoma State Department
of Health
(405) 271-5204
Oklahoma State Dept. of
Health
(405) 271-5221
Department of Human
Resources
(503) 229-6310
Oregon State Health
Department
(503) 229-5797
Department of Environmental
Resources
(717) 787-9035
Pennsylvania Department of
Environmental Resources
(800) 23-RADON (in State)
(717) 787-2480
Puerto Rico Department of
Health
(809) 766-1616
Puerto Rico Radiological
Health Division
(809) 767-3563
Rhode Island Department of
Health
(401) 277-6867
Rhode Island Department
of Health
(401) 277-2438
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STATE CONTACT MATRIX
PAGE 62
STATE CONTACT MATRIX
State
Region Asbestos
Lead In Drinking Water
South Carolina IV
SC Dept. of Education
(803) 737-8700
Department of Health and
Environmental Control
(803) 734-5310
South Dakota VIII
Dept. of Water & Natural
Resources
(605) 773-3153
South Dakota Department of
Water Quality and Natural
Resources
(605) 773-3754
Tennessee IV
Tennessee Department of
Education
(615) 741-3489
Tennessee Department of
Health and Environment
(615) 741-6636
Texas
VI Texas Department of
Health
(512) 458-7254
Texas Department of Health
(512) 458-7497
Utah
VIII Department of Health
(801) 538-6121
Utah Department of Health
(801) 538-6159
Vermont
Vermont Department of
Health
(802) 863-7231
Department of Health
(802) 863-7280
Virginia III Department of Education
e (804) 225-2035
Virginia Department of
Health
(804) 786-5566
Virgin Islands II
Department of Education
(809) 774-2810
or
Division of Environmental
Protection
(809) 774-3411
Department of Planning and
Natural Resources
(809) 774-3320
Washington X
Superintendent of Public
Instruction
(206) 753-6703
Department of Social and
Health Services
(206) 753-9674
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STATE CONTACT MATRIX
PAGE 63
STATE CONTACT MATRIX
School-Operated
Water Systems
Radon
Department of Health and
Environmental Control
(803) 734-5310
South Carolina Dept. of
Health and Environmental
Control
(803) 734-4700/4631
Department of Water and
Natural Resources
(605) 773-3754
South Dakota Dept. of
Water & Natural
Resources
(605) 773-3153
Tennessee Department of
Health and Environment
(615) 741-6636
Department of Health and
Environment
(615) 74W634
Texas Department of Health
(512) 458-7497
Texas Department of
Health
(512) 835-7000
Utah Department of Health
(801) 538-6163
Utah State Department of
Health
(801) 538-6734
Vermont Department of
Health
(802) 863-7220
Vermont Department of
Health
(802) 828-2886
Virginia Department of
Health
(804) 786-1766
Department of Health
(800) 468-0138 (in State)
(804) 786-5932
Government of Virgin Islands Department of Planning
(809) 774-3320 and Natural Resources
Department of Social and
Health SErvices
(206) 753-5954
Washington Office of
Radiation Protection
(800) 323-9727 (in State)
(206) 586-3303
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STATE CONTACT MATRIX
PAGE 64
STATE CONTACT MATRIX
State
Region Asbestos
Lead In Drinking Water
West Virginia m
West Virginia Department
of Education
(304) 348-2969
West Virginia State
Department of Health
(304) 348-2981
Wisconsin
Wisconsin Division of
Health
(603) 266-9337
Secretary of the Department
of Natural Resources
(608)266-2299
Wyoming Vm
American Samoa IX
Wyoming Dept. of
Education
(307) 777-7675
Office of the Governor
(809) 774-8315
State Superintendent of
Public Instruction
(307) 777-7673
American Samoa
Environmental Protection
Agency
Bureau of Indian
Affairs
Bureau of Indian Affairs
(505) 766-2454
Contact Unavailable At
Time Of Publication
North Mariana Islands
Department of Public
Health & Environmental
Services
Contact Unavailable At
Time Of Publication
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STATE CONTACT MATRIX PAGE 65
STATE CONTACT MATRIX
School-Operated
Water Systems Radon
State Department of Health West Virginia Department
(304) 348-2981 of Health
(304) 348-3526/3427
Bureau of Water Supply
(608) 267-7651 Wisconsin Department of
