Working for Clean Water
An Information Program for Advisory Groups
Environmental
Assessment
Instructor Guide
-------
-------
Thi.s program was prepai’ed by
The Pennsylvania State University
Institute of State & Regional Affairs
Middletown, PA 17057
Dr. Charles A. Cole
Project Director
Dr. H. Drannon Buskirk, Jr.
Project Co—Director
Prof. Lorna Chr. Stoltzfus
Editor
This guide was prepared by
E. Drannon Buskirk, Jr.
Advisory Team for the Project
David Elkinton, State of West
Virginia
Steve Frishman, private citizen
Michele Prone, private citizen
John Hammond, private citizen
Joan Jurancich, State of California
Richard Hetherington, EPA
Region 10
Rosemary Henderson, EPA Region 6
George Roessel, EPA Region 3
George Neiss, EPA Region 5
Ray Pfortner, EPA Region 2
Paul Pinault, EPA Region 1
Earlene Wilson, EPA Region 7
Dan Burrows, EPA Headquarters
Ben Gryctko, EPA Headquarters
Robert Hardaker, EPA Headquarters
Charles Kauffman, EPA Headquarters
Steve Maier, EPA Headquarters
A’PA Project Officer
Barry H.. Jordan
Office of Water Programs
Operations
Aolowwledgønente
Typists
Jan Russ, Tess Startoni,
Ann Kirsch, Janie Fuller
Student Assistants
Fran Costanzi, Kathy DeBatt ,
W.chael Lapano, Mike Moulds
Terry Switzer
Illustrator
Charles Spears
Graphics support was provided by
the Office of Public Awareness,
Environmental Protection Agency.
This information program was
financed with federal funds from
the U.S. Environmental Protection
Agency under Cooperative Agreement
No. CT900980 01. The information
program has been reviewed by the
Environmental Protection Agency
and approved for publication.
Approval does not signify that the
contents necessarily reflect the
views and policies of the Environ-
mental Protection Agency, nor does
mention of trade names or commercial
products constitute endorsement of
recommendation for use.
This project is dedicated to the
memory of Susan A. Cole.
-------
Environmental Assessment
Impact assessment is not a new idea. Almost all decisions are
based upon the evaluation of possible efforts or impacts. An
innovative change involves the role of statutes, and the explicit
incorporation of impact assessment into planning functions. The
assessment of environmental factors Is required in developing water
quality management plans.
Two kinds of impacts are basically involved: Primary impacts and
secondary impacts. Impacts that are directly associated with the
construction and operation of pollution control facilities are
called primary impacts. Dustoccurring during construction, and
algal growth below effluent outf ails during operations are such
effects. Secondary impacts are indi±ect effects that are induced
by water quality actions. Examples of these effects include growth
and land use changes resulting from the installation of wastewater
treatment facilities.
The objectives of this unit are:
• Discussion of environmental considerations and factors in. water
quality planning
• Identification of primary and secondary impacts of wastewater
projects.
Required Materials
OSet of 35mm slides with cassette tape for the audiovisual
presentation entitled: “Environmental Assessment”
O Slide projector, cassette tape player, and screen
OChalkboard or flip chart with easel, and/or transparencies with
overhead proj ector
OCopy of the handbook, “Environmental Assessment,” for each
participant
0 Copy of Appendix materials for each participant
OMap of the local area.
1
-------
Important Notes
1. Several, instructional options exist. The instructor may:
a. Show the slide—tape program without substantive discussion
b. Assess the environmental effects of local alternative plans
c. Identify the secondary environmental effects of a wastewate
treatment project in a. hypothetical community.
Any combination of these options miy be used. If all the
instructional options are selected, a one—hour session will be
insufficient. . .
2. In consultation with area or state water quality personnel, th
instructor should be knowledgeable about the local environmental
situation, including the constraints ,and unique resources associat.
with possible alternative water quality plans.
3. Sufficient copies of the appropriate Appendix sheets should b.
prepared for all the participants. The sheets are included in tb’
instructor guide..
