liir
069056
United Stales
Environmental Protection Office of Water (WH-550) EPA 812/B-92-002
Agency Washington DC 20460 July 1992
v°/EPA LEAD IN DRINKING WATER REGULATION:
Public Education Guidance
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EPA would like to thank the City of Raleigh, Wake County, and the North
Carolina Department of Human Resources for their valuable assistance in
planning and implementing the EPA pilot public education program on lead
in drinking water. Many professionals and volunteers offered significant
contributions to this effort—special thanks to the Raleigh Department of
Public Utilities, members of the Raleigh Task Force and the National
Advisor\' Group, and community volunteers who provided invaluable
assistance t: this project, both in developing the pilot study and creating
this guidance manual.
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Table of Contents
Objective aid Oranization
Sector i; Sumrna-y o' Program Requirements ............................ 7
Cont"'
Deive;,
Ser :• ', De^ocing an Action Pia" ................................... 11
V .'"a: is an Action Pi an':
v';r,at t: incijoe r. Your Action Pi='
V,orx:n: Wnn a Task Fcpce 15
v'.-.: To incucjr on Vo-" Task, Foroe
,s -c r.e Tas- Force tc Help YOJ Conduct a Successful Public Education
SuDDiement 1A: Tne Roie of the Community
S'JDo'e-.e" 1E: Tne Roie of the Water Systerr.
• . pre:En": Pub::: Education Materials 21
Tools anc Methods tor Promoting Mass Media Coverage
Supplement 2: Making the Most of Media Coverage
Section V: Practical Tips for Implementing the Program 27
Pacing Program Activities
Providing Water Tests or Information on Water Testing
Responding to Public Inquiries
Supplement 3: Testing Water in the Schools
Information Sources 31
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Exhib?*s
Action Pia",
Wate- Testing Iniormation Materials
h;oma:ion Materials
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Objective and Organization
Tne Environmental Protection Agency (EPA) developed this guidance manual as a tool to
assist water suppliers with conducting a community-based, public education program on
leas in drinking water. The program described here is based on both EPA's national
primary annking water regulations (NPDWRs) for lead and copper,' and practical
experience gained from a pilot public education program on lead in drinking water
concrete:::/ EFA in cooperation with Raleigh, North Carolina.
Tne gjiaa-.ce manual is divided into four sections. Section I summarizes public education
proa'aii retirements that water suppliers must meet to comply with the Federal
regulation Senior, II describes how to develop an action plan for your program. Section
I!1 Discusses nov, a community-based task force can assist you with conducting your
orogra~ Section IV aescrioes practical tips for implementing the program. This guidance
msnjs as: rcijoes frve exhibits providing camera-1 oublic education materials and
s=~: - r£::;':e: t"' can be usei to implement tru am.
Environmental Protection Agency. 40 CFR 141 and 142 - Drinking Water
Regulations: Maximum Contaminant Level Goals and National Primary Drinking
Water RegulaUons for Lead and Copper, Final Rule (56 FRNo. 110. June 7. 1991)
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Introduction
Human exposure to lead has long been an important public health issue. Exposure can
occur from many sources, including old lead-based paint and contaminated dust and soil
(from the disintegration of lead-based paint or from past deposits of gasoline emissions).
Lead exposure has been long known to cause neurological impairment, altered physical
Development and blood chemistry, and adverse effects on the cardiovascular system.
Health experts now recognize that exposure to even small amounts of lead poses §r-
potentially significant heafth risk, especially in infants and young children. In response,
E?A has taken a number of actions to limit our total exposure to lead, such as phasing
out the us- of lead in gasoline. As a result of EPA's actions and those of other
government agencies, total exposure to lead is much tower today than in the late 1970s.
Fer many communities, however, lead in drinking water remains a widespread,
coniroiiabie source of lead and. as such, the Federal government has focused significant
arte-.tor: c". ns reduction. For instance, the use of lead distribution pipes and lead solder,
cnce c common practice, is now prohibited.
C' June ~. 1991, EFA promulgated revisions to the maximum contaminant level goals
(f.'^Gs' and national pnmary drinking water regulations (NPDWRs) for controlling lead
c." coppe- in ormking water (Federal Register, Vol. 56, No. 110, pp. 26460-26564).
These regulations require water suppliers to optimize corrosion control to minimize lead
an: coppe- as corrosion by-products. In addition, they require water suppliers to educate
trie:- cusio-ner£ about specific measures to reduce lead levels in home drinking water
cause: by lea: household plumbing materials—the primary source of lead in drinking
wate:.
Tne fma: rule specifies that a water system must conduct a public education program on
lead in drinking water if more than ten percent (10%) of the drinking water samples taken
from resioences served by the water system exceed the EPA 'action lever of 15 parts
per billion (ppb). or 0.015 milligrams of lead per liter of water (mg/l), as determined by tap
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Introduction
water samples collected in accordance with §141.86 of the regulation. Specific
requirements regarding the content and delivery of this public education program are
outlined in §141.85 of the regulation. This guidance delineates these requirements and .
describes a practical approach for successfully carrying out a public education program
on lead in drinkinr vater.
In the winter of !9s3, EPA conducted a pilot public education program on lead in drinking
water in Raleigh, North Carolina to determine the level of effort required to implement
such a program and identify the types of information materials and distribution methods
that are most effective in reaching consumers. EPA developed and implemented the pilot
program in cooperation with City of Raleigh, Wake County, and North Carolina State
authorities as well as civic and business interests.
The Raleigh pilot program confirmed that a community-wide public education program
describing the potential risks of lead in drinking water and detailing practical methods of
reducing lead ingestion can successfully reduce exposure to lead in drinking water. As
ir seated by the extensive evaluation of tie pilot program, the best way to ensure that
community members take action to reduce their risk of exposure to tead is to provide for
substantial repetition of messages using a variety of media. In keeping with the results of
tne Raleigh pilot program, the final rule requires substantial repetition of public education
messages using a vanety of media.
Tne oi':t program also demonstrated the import-~e of securing ass ince from the
community to implement the public education prc am. Involving a n^-nber of community'
organizations, as well as experts wno are knowle~; sable about such relevant issues as
heaftn effects of lead and community and media rei&'Jons, serves to distribute the
workload and improve the quality of the program. Raleigh effectively used this
community-based approach to both develop and carry out the pilot program. This
c'jiaan:e presents lessons learned from the EPA/Raleigh pilot program to assist you in
aeveioDi-g 212 carryng out a community-based education program on lead in drinking
The National Primary Drinking Water Regulations for Lead and Copper specify th
firs: six-month water monitoring period shall begin on the following dates:
January 1. 1992 — Large systems (serving > 50.000 peopF
July 1. 1992 — Medium-size systems (serving 3.301 to Z 50,000 people)
July 1. 1993 — Small systems (serving < 3,300 people)
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Introduction
Key Steps in Conducting a Public Education
Program on Lead in Drinking Water
Develop an Action Plan
Organize a Community-based Task Force
Prepare Public Education Materials
Develop a Water-Testing Program
Implement the Program
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Section I
Summary of Program Requirements
Sec: on 141.85 of tne Maximum Contaminant Level Goals and National Primary Drinking
Wate- Regulations for Lead and Copper (56 FR No. 110, June 7,1991) contains specific
reau:rements regarding the content and delivery of your public education program. A brief
surr:-i3rv' o' tnese retirements is outlined below.
Content
Se::" i4i.E5;a provides specific language that should be used in all printed matenais
oeveiopeo unae- tne lead public education program and requires all materials to be
read:./ understandable by the layperson. This language describes the potential health
efier.s o* excess exposure to lead and the reasons why lead In drinking water is of
cai :::=• conce~. I: provides step-by-slep instructions for water testing and follow-up
aciiz^s tna: ca- DG taxen to reduce both short-term and long-term exposure to lead in
driiK-.: waie:. Section 141,85(a) also requires the water system to provide water testing
Ss:::-. 14', .£5.: proviaes specific language for water systems to use in all public
se vc= announcements and broadcast materials developed as part of this program.
Delivery
Accc'cnc; to §141.65;c; of the final rule, your public education program must be
oeiuered to your entire service area, and targeted to high-risk segments of the population
(i.e.. community members who are either more susceptible to the adverse effects of lead
or wno are at greater known risk of exposure to lead in drinking water). If your community
incluaes a significant proportion of non-English speaking persons, the information
materials also should be available in the appropriate languages to ensure that non-
Englisn speaking customers and members of the public understand the information [as
specified in §14l.85(c)].
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Section I: Summary of Program Requirements
Requirements for Community Water Systems
According to §141.85(c). a community water system that exceeds the EPA lead action
level, on trie basis of tap water samples collected in accordance with §141.86, must
perform the following actions:
j Distribute informational notices in water utility bills, along with a special alert
on the water bill itself, every twelve month?,
j Publish informational notices in major local newspapers, every twelve
mantis: .
