&EPA
United States
Environmental Protection
Agency
Envisioning Excellence—
The IAQ TfS Program Change Package
Accelerating Action to Create Healthier
and Safer Learning Environments
Communicate
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Envisioning Excellence—The IAQ TfS Program Change Package
Accelerating Action to Create Healthier and Safer Learning Environments
Envisioning Excellence Materials
Access all of the Envisioning Excellence
materials to learn how to achieve success
in your school district. Visit www.epa.gov/
iaq/schools/excellence.html
A tremendous knowledge base built on the accumulated learning
_Z\_of more than 1,000 schools and 10 years of research on IAQ
program success exists to help schools take action to create healthier,
safer learning environments. The Framework for Effective School
lAQPrograms synthesizes this knowledge base and EPA's Envisioning
Excellence materials provide in-depth access to it. The Envisioning
Excellence materials include actionable guidance, program strategy
suggestions, examples from leading programs, and detailed descriptions
of approaches school districts can take to apply the Framework in their environmental, health, and safety programs.
What is the IAQ TfS Program Change Package?
The IAQ TfS Program Change Package, one component of the Envisioning Excellence suite of materials, provides quick
access to the strategies and actions that successful school districts have followed to build effective and enduring IAQ
management programs. The Change Package provides an overview of the Framework for Effective School lAQPrograms,
the Six Key Drivers that comprise the Framework, and the strategies that school districts can apply to incorporate the Key
Drivers into their programs.
What Is The Framework' and How Can I Use It?
Years of research led to the discovery of a clear program Framework that underlies successful IAQ management programs.
The Framework is flexible and adaptable and any school, regardless of location, size, budget, or facility conditions, can
follow it to launch and sustain an effective IAQ program. The Framework for Effective School IAQ Programs: Six Key
Drivers presents the system for success and provides a common language for discussing the Key Drivers that contribute to
IAQ management program effectiveness:
^ • r c Tfte Framework for Effective School IAQ
• Organize tor Success '
Programs: Six Key Drivers
• Assess Your Environments Continuously
• Plan Your Short and Long-Term Activities
• Act to Address Structural, Institutional, and Behavioral Issues
• Evaluate Your Results for Continuous Improvement
• Communicate with Everyone, All the Time
The Framework for Effective School lAQPrograms is a self-reinforcing
system. As school districts incorporate each Key Driver into their
programs, overall program effectiveness increases. In addition,
the strategies that support the Key Drivers are complementary
(see the table below for the strategies); working to develop one
Key Driver will support and contribute to the development of
another. It is important to remember that effective school IAQ
management programs are works in progress and most districts
put the components of success in place over time. Effective IAQ
management is a marathon and not a sprint.
KEY to ABBREVIATIONS:
Blue Valley School District (BVSD)
West Carrollton School District (WCSD)
Hartford Public Schools (HPS)
Katy Independent School District (KISD)
School Board of Broward County Florida
(Broward)
Saugus Union School District (SUSD)
Visalia Unified School District (VUSD)
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Envisioning Excellence—The IAQ TfS Program Change Package
Organize
KEY DRIVER #I—ORGANIZE FOR SUCCESS
Strategy I.I- Develop Systematic Approach
Apply a systematic approach to coordinate and
enhance existing activities and build a sustainable IAQ
initiative.
• Follow the IAQ TfS Program model to tie disparate
facility functions together, and to get the right people
talking about environmental management.
Strategy 1.2 - Identify Existing Assests
Assess your assets and build your IAQ management
program around what already works.
• Integrate IAQ management into effective management
processes, reporting and response protocols, staff
functions, resource allocations, etc.
Strategies In Action - Develop Systematic Approach
BVSD used the IAQ TfS Program to identify which
procedures, resources, and personnel to coordinate to
improve their facilities management. By integrating
disconnected pieces, BVSD created a stronger program
from existing parts.
WCSD used the IAQ TfS Program model as a leaping-off
point for designing an environmental, safety, health, and
wellness program.
Strategies in Action - Identify Existing Assets
When launching their IAQ program in the wake of a
mold crisis, the Broward team asked an institution that
the community viewed as effective and trust-worthy
for help. The Facilities Task Force—composed of staff,
parents, and community leaders—led the initiative.