4. If the. exerclse.oñ secondary environmental impacts for a hypo—
‘thetical community is chosen, the transparencies of the maps shoti
be colored to show principal features. Also, the instructor p us
be very familiar with this case study when leading a discussion.
5. The audiovisual presentation script and/or the slide—tape
program should be previewed for items of local concern that may
warrant discussiOn. .
6. An effective. approach. for handling this exercise is to draw o
the participants so that their experiences can be shared with the
rest of the group. The instructor must be sensitive to ‘these
concerns. Skills such as asking open quest ions can be helpful
in leading discussions. Open questions are questions for which
there are no predetermined answers. ,
2
-------
Suggested Activities
Introductory Comments . 5 minutes
Audiovisual Presentation . . 10 minutes
Guided Discussion (Selected Options) . . . . . . . . 40 minutes
ClosingRemarks 5minutes
TOTAL TINE 60 minutes
Introductory Comments (5 minutes)
1. Including environmental considerations in water quality Use chart 1 on the
planning results in several benefits: Benefits of Environ-
mental A ssesement.
• Incorporation of environmental amenities and values in
decisions
• Protection of cultural, historic, and natural resources
• Broad basis for determining costs for tradeoffs of proposed
projects.
2. Environmental factors involve numerous natural resources, Use chart 2 on
cultural features, and sensitive areas. Those of potential Environmental
local significance should be mentioned. Factors.
3. These factors are evaluated concurrently with other activities Use chart 3 on the
such as monetary costs and system reliability in the water ‘Components of plan
quality planning process. Evaluation.
4. The audiovisual presentation gives additional insights into
environmental assessments.
A/V Presentation (10 minutes) -
1. Ask the participants to try to relate the information in the Script is in
audiovisual presentation to the local situation. Relevant items Appendix if equip-
in the slide—tape program may be mentioned. rnent malfunctions.
2. Show the slide—tape program entitled, “Environmental
Assessment.”
3
-------
Guided’ Discussion (40 minutes)
l.Ask for impressions or comments about the audiovisual
‘presentation before proceeding. In particular, follow up or
items that were pointed out prior to the audiovisual
presentation.
(ise handout 1 on 2. If an environmental assessment of a local alternative pl
Environmental. ‘ ‘ desired, the following activities may be performed:
Impacts.
a. Using the map of area, review the ‘local situation in
regard, to a specific alternative plan.
b. Explain the meaning of primary and secondary impacts.
Distribute an evaluation sheet on impacts to each particip
c. Assign participants to groups of three or more persons
d. Allow 20 minutes for groups to discuss the impacts, and
make assessments of the local alternative plan. Comments
reasons for these judgements also should be briefly ‘noted
.e. Next, have the groups tell their evaluations and reasc
Encourage personal insights and observations.
3. One area of ‘environmental assessment that often has insuf
dent attention is secondary environmental impacts. This
exercise involves the secondary environmental impacts associa
with an alternative plan for a hypothetical community called
Colfus.
4. In determining secondary impacts such as community growth
several maps are used. These maps involve problems, are
of potential growth, growth constraints, and secondary impacts
5. This exercise begins with a short presentation by. the
Instructor on identifying problem areas’ associated with a
proposed wastewater treatment alternative, potential growth
areas, and growth constraints. Small groups of the participa
then identify potential secondary impacts. A discussion of
findings of the groups completes the exercise.
Use handout 2 on the a. Distribute a description of the Town of Colfus to each
description of the participant.
community.
b. Give a base map of the community to each participant.
Use handout 3 on a Encourage them to note on their maps salient features abc
map of the community. the community. For example, the route of the proposed se
interceptor, problem areas such as soils of low permeabili
and growth constraints canbe. recorded on the map.