Ii Deliver pamphlets or brochures every twelve months to specified facilities
and organizations, including public schools and/or local school boards; city or
county hearth departments; Women, Infants, and Children (WIC) and/or Head
Stan programs (if available); public and private hospitals or clinics; family
planning clinics: and local welfare agencies; and
I' Release public service announcements every six months to at least five of
the radio and television stations with the largest audiences that broadcast to
the community served by the water system.
ystems mur. perform these actions within 60 days from the time the lead action
You mus; also submit a letter to the state by December 31 of each year
demonstraunc tha: your system has delivered the public education
materials thai meet the regulation's content and delivery requirements.
Tn:s letter mus; include a list of all newspapers, radio and television
stations, facilities. and organizations to which you have delivered public
education materials during the previous year. The above activities,
including information dissemination as well as the letter to the state.
mus: be performed for as long as the lead levels in your community's
drinking water exceed the specified lead action level. The time line on the
following page illustrates the timing of the various activities.
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Section I: Summary d Program Rtquirenwnts
Time Line for Community Water Systems:
Distributing Public Education Materials
! Every 6 Montr.;
Ever; 12 Mor.r.i
Bill Insert
3
i Decemoe' 3", c: !
Ear vea- :
Pamphltt/
Brochure
3
Ncwsptptr
AnnounoMTMnt
3
Public Sarvic*
Afinouncamant
O
Utter to
State
3
Requirements for Non-transient, Non-community Water Systems
Within 60 days of exceeding the EPA lead action level, a non-transient.
non-community water system must deliver public education materials as
foliO\V£.
Display informational posters or ,. in drinking water in a
TU'::!:: place or common area in •_. of the buildings served by
Lne system: anci
Distnbute informational pamphlets and/or brochures on lead
:r. dnmanc water to each person served by the non-transient,
nc:> community water system;
Tnt- nc::-trans:ent. non-community water system must repeat these
acucns a: leas: once dunnn each calendar year in which It exceeds the
EPA lead action level. The system may discontinue public education
acuviues if the lead action level is subsequently met The time line on the
following page illustrates the timing of these activities.
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Section I: Summary of Program Requirements
Time Line for Non-transient, Non-community Water Systems:
Distributing Public Education Materials
!
Every 12 Montr.s
i
1
DecertDe- 31 o! Ear. Year
Poster
Q
Pamphlet -
Q
Utter to
State
a
Water Testing
As menuoned above, as pan of the public education program. §141.85(d)
requires water systems to provide tap water sampling to any customer
who request i;. The system may conduct the sampling and analysis
itself or arrange for a certified laboratory to perform the testing.
Customer? mus: be informed of the results. You may charge customers
fcr this serv.: .
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Section II
Developing an Action Plan
What Is an Action Plan?
As the water supplier, you are responsible for conducting the education
program on lead in drinking water. This is a large task. The regulations
require VOL: to distribute information to customers, the media, public—
schools, the city or county health department, and a number of public
and private community organizations. Therefore. EPA recommends (but
does not require) that you develop an action plan for carrying out the
program. The action plan is a tool to assist you in organizing and
implementing the various activities included in your education program.
in addition, the action plan should describe the resources (funding as
\vei; as professional and volunteer support) that will be needed to
irr.Dierr.er.". the program.
A sample acucn piar. is provided in Exhibit 1. You may begin by using
this generic plan to design a public education program specific to your
What to include in Your Action Plan
Ar. action plan should achieve four basic objectives:
1. Define the program audience;
2 Outline a customer water testing program for lead;
3. Identify the types of education materials that will be used; and
4. Determine how and when to best deliver the information to
your audience.
Defining Your Program Audience
Identifying your audience is one of the first and most important
decisions that you should make concerning your program. The size.
location, and cultural composition of the audience will have a direct
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Section ii: Developing an Action Plan
effect on the design of your program—from the educational materials you
use to how you distribute information. Following is a brief description of
the types of audiences your education program must target.
General Public/Customers. Your service area includes everyone who isceives
water from your distribution system. Obviously, your customers include
a wide variety of people who live in different locations and types of
residences and who represent different age groups, sodoeconomic levels,
and family sizes and compositions.
High-risk Groups. A high-risk group is a specific group of people who may
be more adversely affected by high levels of lead than others. Examples
of groups that are at particular risk to lead include pregnant women,
infants, and children. Therefore, you will want to distribute information
materials through agencies and organizations who serve these high-risk
groups.
Non-English Speaking Public. If a significant proportion of the population in
your community speaks a language other than English, education
materials on lead in drinking water must also be prepared in the
aDpropriate language(s) to ensure that non-English speaking persons
have access to this information.
Providing Water Testing Se. :es
Providing water testing services is a key component of your program.
You need 10 develop a process for conducting and analyzing the samples
anc reporting results or arrange to have these services provided by a
local laboratory or water testing company. There are four key elements of
a waier tesunc program'
L1 Providing a way for people to request water testing:
J Conducting the tests in a timely manner;
J Ensuring that the tests are conducted property; and
j Providing the test results along with additional follow-up
information.
•
Exhibit 2 provides two examples of water testing information materials.
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Section li: Dtvdoping an Action Plan
Identifying the Types of Education Materials that Will Be Used
Pamphlets or brochures, posters, bill inserts, netos releases, and public
seruure announcements are the types of materials you are required to
distribute as pan of your public education program. Examples of these
materials are included in Exhibits 3-5. Community members can assist
you in preparing, printing, and distributing these materials.
Determining How and When to Distribute Information
To reach the largest and most diverse audience possible, it is important
to use a variety of communication methods. Methods of communicating
information include distribution through government agencies, schools.
public one. pnvaie health, care and day care prouiders, community
orponizoiions. and the media. Pamphlets or brochures on lead in
cnnkinc water should be distributed directly to parents and children
through school teachers and day care, health care, and community
ser\nce providers. Notices must be sent to local newspapers and mailed
ic customers ass separate mailer or in their water bills. Public service
announcements must be delivered to radio and television stations. Non-
trans:ent. non-community water systems rrvst display informational
rcf.ers IT. a pubbc place or common area . -;h of the buildings served
::y '_-.e sys;e~ and distribute pamphlets o: :hures to each person
served by the system. It will be helpful to devise a schedule for
irr.'iemer.tir.r the water testing program, developing education materials.
the public and targeted groups.
._.
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Section
Working With a Task Force
Organizing a Task Force
Once you have given some initial thought to planning and organizing
your education program, we encourage you to seek assistance from a
variety of community organizations. Organize a task force or committee
comprised of community members representing the public, private, and
c;\": sectors to assist you in organizing and implementing a public
ec-jcauon program on lead in drinking water. Task force members can
heir ycu with all aspects of the program, from developing the action plan
ic preparing cr pnnung education materials and implementing the
prccrarr..
Who To Include on Your Task Force
.; is :~:ortar.'. 10 establish a task force whose members will voice the
ccncems anc share the expertise of a variety of local organizations and
interests. A diverse task force will provide you with access to a wide
-: :,:' community resources. We recommend including representatives
•_r.e foliov.ing community groups:
City, county, and state government officials (e.g.,
representatives of the city, county, or municipal council; the
mayor's, city administrator's, or county commissioner's office;
J City or county government agencies (e.g., the human
resources, public affairs, health, and environmental protection
cr water quality departments; and agencies responsible for
administering lead screening programs);
J Representatives of the local public school system;
J Representatives of public hospitals and/or clinics;
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Section 111: Working With a Task Force
D Members of active community service organizations (such as
the Head Stan Program; the Women. Infants, and Children's
Nutrition Program; family planning clinics; and local welfare
agencies);
3 Civic groups (for instance iie Chamber of Commerce.
neighborhood associations, and local chapters of organizations
like the League of Women Voters and the Sierra Club); and
D Private sector (day-care centers, pediatricians, health care
facilities or clinics, and hospitals).
Each of these groups has a unique and important contribution to make
to the program. Government officials lend credibility and authority, and.
as a result, can draw attention to the program. Government agencies
offer an array of specialized services and technical expertise from
mobilizing community resources and media involvement to providing
expertise on the health effects of lead.
Schools represent the largest gathering of children in any community.
Therefore, the schools car, be an important conduit for delivering
information on lead in drinking water to the public. As education
experts, public schoo1. officials and teachers can provide valuable
sj^TJcrt to the program.
In addition, community service organizations can distrlbu nformation
to high-risk targeted groups; civic groups can offer valuab* -olunteer
assistance: and the private sector can underwrite program costs as well
as distribute information to high-risk targeted groups.
Some communities may decide to invite a media representative to serve
en the task force. If you choose to do so, you may want to involve
someone at the supervisory level rather than a general reporter. Such a
task force member could serve as an advisor on how to best involve the
media to foster constructive, widespread publicity for your program. If
you feel uncomfortable involving the media in this capacity, designate
one member of the task force as a media "liaison" with special
responsibilities related to media coverage of the program. In Raleigh, a
representative from the City's Public Affairs Department served in this
capacity. Regardless of the extent to which you decide to Involve the
media, establish contact with local media representatives before the
official "kick-off of the program.