Health and Social Services
(608) 273-5180
Department of Environmental Wyoming Department of
Quality Health and Social Services
(307) 777-7781 (307) 777-6015
Contact Unavailable At Contact Unavailable At
Time Of Publication Time Of Publication
Contact Unavailable At Contact Unavailable At
Time Of Publication Time Of Publication
Contact Unavailable At Contact Unavailable At
Tune Of Publication Time Of Publication
-------
REGIONAL CONTACT MATRIX
PAGE 66
REGIONAL CONTACT MATRIX
Asbestos
Indoor Air
Lead In Drinking Water
Region I
US. EPA Region I
(617) 565-3835
US. EPA Region I
(FTS) 8-565-3232
(617) 565-3232
US. EPA Region I
(617) 565-3835
Region n
U.S. EPA Region
(202) 321-6793
U.S. EPA - Region II
(212) 264-2335
(FTS) 264-2335
US. EPA Region II
(301) 321-6671
Region HI
U.S. EPA Region HI
(215) 597-3160
US. EPA Region
(FTS) 597-8322
(215) 597-8322
US. EPA Region HI
(215) 597-3160
Region IV
US. EPA Region IV
(404) 347-5014
U.S. EPA - Region IV
(FTS) 257-2864
(404) 347-2864
US. EPA Region IV
(404) 347-5014
Region V
EPA, Region V
(312) 886-6003
US. EPA - Region V
(FTS) 886-6054
(312) 886^054
EPA Region V
(312) 886-6003
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REGIONAL CONTACT MATRIX
PAGE 67
REGIONAL CONTACT MATRIX
School-Operated
Water Systems
PCBs
Radon
Water Supply Branch
U.S. EPA Region I
(FTS) 8-835-3669
(617) 565-3665
Pesticides & Toxics Branch
U.S. EPA Region I
(FTS) 835-3279
U.S. EPA Region I
(617) 835-3234
Drinking/Ground Water
Protection Branch
U.S. EPA Region H
(FTS) 264-4448
(212) 264-4448
Pesticides & Toxics Branch
U.S. EPA Region H
(FTS) 340-8682
U.S. EPA Region II
(212) 264-4418
Drinking Water/Ground
Water Protection Branch
U.S. EPA Region HI
(215) 597-3427
U.S. EPA Region
(FTS) 597-7668
US. EPA Region HI
(215) 597-4084
Drinking Water Branch
U.S. EPA Region IV
(FTS) 257-2913
(404) 347-2913
Toxics and Pesticides Branch
U.S. EPA Region IV
(FTS) 257-3864
Office of Radiation
(404) 347-3907
Safe Drinking Water
Branch
U.S. EPA Region V
(FTS) 886-9546
(312) 886-9546
Pesticides & Toxics Branch
U.S. EPA Region V
(FTS) 886-6087
U.S. EPA Region V
Air and Radiation Branch
(312) 886-6175
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REGIONAL CONTACT MATRIX
PAGE 68
REGIONAL CONTACT MATRIX
Asbestos
Indoor Air
Lead In Drinking Water
Region VI
EPA, Region VI
(214) 655-7244
U.S. EPA - Region VI
(FTS) 255-7214
(214) 655-7214
EPA Region VI
(214) 655-7244
Region VH
EPA, Region VH
(913) 551-7381
U.S. EPA - Region VH
(FTS) 757-2893
(913) 236-2893
EPA Region VII
(913) 236-2835
Region
EPA, Region Vm, (8AT-TS)
(303) 293-1442
U.S. EPA - Region Vm
(FTS) 564-1769
(303) 293-1769
EPA Region VHI
(303) 293-1744
Region IX
EPA, Region DC
(415) 556-5406
U.S. EPA - Region IX
(FTS) 454-8381
(415) 974-8381
EPA Region X
(415) 974-7290
Region X
EPA, Region X
(202) 442-4762
U.S. EPA - Region X
(FTS) 399-2589
(206) 442-2509
EPA Region X
(206) 442^762
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REGIONAL CONTACT MATRIX
PAGE 69
REGIONAL CONTACT MATRIX
School-Operated
Water Systems
PCBs
Radon
Water Supply Branch
U.S. EPA Region VI
(FTS) 255-7155
(214) 655-7155
Pesticides & Toxic Substances U.S. EPA Region VI
Branch (214) 655-7208
US. EPA Region VI
(FTS) 255-6719
Drinking Water Branch
U.S. EPA - Region VH
(FTS) 757-2815
(913) 236-2815
Pesticides and Toxics Branch
U.S. EPA Region VII
(FTS) 757-2835
U.S. EPA Region VH
(913) 236-2893
Drinking Water Branch
U.S. EPA - Region VIE
(FTS) 564-1424
(303) 293-1424
Toxic Substances Branch
U.S. EPA Region
(FTS) 564-1738
U.S. EPA Region VIII
(303) 293-1713
Drinking Water Branch
U.S. EPA Region DC
(FTS) 454-0912
(415) 974-0912
Pesticides and Toxics Branch U.S. EPA Region IX
US. EPA Region DC (415) 974-8378
FTS 454-7346
Drinking Water Branch
US. EPA Region X
(FTS) 442-4092
(206) 442-W92
Pesticides and Toxics Branch
US. EPA Region X
(FTS) 399-4153
US. EPA Region X
(206) 442-7660
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