4
-------
c. Briefly discuss the background of the community, pointing
out that pollution problems can be due to different factors
such as the failure of septic systems and agricultural
runoff.
d. Indicate the problem areas for Colfus by superimposing
transparencies for the base map and the problem areas. Point
out that Area A is due to the failure of dilapidated sewers
in an old, high density residential and commercial section
of town. Area B, a relatively recent development, is
probably due to undersized sewers. The failure of onsite
sewage disposal systems In Area C is because of high
groundwater.
Show that the project service area encompasses the problems.
Indicate the proposed interceptor route, and the site of
the treatment plant.
e. Superimpose transparencies for potential growth areaq
based upon the municipal land use plan, and growth
constraints. Point out the growth constraints.
f. Superimposing all the transparencies, ask the participants
to attempt to locate, and possibly assess, the secondary
impacts associated with the project.
g. Assign the participants to groups of three or more persons
to study the secondary impacts.
h. After 20 minutes of small group discussions, have the
groups give their findings and reasons.
Use transparency
made from base map.
Use trans pare nay of
problem areas made
from overlay
master 1.
Use transparencies
of potential growth
areas and growth
constraints made
fran overiay masters
2 and 3.
i. Actually, the information is Insufficient for assessing
the impacts. The Instructor should try to get the partici-
pants to realize this by themselves. About all that can be
expected are speculations about the locations of possible
impacts. However, this kind of exploration is an important
early step In impact assessment.
j. Superimposing the transparency on secondary impacts over
the base map, point out any potential impacts that the group
may have overlooked.
k. There are no absolutely right or wrong answers. Impact
assessment deals with uncertainties.
Closing Remarks (5 minutes)
Use transparency of’
potential secondary
impacts made from
overlay master 4.
1. Answer any remaining questions.
2. SummarIze discussions pertaining to the local situation.
5
-------
Selected Resources
Environmental Assessment of Construction Grant Projects . FRD—5.
EPA—430/9—79—007. Washington, DC: U.S. Environmental Protection
Agency, January 1979. 58 pp.
This manual is designed to aid grantees in the preparation
of environmental assessments for was tewater treatment
facilities. Through a checklfst format, it discusses the
types of environmental factors which should be considered
in environmental assessment. Jt has four chapters which
deal with procedures for identifying and assessing
impacts, types of pertinent man—made and natural features,
hazardous or sensitive areas, and conservation of natural
resources. Federal laws and regulations are mentioned,
and the minimum and supplemental requirements of the
assessments are given. Copies are available from:
General Services Administration (8FFS), Centralized
Mailing Lists Services, Building 41, Denver Federal
Center, Denver, CO 80225. Give the FRD number and the
publication title when ordering.
Environmental Assessment of Water Quality Management Plans .
Washington, DC: U.S. Environmental Protection Agency, January 197
108 pp.
This report is designed to assist managers and staff
of planning agencies in assessing environmental impacts
of water quality management plants. In addition to an
overview, chapters are, devoted to land use, air quality,
water quality, ecological, economic, visual quality, and
social impacts. These chapters discuss parameters
appropriate to the topic, baseline development, and
assessment methods. Key questions about each topic
also are featured. Copies may be obtained from the
U.S. Environmental Protection Agency, Library Services,
Mall Drop No. 35, Research Triangle Park, NC 27771.
When ordering, give PDS No. 3471.
Leffel, R. Ernest, Direct Environmental Factors at Municipal
Wastewater Treatment Works . EPA—430/9—76—003. MCD—20. Washingt
DC: U.S. Environmental Protection Agency, January 1976. 104 pp.
This report is primarily limited to a few categories
of impacts at municipal wastewater treatment
facilities, but it does contain a good summary of
evaluation and control measures of envirdnmentally—
sound projects. It has a comprehensive section on
facility planning and site design. Other chapters
discuss airborne pollutants, noise, and site
problems. To order this publication write: General
Services Administration (8FFS), Centralized Mailing
Lists Services, Building 41, Denver Federal Center,
Denver, CO 80225. Indicate the MCD number and the
6 title of publication when ordering.