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Section 111: Working With a Tuk Force
As you solicit the help of different organizations, it is important for you
to define each organization's role in your program. It is also important to
gauge the level and type of commitment that the group or representative
is willing to give to the project You will find that some individuals and
organizations are able to commit a great deal of time and resources to
the program, because it will diJ jctly affect issues or other programs in
which they are involved. Others only will be Interested in taking on an
advisory role. Your action plan should provide you with a general sense
of how much help you will need to complete the tasks associated with
the project.
Using the Task Force to Help You Conduct a
Successful Public Education Program
After you have formed a community-based task force, we encourage you
to organize a meeting to review and refine the action plan. Schedule your
meeting with as much advance notice as possible in order to allow task
force members time to review the draft plan and arrange their schedules
to attend the meeting.
The purpose cf this meeting is to solicit inj om task force members
cr. those aspects of the action plan where they have particular expertise
and to obtain their commitment to carry out specific activities identified
in the plan. Their involvement is likely to be most useful in designing
materials to appeal to particular groups, reviewing draft information
materials tc ensure that they are targeted properly and that they clearly
present the program's message, and distributing materials through their
Supplement 1A to this section describes the roles various city and
county organizations played in the Raleigh pilot. Supplement IB
describes the role of the Raleigh Department of Public Utilities in
planning and implementing the program.
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Supplement 1A
The Role of the Community
Dempsey Bemon. City Manager of Raleigh, discusses the roles thai. Ctbj of
Raleigh personnel played in developing the pilot program.
Participating in EPA's pilot education program on lead in drinking water was
a learning experience for many people involved in City of Raleigh government.
Four City departments. Public Affairs, Parks and Recreation, Human
Resources, and Public Utilities, were involved in the program.
The responsibilities taken on by these organizations varied widely. The Public
Affairs Department prepared press releases, helped schedule the "klck-ofT
press conference, and made media contacts. The Parks and Recreation
i D epartment's responsibilities Included distributing information materials at its
: community centers throughout the City. These community centers also served
1 as collection points for water samples taken by citizens for analysis by the
I Public Utilities Department. The Human Resources Department coordinated
j with the Raleigh Citizens Advisory Councils (neighborhood associations
j formally recognized by the City): the Head Start Program: Women, Infants, and
! Children Program: and day care facilities to assist with the distribution of
i information materials.
; The Departmen: of Public Utilities was the nr -iarticipant in the program.
Staff members were responsible for coordi ;•-, with the EPA, talking to
citizens about the project, contacting the mec. ,th updates throughout the
program, participating in meetings with different citizens' groups, and working
closely with the Wake Counry Public School System to determine if there were
any lead problems in the local schools. In addition, the Utilities Department
analyzed the 969 water samples that were submitted for lead tests during the
program
Finally, a wore must be said about volunteers. In order to tek* on this pilot
project, the City had to rely on the efforts of many volunteers from different
cmc organizations and other public agencies. The Raleigh Citizens Advisory
Councils, the Capital Area Sierra Club, the League of Women Voters, and the
St. Raphael's Young Mothers Group, all contributed to the program. In
addition, the Wake County Public School System, the Wake County Health
Department, the North Carolina Department of Human Resources, and the
Raleigh Chamber of Commerce all provided Insight and assistance in a variety
of ways. Each of these organizations was instrumental in carrying out the goals
of the program.
The City of Raleigh's participation in EPA's pilot education program helped us
to better inform our customers about the potential problems associated with
lead in drinking water and prepared us to deal effectively with other drinking
water issues that mav arise In the future.
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Supplement 1B
The Role of the Water System
Cori Simmons, Director of the City of Raleigh Department of Public Utilities,
discusses his deportment's role tn developing and conducting the pflot public
",-. prog'aTn tn Raleigh.
The staff of the Raleigh Department of Public Utilities learned a great deal
about preparing a public education program through its participation in EPA's
piJctpubhc education program on lead in drinking water. One of the key things
we learned is that developing such a program consumes a significant amount
cf staff true However, during the course of the program, we also realized that
drawing on the expertise and distribution systems of other organizations eased
the burden somewhat and provided expertise that did not exist in tfie
department Pnor to getting involved In this program, I was unaware of County
and State programs that dealt with lead Issues. Water suppliers need to seek
o
these diverse sources of expertise because citizens have numerous
questions regarding the health consequences of elevated lead levels In their
dnnkinr water that you may not be able to answer completely.
V\> ais: learned it is very important to make contact with local media
representatives LI advance of your program in order to acquaint them with Its
cr:.!; ar.d objectives. In Raleigh, radio and TV stations, as well as local
nt-v. spapers were receptive to our Information and helped present the program
d upoest manner.
~r.e iarctst impact cf the program on the Raleigh Public Utilities staff was the
City's commitment to provide its customers with free water tests. The number
c: requests fcr water tests increased tremendously throughout the program due
tc med:a ccn-erare. Dunru: the four-month period of our program, we received
95;- requests for lead anaK'ses. Doing that volume of work with our existing
star? wa=- a re a: challenge. Other utilities departments should be prepared for
a sisniar response if the>- decide to offer water tests and be ready to commit a
significant amount of stafl time to dealing with these requests.
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Section IV
Preparing Public Education Materials
There are a number of different types of information materials and
promotional tools that you may develop, for your education program.
They can be broadly categorized into two groups: printed materials and
tools for promoting media coverage. EPA has developed some of the
required matenals for you to copy or adapt for your community.
L"s:nc c. variety of matenals and communication methods will help
ensure thai you reach all sectors of your community. Make sure to
address all of the content and delivery requirements designated in the
final rule and outlined in Section I of this manual.
This section describes the required education materials and discusses
communication methods for each of these versatile tools.
Printed Materials
Pamphlets/Brochures and Bill Inserts/Mailers
Center,',. Section 141.85 of the regulation specifies the minimum content
of the pubhc education matenals delivered to customers. Water suppliers
can add or modify the specified language, as long as it does not
contradict the minimum required information. Exhibit 3 is a camera-
ready pamphlet that water suppliers can deliver to their customers. You
wili notice that Exhibit 3 contains all of the required Information, but the
information is slightly reorganized to include an open letter that provides
customers with the key message up front. Customers that wish more
detailed information may read the foldout pages. State and local
telephone numbers for additional assistance are displayed prominently
on the back panel. Finally, the pamphlet has several blank places for the
water supplier to add specific information regarding treatment
schedules, home sample collection, and telephone numbers. Please be
sure to provide this information, where indicated. The American Water
Works Association (AWWA) has developed a comprehensive lead public
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Section IV: Preparing Public Education Materials
information package. The package includes the mandatory education
materials (e.g., bill inserts, PSAs) described in this manual, customized
for individual water systems, as well as sample news releases and
additional pamphlets on lead. Information on AWWA's program can be
obtained by calling 800-926-7337.
Format. It is important that your information materials be attractive, "eye-
catching." and easy to read. The physical presentation and readability of
your materials are Just as important as the accuracy of the information
presented. You are encouraged to use short catchy, and colorful
pamphlets, which are typically more effective in capturing the readers'
attention. Your budget will likely dictate your use of graphics, quality of
the paper, and the number of colors of ink you use to print your
materials. (Remember to use your task force—some members may have
access to low-cost printing or reproduction facilities, or may be willing to
donate or incur the cost of printing.)
Many water suppliers periodically enclose special information notices or
inserts in their customers' water bills. If you already provide this service.
you may choose to focus a particular notice on lead in drinking water. If
you do no: have such a service, you can use the camera-ready pamphlet
provided in Exhibit 3 or adapt the pamphlet for use as a "bill insert." Bill
inserts are relatively inexpensive to produce—especially if you already
have £ regular notice service.
Delivery' Metrics;. Bill inserts can be mailed to your water customers with
their monthly water bills. (Remember that people who live in apartment
complexes cr other housing units where the water bill is paid by a
landlord or a supervisor will not be on your mailing list. The landlord or
supervisor for such buildings should be mailed extra bill inserts for
distribution ic residents.)
Distribute pamphlets via government agencies, schools, community service programs,
and hearth care providers. Teachers, day-care providers, pediatricians, and
doctors in hospitals and health clinics can be valuable resources for
distributing information materials, especially to high-risk groups, such
as pregnant women and families with children and infants. Various
community service programs such as the Women. Infants, and Children
Nutrition Program (WIC), Headstart (a pre-school education program for
economically disadvantaged children), and child lead screening programs
should be targeted to distribute educational materials to their clients.
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Section IV: Preparing Public Education Materials
Furnish information materials in display racks in both public and private facilities. A
display consisting of a poster and pamphlets is useful for
communicating with target audiences, such as pregnant mothers and
families with infants and children, as well as with the general public.
Exhibit. 4 provides two posters: the first contains required language and
can be ordered from the Safe D> Diking Water Hotline, and the second is
an example developed for the Raleigh Pilot. Consider exhibiting posters
and providing display racks full of pamphlets to private facilities, such
as day-care centers and doctors' offices, as well as In public places, such
as the local water utility, health department and community centers.
Day-care centers, libraries, and churches may be particularly helpful in
smaller communities without many large public agencies.