-------
Rastatter, Clem L., ed., Municipal Wastewater Management: Citizen’s
Guide to Facility Planning . FRD—6. Washington, DC: U.S.
Environmental Protection Agency, Office of Water Program Operations,
January 1979. 263 pp.
This handbook is designed to acquaint citizen leaders
with important decisions that need to be made in
managing wastewater. The book: identifies key
decisions throughout the planning process that are
critical to the facility plan and the community;
identifies environmental, economic, and social con-
siderations affecting these decisions; facilitates
citizen input and helps citizens understand the
legal tools to facilitate their involvement. Re-
garding environmental assessment, the book focuses
upon primary and secondary impacts, and mitigation
measures. It is available from the General Services
Administration (8FFS), Centralized Mailing Lists
Services, Building 41, Denver Federal Center, Denver,
CO 80255. Indicate the FRD number and title of
publication when ordering.
7
-------
Appendix
A. Contents of charts for use by the instructor in the suggested
activities. These charts may be used to make transparencies or
the contents may be copied onto flip charts.
1. Benefits of Environmental Assessment
2. Environmental Factors
3. Components of Plan Evaluation
B. Handouts for use by the instructor in the guided discussion.
Copies will need to be made for each participant.
1. Environmental Impacts
2. Town of Colfus Wastewater Treatment Project
3. Town of Colfus Base Nap
C. Transparency masters for use by the instructor in the guided
discussion. In addition to the base map, several partial maps
depicting various features about the community can be used for
making transparencies.
1. Problem Areas and Proposed Alternative
2. Potential Growth Areas
3. Growth Constraints
4. Potential Secondary Impacts
D. Copy of the script for the slide—tape program entitled,
tEnvironmental Assessment.”
8
-------
Assessment Benefits
Environmental values
Resources protection
Tradeoffs comparison
0
-------
Environmental Factors in Planning
Natural features
Surface and groundwater quality
Hydrology and water supply
Air quality
Soils and topography
Plant and animal communities
Noise and odors
Solid wastes
Energy resources
Cultural factors
Population
Housing
Employment
Transportation
Land use
Historical sites
Recreation and open space
Aesthetics
Sensitive areas
Endangered species
Flood plains
Wetlands
Coastal zones
Wild and scenic rivers
Agricultural areas
Earthquake zones
Steep slopes
0
-4
-------
Plan Evaluation Factors
Environmental effects
Economic effects
Monetary costs
Social effects
Implementation feasibility
System reliability
Goal satisfaction
Public acceptance
-------
ENVIRONMENTAL IMPACTS
Category of Impact
Degree of Impact
J
—
c
ia
C)
r4
14.4
C)
1-4
.1 .4
‘.1-1
bO
1.4
r1
w
fn
0
0
Z
H
r4 r1
Comments
. Floodplains
—
—
—
h Wetlands
—
. Coastal Areas
—
—
). Sensitive Areas
—
. Wildlife/Endangered Species
—
!. Agriculture
—
G. Parkiands
—
—
—
H. Historical/Archaeological Sites
‘
I. Wild and Scenic Rivers
—
J. Water Quality/Quantity
K. Air Pollution
—
—
L. Noise
—
•
1. Solid Waste
—
—
—
N. Energy
—
0. Transportation
—
—
P. Socio—Economic Effects -
—
—
Other:
—
—
•
—
12
-------
TOWN OF COLFUS
WASTEWATER TREATMENT PROJECT
Colfus, EPAsonia is a small community that serves as a commerce and transportation
center for several surrounding towns. It is a community that has grown in sections.
The access to the railroad and surface waters spurred early development in the southern
section. Industrial development is occurring on the eastern side of town. Single
family homes and commerce are located in the central part. The community has much
residential land zoned fo 1 dwelling unit/0.5 acre lots, but soils limit the onsite
disposal of wastewater. Growth controls prohibit constructiorrin wetlands, but have
no restrictions on lands adjacent to wetlands or surface waters.
Wastewater Treatment Alternatives
An alternative is developed to meet wastewater needs. It follows the recommendations
of the community master plan calling for sewer service to the older sections of the
community and undeveloped areas on the west side of town with soil limitations for
onsite septic systems.
The proposed treatment plant would serve an existing population of 10,000 and one major
industry, Nutrient Products. The capacity of the treatment facility would be 1.2 MCD
with a potential for expansion to 2.2 MGD.
Prime Area of Potential Secondary Impacts
Most development with or without the alternative will occur within the municipal
boundaries of Colfus. There is, however, a potential for some induced “leap frog!t
development. Discussions with developers indicate that most of the small towns
between the major city to the west and Colfus have adopted large lot zoning which
limits moderate income housing opportunities. Sewering along with reduced lot sizes
in Calf us would be a real growth attraction .
Growth and (rowth Constraint Areas
The growth and growth contraints areas reflect natural resources and zoning. The
central section of the community is almost completely developed or undevelopable due
to streams, wetlands, and flood plains.
Potential Growth
Areas for potential growth exist both without and with the alternative. Without the
alternative, growth would continue expanding to the north and east. With the alterna-
tive, growth would be redirected towards the west side of town in accordance with the
Colfus master plan.
Adapted from Environmental Assessment Manual . Boston, MA: U.S. Environmental
Protection Agency, Region 1, June 1978.
13
I
-------
Town of Coitus
Scale in MiIe
I
14
-------
Area B
r — —
I I
I I
I I
I I
I I
I /
I /
Area A
I
I
I
I
I
.— •%
0 Area C
44/
/
/
N
e J
/
,
I /
I /
(s,’
/
/
Town of Colfu
Problem Areas and Proposed
Interceptor Sewer
Service Area
S
S
Alternative
Treatment Plant Site
Problem Area
/
15
-------
Town of Coitus
Potential
Growth Areas
Commercial Zoning
Industrial Zoning
Residential Zoning
V /thu
16
-------
Town of Coitus
Growth Constraints
Slow Permeability Soils
Prime Farmland
11111111 Archaeological Site
E J Proposed State Park
— Scenic View
11 Aquifer Area
/ —.- . -
-
--- --- -
17
-------
Town of Coitus
Potential Secondary Impacts
0
Archaeological Site
Aquifer Recharge Area
Marginal Land Development
No Significant Impact
0
Scenic River Encroachment
Increased Property Value
Wetland
Degradation
Zoning Pressure
0
0
0
0
0
18
Proposed Park Protection
-------
Audiovisual Script
ENVIRONMENTAL ASSESSMENT
Slide Description Narrative
1. Words: Music
“Environmental Assessment”
2. Mountain Daughter: Daddy! Daddy!
Father: What, little one?
Daughter: Tell me again ‘bout The
Lorax.
3. Cover of book Father: Like that story, do you?
A man, Mr. Once—ler discovers a
marvelous resource — Truffula
trees with leaves as smooth as
buttermilk. From the trees he
makes THNEEDS (THings everyone
NEED).
4. Dr. Seuss characters But his factory pollutes the air
and the water and attracts devel-
opment, driving off the swamy-swans,
the barbaloots, and the fishies
that no longer have a place to
live. Even the Lorax has to leave.
Daughter: Oh, the poor Lorax.
5. Sewer crossing stream, and Father: You know, it is a lot like
overflowing manhole things today — some bad things
always go with the good. For
example, we build sewers to protect
the COmmUnity’S health, but sewers
can cause problems.
6. Houses Philmont, New York, is no fairy tale. It is
a small community of 1,900 persons,
7. Map located in the rolling hills of Columbia
County in upstate New York.
8. Houses It is a nice little area of homes, schools,
hard—working folks...
9. Project sign AND a wastewater disposal problem. The local
facilities plan calls for the construction of
sewers to collect and transport wastes to
a treatment plant.
19
-------
10. Sewer construction
11. Building with owner
12. Building
This type of project can cause all sorts of
Impacts. Will the construction of the sewers
contribute to a more healthful environment?