Tools and Methods for
Promoting Mass Media Coverage
The media can be a powerful tool for providing information to a large
audience ai low cost. Media attention builds upon Itself. A story about
lead in drinking water in one newspaper may inspire a competing
newspaper to look into the issue further or a radio or television station
10 dc a feature in an upcoming broadcast. Stories in the national news
cr in \ve:: known publications also can inspire local media sources to
examine ir.e issue more closely.
i: is important that you provide reporters with direct, easy to
understand, and complete information regarding monitoring results, the
sources of lead in your community's drinking water, and the treatment
and educational programs you are implementing to remedy the problem.
I:, order tc develop an effective media strategy for your program, it is
impcn^n: to obtain expert assistance from your municipality's public
affairs office or a pubbc relations expert. According to residents, the
media campaign proved to be the most effective source of information in
the Raleigh pilot program. Supplement 2 describes the Raleigh media
campaign.
News Releases or Media Notices
Format. News releases are brief informational notices that are distributed
to local press representatives. Always include the name and phone
number of an informed contact so that media representatives can obtain
more information and cover the issue more fully than presented in a
news release.
Page 23
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Section IV: Preparing Public Education Materials
Delivery Method
Local Newspapers. The regulation requires wa -"• systems to deliver
information even' 12 months to editorial d* —n+s of the major daily
and weekly newspapers circulated throughw^ jie community.
Newspapers are always in search of newsworthy it' is and will often
- -publish feature articles based on a news release c overage of a press
conference. You should use all major daily or wee. • newspapers to get
your message delivered. It is recommended that you meet with the
managing editors of the major newspapers early In the project to solicit
their support.
Radio and Television Stations. Radio and television stations are a prime
source of information for most people. Radio and television news
programs often feature brief spots based on a news release or coverage of
a press conference. The stations also broadcast brief public service
announcements as a community service. In addition, they feature news
bne:s. special interest features, and talk shows on local issues of
interest. You should promote radio and television coverage of the lead in
drinking water issue as the best way to get your message delivered to a
mass audience at no cost.
Public Service Announcements
Forma: A public service announcement (PSA) can be broadcast on either
radic cr television. A PSA is very brief (20 seconds) and can provide far-
reaching, low-cost publicity for your program. A pre-taped or written
announcement can be provided to radio stations; the text for a video
spct cr ar. actual videotaped message can be provided to television
stauons. Exhibit 5 provides a sample public service announcement.
Delivery Methods
Local Radio and Television Stations. The regulation requires delivery every six
months of lead in drinking water public service announcements to at
least five of the radio and television stations with the largest audience?
in the community.
Pace 24
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Supplement 2
Making the Most of Media Coverage
Jade Jurek of the Raleigh Department of Public Affairs and member of the task force
JOT the EPA/'Raleigh Pilot Program offers her views on the importance of utilizing the
media, and hom to work most effectively with the media.
The support of the mass media—radio, television, newspapers, and magazines—is
essential to the success of any public education program. The media is one of the
most effective means of reaching a large number of people with information they
can readily understand and use.
Public officials and community organizers are often wary about inviting media
attention to an issue of public concern for fear that the reporting will be inaccurate
or unjustly critical. To the contrary, being proactive—by initiating discussions
about the issue—rather than being reactive with the media will yield substantial
control and advantage in what is reported.
Water suppliers who are required to develop lead In drinking water public
education programs in their communities are encouraged to involve the local media
at the outset of the program. Widespread media Involvement, initiated and directed
by the local task force, can produce very effective educational results. In Raleigh,
the Public Utilities Department, with the assistance of the Public Affairs
Department, made contact with media representatives on a personal basis. (It is
important to contact olimajormedia serving the c:—.m unity—this will ensure more
widespread coverage of the issue and eliminate a- ons of bias or favoritism on
the par. c:" trie water utility.) At these rneetir. .edla representatives were
informed abcu: the lead in drinking water issue, an- Lne commencement of a city-
wide eaucauor. program. All members of the press were invited to a press
conference and were asked to provide public service support throughout the
educauon program.
Tnese meetmcs should be attended by the director of the water utility, the director's
kev staffer assisting with this effort, and one or two other members of the local task
force This wii: demonstrate the local water supplier's commitment to the issue. The
meeunc? should be held with the news director or someone with decision-making
authority witmr. the media organization. In addition, it is important to be specific
about what you are requesting (i.e.. please consider airing public service
announcements, please provide periodic coverage of the issue throughout the
education program). It is also important to provide media representatives with the
name and phone number of a contact person whom they can call to obtain more
information.
To ensure responsible and accurate coverage of the lead in drinking water issue,
provide the media with background information on the subject as well as prepared
news releases. In addition, keep media representatives informed aboijt program
activities and address their questions and concerns speedily at all times.
Information should always be presented to the media fairly and accurately, in turn.
the media can be expected to report on issues in the same manner. For instance,
if a community has a lead In drinking water problem, such as lead distribution
lines or lead contamination in school water fountains, the media should be
encouraged to report fairly on the situation and, more importantly, to explain what
is being done in response to the problem.
Pag* 25
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Ol
«B
Q.
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Section V
Practical Tips for
Implementing the Program
Once you have developed an action plan, established a task force, set up
or arranged for a customer water testing program for lead, and designed
and printed your educauon materials, you are ready to implement the
program. Conducting the program involves completing all of the tasks
outlined in the action plan. Implementation should flow smoothly if you
have organized and planned your efforts efficiently. In addition to the
guidance contained in previous sections, some practical tips for
implementing your program are provided below.
Pacing Program Activities
Ii is important to remember that an education program can only be
effecuve if it is administered over a period of time. Competing demands
for people's attention (i.e.. information overload) can be a significant
communicauon impediment. Therefore, it is suggested that you pace
outreach acuviUes over several months to ensure that people are given
several opportunities to receive the message. For example, the regulation
requires that you deliver bill inserts, pamphlets or brochures, and
newspaper announcements every twelve months. You may decide to
distribute pamphlets and display posters one month, send notices to
newspapers a few months later, and then follow-up with a mailer or
water bill insert the following quarter.
Some program activities must precede others to ensure a successful
approach. For example, information materials should be ready for
distribution prior to issuing a news release or public service
announcement. Also, all elements of a water testing program must be in
place before information materials advertising the program are
distributed or it is announced by the media.
You should also be sensitive to the potential effects of the program on
local agencies, such as the local health department, a child lead
P«9«27
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Section V: Practical Tips lor Implementing the Program
screening program, or the public school system. For example, you
should coordinate with the local health department and the child lead
screening program to ensure that they are prepared to hand!** public
inquiries about the health effects of lead or requests for bwod lead
screening tests. You should involve the local schools at the start of the
program to ensure that education officials are not blind-sided by
publicity about the issue of lead in drinking water stemming from the
program. Schools represent the largest gathering of children in any
community and school drinking fountains and plumbing systems are a
potential source of lead in drinking water. Therefore, it is prudent to test
the schools' water supplies and remedy any problems prior to launching
a public education program on lead in drinking water, both from a
public health as well as a public relations standpoint. A guidance
document explaining how to test water in schools for lead, identify
potential problems, and take corrective action is available from the U.S.
Government Printing Office. (See the Information Sources at the end of
this document for information on how to obtain this document.)
Supplement 3 outlines the testing program undertaken by the Wake
County Pubhc Schools Department as part of the Raleigh pilot project.
Providing Water Tests or Information on Water Testing
;: you decide to provide water tests to your customers, you should plan
for tins aspect of your program well in advance of offering this service.
Keep in mind that you may get a significant number of requests for this
service, particularly at times when your program is especially visible. Be
prepared to respond to all of these requests as promptly as possible.
Arrange tc have adequate staff support and laboratory assistance to
carry out your water testing program. You will also need to prepare
instructions for collecting water samples at the tap. Your instructions
should be as clear and simple as possible in order to prevent
misinterpretation. A pictorial explanation of the process instead of or in
addition to a written explanation will probably be the most useful to
members of your community. (Two sets of sample materials are included
in Exhibit 3. Although graphics are not used In these sample materials.
it is recommended that you use graphics in your materials.) You also will
need to decide how to collect samples and manage sampling data. In
addition, you must prepare "notification of results" letters. Your letter of
notification should give residents detailed technical results as well as a
clear explanation of the different levels of lead contamination.
Paoe 2£
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Section V: Practical Tips for hnpUrmnting ttw Program
If you choose instead to provide only information on water testing to
your customers, research the services that are available in your area and
give community members instructions on how to arrange for a water test
(names and telephone numbers of local services) as well as information
on how much the test will cost. Ivlake it as easy as possible for
customers to obtain the services they need.
Responding to Public Inquiries
It is important to provide people with an opportunity to ask questions or
obtain further information about the issue of lead in drinking water. The
simplest way to provide this service is to publish phone numbers of
organizations that can respond to public inquiries about lead in drinking
water. In Raleigh, the Department of Public Utilities responded to
questions on the quality of public water supplies, general questions
about lead in drinking water, and the water testing program. The Wake
County Health Department and the North Carolina Lead Screening
Program served as clearinghouses for inqui" r about the health effects
cf lead and child lead screening services. Ii. - ation materials used in
the pilot prop-am also listed several local la. -tones for citizens using
private wells. EPA strongly encourages you to provide similar services as
ran of your education program. Be sure thai each organization listed as
c. so-jTcefor additional information in your education materials has
informed all staff who answer the phone to expect inquiries about lead in
d-ji/nnp irate" aid has instructed its staff on how to answer or refer such
ca_i. Ais~. consider keeping track of phone inquiries as a way to gauge
tr.e progress and effectiveness of your program.