John Linton, owner of a 19th century mill, is
afraid that project blasting next to his
building
will do more than cause a few bricks to fall
from a rear wall.
13. Stream
14. Sewer construction
15. Stores and torn up street
16. Man with binoculars
17. Words:
“Environmental. Impact
Primary
Secondary”
18. Words:
“Primary Impact” over
rock drilling
19. Words:
“Secondary Impact” over
suburban development
20. Diagram of sewer impacts
21. Slide No. 1 (Title)
Will the project result in a clean stream
that is again suitable for trout fishing?
Must the construction of sewers cause ex-
tensive dust and noise?
Will the project give an economic boost to
the community?
Questions about benefits and drawbacks can
go on and on. The potential impacts of a
project such as a wastewater treatment
facility are almost endless. Despite their
complexity,
There are basically two kinds of impacts:
primary and secondary. These names have
nothing to do with their importance, but
rather, describe how impacts occur. Also,
both may be either beneficial (positive) or
harmful (negative).
Primary impacts are the direct effects of
planning, constructing, or operating a project.
A beneficial primary impact may be the
economic savings as compared to another
alternative. A negative impact would be the
vibration from blasting rocks for sewer lines.
Secondary impacts are induced or caused by
a project. For example, a beneficial secondary
effect may be the economic development stimu-
lated by wastewater treatment facilities. A
negative secondary effect would be undesirable
growth along sewer routes.
Indeed, the residents of Philmont, New York,
today may be experiencing dust, noise, and
inconvenience, but a whole array of secondary
effects may come into play in the future.
The trick is to anticipate them and to plan
for them.
Environmental assessment is the process of
20
-------
identifying and evaluating impacts. It con-
tributes to water resource planning in several
ways.
22. Benefits of environmental
assessment, first highlight
23. Benefits of environmental-
assessment, second highlight
24. Benefits of environmental -
assessment, third highlight
25. Environmental factors
26. Factors in water resource
planning
27. Balance (scale) with word
“myth
28. Oregon coast
29. Words:
“Environmental Assessment
• Current Situation
Future Environment
• Alternatives
Environmental Impacts
Mitigation Measures
• Information Sources”
30. Words:
“Current Situation”
over stream biological survey
The environmental assessment helps incorporate
community values into plans. This input is
vital when determining which cultural, material,
and natural resources need to be protected.
It also promotes interdisciplinary decision
making. This means that the judgements of
various experts and laypersons who know about
specific issues are taken into accotmt before
a decision is reached.
Therefore, an environmental assessment
establishes a broad basis for determining
the tradeoffs of a proposed project. How
broad?
Because environment means surroundings, and
surroundings vary around the country, just /
about anything can be involved: jobs, housing,
aesthetics, animals, and water quality —
among many other factors.
In water resource planning, environmental
factors make up an important dimension — just
as important as monetary costs.
However, it’s a myth that the main tradeoff
is environment versus dollars. The most
environmentally—sound projects usually cost
the least .
Music
Programs have different regulations, and
use different names for the analyses. Despite
these differences, an environmental assess-
ment involves the same basic elements: A
description of the existing situation without
a plan; a description of the future environ-
ment ; the evaluation of alternative water
quality or wastewater management plans; a
discussion of the environmental impacts of
selected alternatives; a description of
measures to avoid or minimize anticipated
adverse affects ; a listing of information
sources used in the document.
In describing the current situation, analysts
look at natural resources such as water quality,
-------
31. Ancient pueblo village
32. Wetlands scene
33. Words:
“Are all existing problems
identified?”
Are they properly assessed?
Do the analysis methods
make sense?”
34. Words:
“Future Environment”
over children in playground
35. Words:
“Row realistic are the projections
Are all significant factors
included?
Are sufficient resources pro-
vided for the analysis?”
36. Words:
“Alternatives Evaluation”
over aeration pond
37. Words:
“Environmental Impacts” /
over natural scene
38. Words:
“Are all alternatives considered?
Are they consistent with
community goals?”
Are all potentially signifi-
cant impacts included?”
39. Words:
“Mitigation Measures”
over straw bale at drain
40. Words:
“What mitigation techniques are
available?
Are they feasible for the local
area?
Who will be responsible for imple-
mentation and enforcement?”
cultural and historical features such as
housing, and
environmentally—sensitive areas such as
wetlands.
Citizen advisory groups can help make sure
that environmental information is not over-
looked or misinterpreted, and that local
preferences are reflected in the studies.
A crucial component is determining the
future environment both with and without
plans.
Citizen advisory groups can help decision
makers make judgements about: how real-
istic the projections for population,
stormwater, and other considerations are;
whether or not any potentially important
factor, such as neighborhood ethnic make-up
has been overlooked; and whether or not adequ
resources are given to the studies.
The environmental assessment is used for com-
paring alternatives and selecting the final
plan. Alternatives are evaluated, based upon
their monetary costs; physical, legal, or
institutional constraints;
and environmental impacts.
Citizen advisory groups should determine
if all potential alternatives are considered;
whether or not the alternatives are consisten
with the goals of the community; and whether
or not all potentially significant effects,
both primary and secondary impacts, are con-
sidered.
Of course, every plan will have some adverse
effects.’ They must be avoided or reduced to
a minimum through impact mitigation measures,
such as erosion and sedimentation controls.
Citizen advisory groups can help determine
what mitigation techniques are available;
their feasibility for the community; and who
will be responsible for their implementation
and enforcement.
22
-------
41. Words: Various kinds of information go into an
“Information Sources” environmental assessment, such as census
over documents reports on population and housing, comments
from public meetings, and topographic maps
for natural resource data. All information
sources must be identified, to demonstrate
that nothing important has been overlooked,
and that all decisions are reached in an
open atmosphere.
42. Slide No. 29 (Title) All of these eleiaents from describing the
current situation to listing the information
sources used, contribute to an environmental
assessment. This assessment may lead to the
preparation of an environmental impact state-
ment .
43. Man at drawing board The impact statement process applies to both
water quality management and facilities
planning, but differences exist. For example,
while environmental information is contained
in the water quality plan,
44. Environmental impact statement for wastewater facilities planning the U.S.
process Environmental Protection Agency requires an
additional environmental information docu-
ment to be compiled. Based upon this infor-
mation, the EPA makes an environmental assess-
ment . This leads to either the issuance of a
Finding of No Significant Impact , which essen-
tially ends the investigation and moves the
plan towards implementation, OR an environ-
mental impact statement is ordered.
45. Cover of environmental impact Impact statements are done only if signifi—
statement cant impacts are anticipated, the project is
controversial, or other circumstances warrant
investigative depth. In many areas, impact
statements are prepared concurrently with
facilities plans. This piggybacking can
save time and money.
46. Daybreak Music
47. Citizens The environmental assessment, the impact
statement if ft Is needed — indeed, the
entire planning process — involves citizens.
Because the public has various interests and
levels of expertise,
48. Drawing of onion with words
“Environmental Report” effective communication requires information
in different arrangements: for example, re-
ports organized in layers such as an ot ion
with summaries for the general public, over-
views for interest groups, and details for
technicians. 23
-------
49. Old man Eric Seaman has lived in Philmont, New York,
for over a half century. His wife claims
that the anxiety of not knowing what was
going on was very difficult for the man. Of
course, better communications could help,
50. Street workers but the problem in Philinont was deeper.
Most citizens did not actively participate
in planning the $5 million dollar wastewater
project. .. -
51. Advisory group A citizens advisory group perhaps could have
made a big difference. So, exactly how can
advisory groups contribute to the environmenta 1
assessment?
52. Environmental Assessment An environmental assessment is an integral
among planning steps part of the planning process. It is not
something tacked on the end just to satisfy
the law. Environmental discussions are
important from the time that problems are
identified, until even after a plan is
implemented.