Ptg«29
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Supplement 3
Testing Water in the Schools
Riley Reiner. Director of Operations of the Wake County Public Schools,
discusses the importance of testing drinking water in the schools.
The local school superintendent and appropriate staff should be Invited to
participate in the planning process for conducting a public education program
on lead in drinking water. Schools represent the largest gathering of children
in any community: thus, water quality In the schools is likely to be the focus
of public scrutiny on the issue of lead in drinking water.
Prior to any public announcement about lead in drinking water or the start of
an education program, dunking water sources throughout the school system
should be screened for lead. Testing drinking water In schools prior to starting
the pubbc education program enables school officials to deal proactlvely with
any potential problems rather than react to public scrutiny.
Most school systems' budgets are stretched to the limit Thus, a cooperative
arrangement between the municipal water supplier and the school system Is
important to conducting a cost efficient lead testing program In the schools.
Commercial labs may charge from $18 to $25 to analyze each sample. Given
the number of fountains found In most schools, the costs for lead testing could
rapidly become prohibitive.
In Raleigh, the Department of Public UtiliU sloped the sampling protocols
arid provided personr. . and laboratory anaiyi.es services to the school system.
School personnel collected the samples; recorded the make, type, and age of
the water fountains: and packaged the samples for delivery to the lab. The
sampling techniques worked well and provided the school system with relevant
information to address public questions before the public education program
on lead in drinking water was announced.
Most school systems are concerned that fixtures and pipes in the plumbing
system are the major contributors to high lead levels in the drinking water. In
many cases, however, isolated drinking water fountains are the source of the
problem, and problem fountains can be replaced without Incurring a large
expense. If a problem attributable to the plumbing system Is found, flushing
the system each school day may provide the most cost effective solution.
The focus of any education program on lead revolves around the potential harm
posed to infants and children. The schools can be a valuable asset to a
community awareness program on the issue of lead In drinking water. The fear
of discovering a major problem should not deter school officials from
participating in the education program. It is much better to actively and
responsibly address problems associated with lead In drinking water in the
schools through a self-administered testing and remediation program than to
be forced to react to public pressure.
Pace 3C
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Information Sources
"Lead and Your Drinking Water." U.S. Environmental Protection Agency,
Office of Water, Washington, DC (April 1987).
"Lead in School Drinking Water." EPA 570/9-89-001 (January 1989).
U.S. Environmental Protection Agency, Office of Water.
Washington. DC. (To obtain this document (GPO Stock Number __
055-000-00281-9] write to: Superintendent of Documents,
Government Printing Office. Washington. D.C. 20402. or telephone
1202] 7S3-3236 to order using Visa or Mastercard.)
revenung Lead Poisoning in Young Children." A Statement by the
Centers for Disease Control (1991). U.S. Department of Health and
Human Services/Centers for Disease Control. Atlanta. Georgia.
jc:nc Lead in Drinking Water: A Benefit Analysis." EPA-230-09-86-
019 (December 1985;. U.S. Environmental Protection Agency,
Office cf Policy Planning and Evaluation. Washington, DC.
and Extent of Lead Poisoning in Children in the United
States: A Report to Congress." Agency for Toxic Substances and
Disease Repstry. Public Health Service. U.S. Department of Health
and Human Services. Atlanta, Georgia. (July 1988)
"You and Your Drinking Water." EPA Journal (reprint). Volume 12,
Number 7 (September 1986). U.S. Environmental Protection
Agency. Office of Water. Washington. DC.
Environmental Protection Agency. 40 CFR 141 and 142 - Drinking Water
Regulations: Maximum Contaminant Level Goals and National
Primary Drinking Water Regulations for Lead and Copper; Final
Rule (55 FR No. 110. June 7, 1991)
Pag* 31
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-o
01
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Exhibits
1. Action Piar.
2. Water Testing Information Materials
3. Information Material?
r PuLl:: E-er\"ce Announcement
Pag* 33
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re
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Exhibit 1
Lead in Drinking Water Action Plan
Strategy for Implementing the Lead in
Drinking Water Public Education Program
Identify Your Audience
-• General public
-I Water customers
Ij High-nsk groups (pregnant women, infants, and children)
_' Non-English speaking customers and public
Organize a Task Force
Cc :ra:r.£.:e v.-.ih local authorities, community organizations, and
sre:;al:si5 V.T.: wiU be impacted by this education program and who can
rrr-.-r.e- yru access to a wide range of community resources:
C::y. County, and state government officials (i.e.,
representatives of the City, County, or municipal council; the
Mavcr's. City Administrator's, or County Commissioner's
_' C:ry or county government agencies (i.e.. the human resources,
public affairs, health, and environmentaJ protection or water
quality departments; and agencies responsible for
administering lead screening programs);
J Representatives of the local public school system;
J Representatives of public hospitals and/or clinics;
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Exhibit 1: Action Plan
J Members of active community service organizations (such as
Lhe Head Stan Program: the Women. Infants, and Children's
Nutrition Program; family planning clinics; and the local
welfare agencies);
J Cmc groups (for instance, the Chamber of Commerce,
neighborhood associations, and local chapters of organizations
like the League of Women Voters and the Sierra Club); and
J Private sector (day-care centers, pediatricians, health care
facilities or clinics, and hospitals).
Develop a Media Relations Program
J Identify contacts at local daily and weekly newspapers to
whom you will send news releases;
J Identify contacts at local radio and television stations to whom
you will send public service announcements;
_ Identify a specialist in media rela _ to facilitate your media
relations program (perhaps a rep; .lative of your city public
an airs department can assist you).
Develop a Water Testing Program
J Offer 10 sample, or arrange for a certified laboratory to sample,
the tap water of any customer who requests it. You are not
required to conduct or pay for the sampling and analysis. You
must, however, publish the names and phone numbers of at
least two laboratories in the area that customers can call to
have their water tested for lead. This information must be
pubhshed in the required water bill inserts, newspaper notices.
and pamphlets and/or brochures (see below). The required
public service announcement (see below) must provide the
phone number of the city or water system for customers who
wish to obtain information on testing. All customers must be
informed of the results of the testing. *
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Exhibit 1: Action Plan
Develop the Required Public Education Materials
j Water testing information materials (Exhibit 2)
3 Information materials: mailer or bill insert, pamphlet and/or
brochure, notice in local newspapers (Exhibit 3)
J Poster (Exhibit 4)
J Public service announcement (Exhibit 5)
Deliver Required Education Materials to Targeted Members of
Your Audience Within 60 Days of Failing to Meet the EPA Lea£
Action Level
Genera! Public:
"' Ercrj twehe months, submit the specified information to the
editorial departments of the major daily and weekly
newspapers circulated throughout the community served by
the \vater system.
£:•"-„ s-uv months, submit the specified public service
announcement to at least five of the radio and television
stat:en? with the largest audiences that broadcast to the
commumrv served bv the water svstem.
_ £:T-V tu'eire months, insert notices in each customer's water
uuhry biL containing the specified information and include the
specified special alert on the water bill itself.
High-risk Groups
J Euery twelve months, deliver pamphlets and/or brochures that
contain the specified information to community facilities and
organizations that serve pregnant women. Infants, and
children:
— Public schools and/or local school boards;
— City or county health departments;
— Women, infants, and Children and/or Head Start
Programs (if available);
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Exhibit 1: Action Plan
— Public and private hospitals and clinics:
— Pediatricians:
— Family planning clinics; and
— Local welfare agencies.
Non-English Speaking Customers and Members of Public
j If your community includes a significant proportion of non-
English speaking persons, translate all public education
materials into the appropriate languages to ensure that non-
English speaking customers and members of the public
understand the information.
Fulfill Additional Requirements Specified in the Final Rule
J Eii December 31 of each year, submit a letter to the state
demonstrating that public education materials meeting the
content and delivery requirements of the final rule have been
delivered to the appropriate audiences. This letter must
include a list of all newspapers, radio and television stations,
facilities, and organizations whlc'- ~-ave received the specified
pubhc education materials dun.- ? previous year.
Deliver the Public Education Program for as Long as Your
System Exceeds the Designated Lead Action Levels
_; Continue delivery of the public education program for as long
as your water system exceeds the specified lead action level of
15 pans per billion (ppb), or 0.015 milligrams of lead per liter
of water, as identified by tap water samples collected in
accordance with §141.86 of the final rule (56 FR 26555-26557.
June 7. 1991).
J You may discontinue delivery of public education materials if
your water system has met the EPA lead action level during
the most recent six-month monitoring period conducted In
accordance with §141.86 of the final rule.