53. Early planning steps with Early in the planning process, goals are
advisory group activities established and data are collected. Advisory
groups can participate by:
Making news releases to spark community
interest and establish on—going public
support
Distributing fact sheets about the project
Communicating local ideas and values to the
planners, and
Puting environmental issues on meeting,
agendas .
54. Late planning steps with Advisory groups can also be actively in—
advisory group activities volved in developing and evaluating alterna-
tives by:
Inviting specialists to contribute their
expertise
Using subcommittees to study issues
Touring facilities to see mitigation
measures
Using informational meetings to learn
about community needs, and environmental
tradeoffs, and
Encouraging participation at public
meetings and hearings .
55. Planning steps with an Even after the plan is selected, opportunities
additional advisory group exist for advisory group involvement. For
activity example, the final plan, design specifications,
and construction program can all be reviewed
for their attention to environmental issues.
24
-------
56. Ma Of course, there is no guarantee that citizens
will take advantage of these opport .ntities.
Thomas Hotalen, Philmont resident with son
Jeremy says the people, indeed, conmient about
the disruption and cost of the wastewater
project, (pause) but that many people appear
even more concerned about the cost of cable TV.
57. city and bay Music
58. Slide No. 16 (Binoculars) Father: So you can see little one, that just
as the cutting of the Truffula trees led to
all sorts of things, impacts can go on and
on
59. Slide No. 17 (Impacts) That there are two basic types of impacts:
primary and secondary
60. Slides No. 13 & 14 (stream Some are negative and others are positive,
and sewers) but benefits are always accompanied by
drawbacks.
61. Benefits of environmental That an environmental assessment helps us
assessment understand theseimpacts
62. Slide No. 29 (Elements) What an environmental assessment is made
up of
63. Slide No. 33 (Questions) Important questions for advisory groups
64. Slide No. 44 (Statement How the assessment can lead to the writing
process) of an environmental impact statement
65. Slide No. 48 (Onion) That these documents and citizen partici-
pation depend upon effective communications.
66. Slide No. 53 (Activities) And that there are plenty of opportunities
for citizen advisory groups to partici-
pate in environmental assessments.
67. Horses Father: But your face has a frown. J’hat is
the matter?
Daughter: All this still doesn’t tell me
what happened in the Lorax, daddy. What
did happen to it?
Father: Go ask your mother.
68. credits (Penn State University) Music
69. Slide No. 1
U S OOVE M JT PRINTING OFFXCE: 9SO J4’-O 2/%iO
(Environmental Assessment)
25
-------
Working for Clean Water is a program designed to help
advisory groups improve decision making in water quality planning.
It aims at helping people focus on essential Lssues and questions,
by providing trained instructors and materials suitable for persona
with non—technical backgrounds. These materials include a citizen
handbook on important principles and considerations about topics
in water quality planning, an audiovisual presentation , and in-
structor guide for elaborating points, providing additional infor-
mation, and engaging in problem—solving exercises.
This program consists of 18 informational units on various
aspects of water quality planning:
Role of Advisory Groups Innovative and Alternative
Technologies
Public Participation
Industrial Pretreatment
• Nonpoint Source Pollution:
Agriculture, Forestry, and • Land Treatment
Mining
Water Conservation and
• Urban Stormuater Runoff Reuse
• Groundwater Contamination • Multiple Use
• Facility Planning in the Environmental Assessment
Construction Grants Program -
Cost—Effectiveness Analysis
Municipal Wastewater
Processes: Overview • Vastevater Facilities
Operation and Maintenance
Municipal Wastewater
Processes: Details • Financial Management
• Small Systems
The units are not designed to make technical experts out of citizens
and local officials. Each unit contains essential facts, key ques-
tions, advice on-how to deal with the issues, and clearly—written
technical backgrounds. In short, each unit provides the information
- that citizen advisors need to better fulfill their role.
This program is available through public participation coordinators.
at the regional offices of the United States Environmental Protection
Agency.
------- |