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Exhibit 2
Water Testing
Information Materials
This exhibi: provides two examples of information materials that address
water tesurig. EPA developed the first protocol and the Clean Water Fund
cf Noru: Carolina developed the second protocol. The Clean Water Fund
ma:ena:s address both ccrper and lead testing. For the purposes of this
corumerv.. you only need ir consider those portions that apply to lead
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Exhibit 2: EPA Protocol
Suggested Protocol for Homeowner
Tap Sample Collection
These samples are being collected to determine lead and copper levels in
your tap water. This sampling effort is required by the Environmental
Protection Agency and is being accomplished through the cooperation of
homeowners and residents.
Collect samples after an extended period of stagnant water conditions
(i.e.. no water use during this period) within the interior piping. Due to
this requirement, the best time to collect samples is either early in the
me mine cr in the evening upon returning from work. The collection""
?dure is described in more detail below.
Make arrangements in advance to set dates for sample kit delivery
ar.c pick-up by water department staff.
Achieve a minimum of 6-8 hours during which there is no water
use prior to sampling. The water depr—lent recommends that
either early mornings or evenings up , turning home are the
best sampling times to ensure that th. -.cessary stagnant water
conditicns exist.
Use kite her. or bathroom cold-water faucet for sampling. Place the
sample bottle (open) below the faucet and gently open the cold
water tar. Fill the sample bottle to the line marked "1000-mL*1 and
'.urr. of:" the water.
Tigh'Jy car the sample bottle and place it in the sample kit
provide::. Piease review the sample kit label at this time to ensure
that all information contained on the label is correct.
If any plumbing repairs or replacement has been done in the home
since the previous sampling event, note this information on the
label, as provided.
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Exhibit 2: EPA Protocol
6 Place the sample kit outside of the residence in the location of the
kit's delivery in order that department staff may pick up the sample
kit.
7. Results from this monitoring effort will be provided to participating
customers when reports are generated for the State unless
excessive lead and/or copper levels are found. In those cases.
immediate notification will be provided (usually 10 working days
from the time of sample collection).
Cai: at if
you have any questions regarding these instructions.
SAMPLE LABEL: TO BE COMPLETED BY RESIDENT
Water was las: used: Time: Date:.
Sample- was collected: Time: Date:
z the above directions and have taken a tap sample in
.•.-•„-. these directions.
Date:
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Clean Water Fund of North coroimc
29 1 /2 Page Avenue, Mm**. North
18
.
1 12 North Person Street. Raleigh, North Gvofine 27001 919*32-7491
Municipal Lead & Copper Testing
Lead Service Line Protocol
Dear Friend:
Congratulations on your decision to have your tap water tested for lead and copper. As
you may be aware, lead contamination is the most widespread health threat from U.S.
drinking water supplies because of the large amounts of lead commonly used in pipe
and solder.
Recent studies indicate that lead is even more harmful than previously believed to the
brain and the rest of the nervous system (especially for young children but in adults as
well). Fortunately, however, most lead contamination problems in drinking water can be
alleviated simply by purging the plumbing line before drawing water for drinking or
cooking. This is why we require two samples (FIRST DRAW and PURGED LINE) as part
of our water testing service. Copper is also a toxic metal for which EPA has set a health
advisory "action level" of 1300 parts per billion. Excessive copper intake has been linked
with enzyme imbalances and degenerative spinal conditions.
In addition to testing your water for lead and copr «t is important to ensure that any
plumbing repairs or new plumbing in your home , v 7t expose you to toad
contamination. We have found that some plumbinfc supply stores continue to sell lead
solder without labels warning against its use on drinking pipes despite the fact that the
U.S. Environmental Protection Agency has banned it for use with public water systems.
If you are having repair work done, we suggest you instruct your plumber in writing to
use lead-free materials, and check to see those instructions are followed.
Enclosed are two sample bottles for collecting your tap water. First, you must decide
wnich of your taps you want tested (bathroom or kitchen). Second, fill in your name and
address on the labels provided. These labels will identify your sample and will be used
as address labels for sending your results, so please print carefully. Please follow the
procedures given below for collecting the samples.
Procedure 1: First Draw Sample
This sample should be taken from the cold water tap sometime when the water has been
standing in the plumbing lines for at least six hours and before the toilet is flushed or
water is run for shaving or showering. Place a one-liter (or one-quart) container
(preferably a plastic one, but glass is acceptable) under the faucet, and turn on the cold
water to a slow trickle. When the container .is full, turn off the tap and leave it off until you
are ready to collect the second sample in Procedure 2. Now, stir the water in the
container briefly with a plastic (NOT METAL) spoon or other stirrer. Pour water from the
container into the small sample bottle. Be sure to fill the bottle to the very top so that little
or no air will be present when the cap is screwed back on. Dry the outside of the bottle.
Immediately attach the "First Draw" label to the sample bottle. (Make sure the bottte is
dry or the label won't stick well.)
(please turn to back of page)
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Procedure 2: Purged Line Sample for Testing Lead Service Lines
This sample should be taken after standing water between the tap and the lead service
line has been purged through the plumbing system. Fully open the enclosed collapsible
one-liter plastic container. Run the cold water tap at a high rate until there is a significant
change in the temperature of the water. Then reduce the flow. Rl the one liter container.
When it is full, replace the cap. Dry the outside of the container. Now, use the gummed
label with the words 'Purged Line' to label this bottte.
Enclosed is UNC-A's Lead and Copper Analyses Form. YOU MUST FILL OUT ALL
STARRED ITEMS FOR YOUR SAMPLES TO BE ACCEPTED BY THE LAB. Location
where collected and location code mav have been fined out bv your water utflity. Ifthose
lines are blank, you should put your street address and the room in your home where
you took the sample (for example: 000 Wherever Rd, kitchen tap). By location code
copy the number located on the top line of the bottle labels provided with your kit
Now, take the two labeled bottles and place them in the box in which they arrived along
with the UNC-A Lead and Copper Analyses Form. Be sure to fill out and enclose the
questionnaire. PLEASE LEAVE BOTH LABELS WITH YOUR ADDRESS ON THEM
STAPLED TO THE QUESTIONNAIRE. They will be the mailing labels used-By UNCA to
return your results to you. This will help ensure proper identification of your samples.
Place the label saying 'Lead and Copper Testing, Environmental Studies Program UNC-
A, Asheville, NC 28804-3299" on the outside of the box.
Unless, you have been instructed otherwise by your water utility, seal the box, apply
postage, and drop it in the mail. (First class postage costs $4.10. Generally Parcel Post
is considerably cheaper but costs vary according to your location.) The laboratory
resurts will be sent back to you within two to five weeks of receipt, along with information
on what the resurts mean and whether any further action beyond line purging is
recommended.
If you have any questions about how to take these samples or fill out the forms please
call your local water utility.
You have just taken an important step toward protecting your family's health, and your
participation in this project will hetp determine the extent of the lead and copper problem
in your community.
TnanKS to' your interest.
c"/' i^
~
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Exhibit 3
Information Materials
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What vou should know about ...
LEAD IN YOUR
DRINKING WAI
A Publication of The Anytown Water Department
December 1993
To Our Customers:
The United States Environmental Protection
Agency (EPA) and The Anytown Water Depart-
ment are concerned about lead in your drinking
water. Although most homes have very low levels of
lead in their drinking water, some homes in the commu-
nity have lead levels above the EPA action level of 15
pans per billion (ppbi, or 0.015 milligrams of lead per
liter of water (mg/L). Under Federal law, we are
required to have a program in place to minimize lead
in your drinking water by January 1996.
The program includes:
1) corrosion control treatmen: (treating the waier to make
it less likely tha: i&ad v.i!'
dissolve into the water
for sure whether or not you have a problem.
We can help. In this newsletter, we tell you how
and where to get your water tested. We also explain the
simple steps you can take to protect yourself and your
family by reducing your exposure to lead from drinking
water.
If you have any questions about how we are carry-
ing out the requirements of die lead regulation, or want
more information about what you can do, please give us
a call at 555-1234.
John Doe
Water Superiiuenden:
Anytown Waur DepanmeK
- i source water treatmer.:
(removing any lead tha: is ir.
the water at the time it Ieave5
our treatment facility;; and
3 -c. public education program.
We are also required to
replace each lead service line tha:
we control if the line contributes
lead concentrations of more than
15 ppb after we have completes
the comprehensive treatmen;
program. (Service lines, or
connections, are the pipes that
bring water from the water main
in the street to your home. See
drawing.)
Remember—not every home
has a lead contamination
problem. Most people have low
levels of lead in their drinking.
water. But because you cannot
see, taste, or smell lead, testing
the water is the onlv wav to know
Potential Sources of Lead in a
Typical Drinking Water System
Reservoir
Service Connector
Wtter Meter
Soldered Joints
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LEAD IN OUR ENVIRONMENT
Health Effects of Lead
Lead is a common metal found throughout the
environment in lead-based paint, air, soil, household
dust, food, certain types of pottery porcelain and
pewter, and water. Lead can pose a significant risk
to your health if too much of it enters your body.
Lead builds up in the body over many years and
can cause damage to the brain, red blood cells and
kidneys. The greatest risk is to young children
(especially under age 6), preg-
nant women, and their fetuses.
Amounts of lead that won't nun
adults can slow down normal
mental and physical develop-
ment in the growing bodies of
children. In addition, a child at
play often comes into contact
with sources of lead contamina-
uon—like dm and dust—that
rarely affect an adult. If a child
puts dirty fingers into his mouth
(as most children do), some lead may be absorbed
into the child's system. It is important, therefore, to
wash children's hands and toys often and to try to
make sure they only put food in their mouths.
Lead in Drinking Water
Lead in drinking water, although rarely the sole
cause of lead poisoning, can significantly increase a
person's total lead exposure, particularly the
exposure of infants who drink baby formulas and
concentrated juices that are mixed with water.
EPA estimates that drinking water can make up 20
percent or more of a person s total exposure to lead.
How Lead Enters Our Water
Lead is unusual among drinking water contami-
nants in that it seldom occurs naturally in water
supplies like rivers and lakes. Lead enters drinking
water primarily as a result of the corrosion, or
wearing away, of materials containing lead in the
water distribution system and household plumbing.
These materials include lead-based solder used to
join copper pipe, brass and chrome plated brass
faucets, and in some cases, pipes made of lead that
connect your house to the water main (service lines).
In 1986, Congress banned the use of lead solder con-
taining greater than 0.2 percent lead, and restricted
the lead content of faucets, pipes, and other plumb-
ing materials to 8.0 percent.
When water stands in lead pipes or plumbing
systems containing lead for several hours or more,
the lead in the pipes or solder may dissolve into your
drinking water. This means the first water drawn
from the tap in the morning, or later in the afternoon
after you return from work or school, can contain
fairly high levels of lead.
Steps You Can Take In the Home to Reduce
Exposure to Lead In Drinking Water
Despite our best efforts mentioned earlier to
control water corrosivity and remove lead from the
water supply, lead levels in some homes or buildings
can be high. To find out whether you need to take
action in your own home, have yourjirinking water
tested to determine if it contains excessive concen-
trations of lead. Testing the water is essential
because you cannot see, taste, or smell lead in drink-
ing water. Some local laboratories that can provide
this service are listed at the end of this newsletter.
For more information on having your water tested.
please call 555-1234.
water test indicates that the drinking water
dra m a tap in your home contains lead above
15 p . or 0.01S mg/L, then you should take the fol-
lowing precautions:
1. Flush Your System. Flushing tap water is a
simple and inexpensive measure you can take to
protect your family's health. Flushing usually uses
less than one or two gallons of water and costs less
than 23 cents per month.
To flush, let the water run from the tap before
using it for drinking or cooking any time the water
in a faucet has gone unused for more than six hours.
The longer water resides in your home's plumbing,
the more lead it may contain Flushing me tap
means running the cold water faucet until the water
gets noticeably colder, usually about 15 to 30
seconds. If your house has a lead service line to the
water main, you may have to flush the
water for a longer time, perhaps one
minute, before drinking. •
Although toilet flushing or
showering flushes water *> '
through a portion of your home's
plumbing system, you still need
to flush the water in each
faucet before using it for
drinking or cooking.
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To conserve water, fill a couple of bottles with water
after flushing the tap. and whenever possible use the
first flush water to wash dishes or water plants.
If you live in a high-rise building, letting the
water flow before using it may not lessen your nsk
from lead. This is because high rise plumbing
systems have more, and sometimes larger, pipes than
smaller buildings. Ask your landlord for help in
locating the source of the lead and for advice oo
reducing the lead level.
2. Use only cold water for cooking and drinking.
Try not to cook with, or drink water from the hot
water tap. Hot water can dissolve more lead more
quickly than cold water. If you need hot water, draw
water from the cold tap and heat it on the stove.
3. Remove loose solder and debris from the plumb-
ing materials installed in newly constructed homes,
or homes in which the plumbing has recently been
replaced. To do this, remove the faucet strainers
from all taps and run the water from 3 to 5 minutes.
Thereafter, periodically remove the strainers and
flush out any debris that has accumulated over time.
4. Identify and replace lead materials with lead-
free ones. If your copper pipes are joined with lead
solder that has been installed illegally since it was
banned in 1986, notify the plumber who did the
work and request that he or she replace the lead
solder with lead-free solder. Lead solder looks dull
gray, and when scratched with a key looks shiny. In
addition, notify your State Department of Environ-
mental Protection about the violation.
5. Determine whether or not the service line that
connects your home or apartment building to the
water main is made of lead. The best way to deter-
mine if your service line is made of lead is by either
hiring a licensed plumber to inspect the line or by
contacting the plumbing contractor who installed the
line. You can identify the plumbing contractor by
checking the city's record of building permits which
should be maintained in the files of the Anytown
Engineering Department. A licensed plumber can at
the same time check to see if your home's plumbing
contains lead solder, lead pipes, or pipe fittings that
contain lead.
The public water system that delivers water
to your home should also maintain a record of the
materials located in your distribution system. If the
service line that connects your dwelling to the water
main contributes more than 15 ppb to drinking
water, after
program is
m place, we arc icqmredteseplace the tine. If the
line is only partiaBy controlled by the Anytown
Water Department, tw are required to provide you
with information on how to replace your portion of
the service line, and offer to replace mat portion of
the line at your expense. We must also take a fol-
lowup tap water sample within 14 days of the
replacement. Acceptable replacement alternatives
include copper,steel, iron,and plasticpipes.
6. Have an electrician check your wiring. If
grounding wires from the electrical system are
attached to your pipes, corrosion may be greater.
Check with a licensed electrician or your local elec-
trical code to determine if your wiring can be
grounded elsewhere. DO NOT attempt to change
the wiring yourself because, improper grounding can
cause electrical shock and fire hazards.
Additional Steps
The steps described above will reduce the lead
concentrations in your drinking water. However, if a
water test indicates that the drinking water coming
from your tap contains lead concentrations in excess
of IS ppb after flushing, or after we have completed
our actions to minimi** lead levels, then you may
want to t*ice> the following additional measures:
7. Purchase or lease a home treatment device.
Home treatment devices are limited in that each unit
treats only the water that flows from the faucet to
which it is connected, and all of the devices require
periodic *"*"**^"*tv*^ pnA replay f n"
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00000 VSn 'UMOjAuv
jeajjs »nu|BM 001
jdiuncuoQ *O
ooooo vsn
001
DO YOU HAVE LEAD IN YOUR
DRINKING WATER?
An Impc .ant Message
from Your Water Supplier
HI O
C r
ij
u .-r
T
>
^ -s E «? v
g « a s -s
14 l i
>• .E >• S
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Exhibit 4
Poster
This exhibit provides two posters. The first is a general poster-size legal
notice with mandatory language. It can be ordered in full size from the
Safe Drinking Water Hotline at 1-800-426-4791 or by writing to the
Office cf Ground Water and Drinking Water Resource Center, U.S.
Environmental Protection Agency, 401 M Street. SW (WH-550A), ~
Washington. DC 20460.
The second poster EPA developed for the Raleigh Pilot. It does not
contain required language and thus cannot be used by water systems
that exceed the lead action level, but has been included as an example of
a communications supplement to the public.
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Irtf US TtD HATES ENVIRON MENTAL PROTECTION AGENCY (EPA) aid {insert name of water
iuor <«" n«?'e a'ecr'Cf^frarr-'. .fac ~ .z*.' cr ~* " z*&'f-' Ar-*;:-c"'r(Ci* no"iei nave ve rv K>wieve>i
: ter --^e • c->n.-3 *sa~f • ir"-f T —*> ~ \" i cc — — .-:* nave leac 'eve-: aoDve t^e £PA action level
r • : :; -.i r P • r r";r;; : ~ . "";•*• c'£ —:''i€i~CP'i"fciv,ateF:*''C . u^or* »-eoef* iaw. we
>•< -t^. -t: •. - -£,(- a c-rc-L- - r a:r :: _'? ear - ^c.-'C'i'^'-c^a^-Cv nniert Oaile when
cor-ov;,- cc-l'Di ».". DP coTiDieiec lc" vo^' iv-r.e-
: *. c isc vf into tne
"s-:es teas
• 111 e i w. *',*?' j«s i •? — s r i: -" *• n _ ~ L - •
HEALTH EFFECTS
OF LEAD
- COMMON META.
'; . " . ." • • -. f-.••"-
STEPS YOU CAN TAK
IN THE HOME
To Reduce
txposutc to Lead
in Drinking Water
. • '.-.' c*"•••: *•£'(• c £ ~
t _ i J, E i': e ~ r- —;' e i •
c' i :c:fl fx^Ci.'f TC ieac
HOW LEAD ENTERS
OUB WATER
i DESPITE OUR BEST EFFORTS
LlAD IS UNUS^A. a~"-; ~t-^e = ea-. f :c contro'*.-
.'. iZ F- -.'. c- -•• - : *.? •* • : :*- ;- ' c • ~z z.: wnetne- vi
ir"^( ra.f vc.' cm*mo wait'
ei:tc tc oete'm.if ,; rt contains
& ~ •••• > P:f e f •* ' - - - Tei'.'ic ir.f wa:e- is essential be-
'fa;-icit- i: -• -.'-. \. '' raj*** vc- caii"'. *«. taite, or
cc'r^- c ~'f C'*;: *"- c-"0~- jmeiiteaomormmnawater. Some
Da:ec e-aii ta-cr.: a-= .- »c-« .oca-laaorato-.eif.a: can provide
ca:t. o r-- f.* = * - >?az r,- .„ > %t% ,e a,e , i:c- a. mf bc:.
c i "^f r. v . „ • -.^ _:f .,'•'. vsc ,,»,.,,» s,,, ^j., t o'moremicr-
-c-~'(; L^-. t- ' ." r i.- its1.*-" D'faifcj i insert phone
i; zt • iz^.i ' 'Z z-f.^•€•:-£• . . numt>*r ot waier ivslem]
a 0 service tine
to the water mam, you may have
tc flush the water tor a longer
time, Demapi one minute, before
dnnufno ARhouohtoitethuihinc
or showenna flushes water
throuona Domonot your home s
piumotno system, you still neeo
to flush tne water in each taucf.
beto'e ujmo n *o' onntuno o*
cooamc To conserve water, f ill a
coupie of Dorttes with water afie1
fiusnma the ur a^e wneoeve-
cx>snt>euiethf • - "-• wate? ic
wain o iiei o ~:i
Untortunair - -ve m a
hiQh-me DUHO Tie wa-
ter tiow Ofto^e . rnav nc:
•eisen you'ni* tfo" e co'3 tac an; neaT n on tre
ito^e
3. REMOVE LOOSE SOLDER
AND DEBRIS from tne olumbmc
matenaii mstaiieo m newtv co>~-
stnxteo nome. or nome* m wmcrt
the plumbing has recently bee-
reoiaced. To do this, remove tne
faucet strainers from all taps and
run tne water from 3 to S m»iutei
Thereafter, penooicaiiy remove
the strainers and fiuih out any
debris that nas accumulated ovep
time
4. IDENTIFY AND REPLACE
LEAD MATERIALS WITH
LEAD-FREE ONES
N vour copper pipes are pinea
with tead sotder tnat has been
installed iliegahv since it was
ban nee in 1986. notMy the
plumber who OiO tne work and
reauest that he or sne replace tne
teao soioer witn leao-free sotof
Leao soioer looks dull gray, an;
wnen scratched witn a key tooki
snmy in addition, notify your
State (insert name of «Ule oV
pa>nment responsible for en
forcing the Sate Drinking Water
Act] aoout tr»e vtotatto'
S. FIND OUT WHETHER THl
SERVICE LINE THAT CONNECTS
VOUR HOME OR APARTMENT
BUILDING TO THE WATER
MAIN U MADt OF LEAD
The ben my to deumiint I
your wrace Ime m made tt le«ej»
byekheiimia a kceraeo pkmiber
to rapeatxe kne or by contact-
ng tne ptumtung contractor «•»»
inaatedtheline. Voucanidentiry
tnr plumbing contractor by
checking tne city'i -record of
building permu when mould M
maintained m the fee of tne (in-
t*n nanw of diparuiMnl that
r»u*i buiding pvrmits]. A I-
censed plumber un at tne tame
time cneck to see if your home s
plumoing contain) lead toior.
lead pipei. or pipe fitting! tru:
contain wac
Tne puoiic water system (bar*
detiven water to home snouia
ai&o mainiam a record ot tne ma-
If nail lociteo in vour dislnDUIion
»«t*^. rf tne service line that
connects your owemng to tne
water ma>r> contains more tria^
li OPO to drinking wate'. aTf
cu' comprenenf»ve treatment
ppooram is m cute we are re•
ouireo to replace tne line n tnt
line is only partially controlled D>
tne (insert name ol city, coun I >.
or water syttetn that controls
the bnej. we are required to pro-
vioe vou wnn information on noi*
to replace vour portion ol tnr
service bne. and ofter to repiact
tnal portion of tne Ime al you-
expense We must also ta«e a
fonowHio tap water sampie witnin
14 davs of tne replacement Ac*
ceptaoie replacement alternatives
include copper, steei. von. ano
plastic pipes
I HAVE AN eUCTRICIAN
CHECK TOUR WIRING
If drounomo wires from tne
etectncai tyaem are attached tc
vour pipes, corrosion may be
greater Check wkh a teemed
electrician or your toc*l electrical
code to determine If your wtntg
can be grounded elsewhere. DO
NOT attempt to change the wir-
ing youneff because improper
groundmg on ayuse ejtectncal
snoct and rn haunts
Treatment devices «*r i>
terns or datdien can etiertrve ,
remove tcad from vo.,' O'm.-^
water. Some aaivatec ca-c-
fitten may reoute wac iwe s *.'
tne tap However an teao res>:
tionoaimsshou id oe invest >oa:t^
Ac sure to check the aa*.a>pe-- •
manteotaspecitK trea:^^-- c-
«ce before and aner m.:a '•*.;: ~ -.
un.i
B. PURCHASE BOTTLED WA
TER FOR DRINKING AND
COOKING
IF LEAD LEVEL
PERSISTS
IF THE STIK DfSCMIED
ABOVE wik rMun the toad con.
ccrantiora •> yow dnntung w»-
trr However,illwawrletnd>-
Ul« thjt the drinking water
coming ho«n your up conuiru
lead concenratens m nc.ru o<
1 i ppb a«er Iknrwig or aner we
have completed our aoioni to
mirumite lead >ev«. then you mi\
want to t*«e tne lofcowmo aoj •
tionji menum
7 PURCHASE OR UASC *
HOME TREATMENT DEVICl
FOR MORE
INFORMATION
YoUCANCONSULT Jva-f .
ot sources for additiona mtc'^c-
your family oono' o"eee f •
cian can penortn a p etc :«:• '
leao ana provioe vow ^ '.** in-c-
mationapouttnenea':'1e<'er!:
lead Stalf ano ioc» oov»—-•-
agencies mat can pt ccntar.t;
include
{insert tne name of citv f
county dcparimeni ol puDi.,
uubuet) {insert pnone numoe-
cjnorovioe vouwiin inrc'wia' -•
about vout commu"'\ 5 *••*•
supply, ano a list o* (oca. .aac^a:.'
no tnal nave oeen cen .• ie 3 pv: ••..
Sutefpr testing wa:er c»e :.
(insert the name ol cut e>>
county department tnat issuei
building permiu
(intert phone numper
can pnmoe you witn in'O'Tia; ir"
ajbom bmldMig pen i in recDroi tr*^*
should contain tnr nt—1> :•
plumbing contract:- tr.a:
plumbed you- nor^c
(tUMft the name ol. the Stair
taparUMni ol Public Health
(InMnphora number
or \nt
pnMrt the name ot the eitv or
county ttwMi department J j m
t«rl phone number
can provide you with miormai >r -
•bout the heath criecs pi tea:
and ted you how ano wnere vc.
can have your cr*J sow Odtesirc
•ute appro.
•our area that vou an can to have
your water tcned lor tea:
(insert lunves and phonr
numbers ol M least two Ubora
tones.)
IAITWC
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:— S~?
H/1 \ \ V ' "^^wwC^JBJB
lave Your/VfeietvWed- F/?EE
/* i .7; r ' \x*>
, u
Flush Y4H«^old Water Tap
NeVer Cop^k With^prirtk Water
From Voiir Hot Vrater rap
Have your water tested for lead. The City of
Raleign Department of Public Utilities offers
FREE water testing to its water customerjs.
/ ' / •
Flush your cold water tap until it gets / j
noticeably colder before drawing water for /
cooking or drinking. Lead tends jo collect irt '
the water that stands in pipes for more than
Six hours. / / // '
/ I //
Never cook with or drink water-from your hot
water tap. Hot water dissolves leadjfgfyiolder)
and pipes faster than cold water and, therefore;
is likely to contain mpxB^ead. / /
um
driikii g
Ci II trip
Utlrbesat
even at tow levels, is a
i\threet The City of Raleigh
ibiic Utilities is providing you
[ter supply that complies with
ng ^tater standards for toad.
EMjrce of toad in drinking.
tobd sotoef-and pipes In home
ng./Yourfahjilyikay be risking Its health;
kir 3 water>i>a*5iontains toad. Rod out j
•rfe unsafe levels of toad In your-.
by having your tap
RaJeigh Depcrtment
toarranflelor
• For More Informaticvi Cnli
City of Raleigh Department of Pub! : U
at 890-3400
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Exhibit 5
Lead in Drinking Water
Public Service Announcement
Section 141.85[b) of the final rule specifies that a water system must
include the following language in all public service announcements
submitted to television and radio stations for broadcasting as part ofa
public education program on lead in drinking water:
Why should everyone want to know the facts about lead and drinking
water? Because unhealthy amounts oflead can enter drinking water
though the plumbing in your home. That's why I urge you to do what
1 die. I had my water tested for (insert fre' ? per sample). You can
contact the (insert the name of the city or • -.r system) for
information on testing and on simple ways to reduce your exposure
ic lead in drinking water.
To have your water tested for lead, or to get more information about
this public health concern, please call (insert the phone number of
the c:rv or waver svstemi.
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