Elementary school principals in VUSD are responsible
for school health and safety issues. When launching the
IAQ initiative, VUSD added IAQ issues to principals'
responsibilities and trained them on what to look for and
how to report their findings through the same channels
already in use for other safety and health issues.
Strategy 1.3 - Design SOPs
Create standard operating procedures (SOPs) to
ensure regular facility assessments, prevention actions,
and swift problem response for IAQ.
• Publicize the links between your IAQ SOPs and the
educational mission so decision-makers and staff support
your processes.
Strategy 1.4 - Empower an IAQ Leader
Put someone in charge of the program and empower
that person to make decisions.
• Choose a strong leader who is committed to facility
health and occupant wellness, and who has the influence
required to hold people accountable for progress.
Strategies in Action - Design SOPs
BVSD adapted SOPs for facility design and capital
construction, building envelope, and major mechanical
replacement programs to establish new IAQ protocols.
BVSD also made sure that staff understood how adhering
to the IAQ SOPs would contribute to outstanding
learning environments that promote student success.
Broward established SOPs that allow immediate remedial
action in response to IAQ problems that cost less than
a threshold amount. If actions cost more than the
threshold, the problems are automatically elevated to
decision-makers.
Strategies in Action - Empower an IAQ Leader
KISD designated an Environmental Assistant Director
position within the Maintenance and Operations (M&O)
Department to direct IAQ management, hire a team,
conduct assessments, oversee prevention and response
activities, and communicate with other department heads.
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Envisioning Excellence—The IAQ TfS Program Change Package
• Communicate with staff, teachers, parents, and others
to make sure everyone knows who is in charge.
BVSD chose a coordinator for its IAQ initiative whose
role as Safety Manager had prepared him in many of
the relevant issues (facility management, pollution
prevention, etc.). He became the face of the District's
IAQ program—the "go-to guy" critical to their success.
Strategy 1.5 — Build an Effective Team
Build a team that represents your district and
community.
• In large districts, consider a district-level team to
coordinate activities with IAQ teams at each site.
Recruit members whose job functions, passions,
interests, and knowledge equip them to:
• Act on IAQ management issues (e.g., facility managers,
custodial supervisors, HVAC technicians, business
officials);
• Communicate the importance of IAQ management
efforts (e.g., nurses, public health officials, principals,
concerned parents);
• Influence decision-makers or make required decisions,
such as staff and resource allocations (e.g., department
heads, board members);
• Provide expertise on IAQ issues and the interaction
between facilities management, occupant behaviors, and
IAQ outcomes (e.g., industrial hygienists, environmental
health specialists).
Consider 'wwu.sual suspects': critics and people who
do not initially trust the district can be great additions
to the team.
• Include union representatives, disgruntled parents, and
teachers who have lodged IAQ complaints.
Strategies in Action - Build an Effective Team
Broward learned a powerful lesson about building a
representative IAQ team in the wake of a mold and
public relations crisis. The facilities staff had previously
avoided unions, teachers, and parents as much as
possible, but found that by bringing them onto the IAQ
planning team, they turned them from adversaries into
allies. Broward also recruited IAQ Committees at each
school to serve as trainers, survey administrators, and
communications channels and to coordinate IAQ work
with the district-level oversight team.
HPS' district-level health and safety team, which took
ownership of the IAQ program, augmented their
resources with team members from city, state, non-
profit, and local university communities. Outside experts
provide training, assist with walkthroughs, and help
secure grant support.
WCSD's team includes school board members, the
Superintendent, teachers, administrators, and once
skeptical parents. WCSD invited the parents who were
most vocal during the IAQ problems onto its committee
and gave naysayers a chance to contribute constructively.
After facing an early IAQ crisis, SUSD created a Parent
Oversight Committee, comprised of some of the district's
most vocal critics, to help plan the IAQ program and
conduct walkthroughs.
Strategy 1.6 - Create Champions
Create IAQ champions (on your team and in the
community) to promote program success.
• Find champions by broadcasting the link between
healthy IAQ and student performance, staff health and
morale, and facility health, and see who responds with
energy.
Look for passionate, energetic risk-takers who will
communicate the program's mission, goals, objectives,
activities, and results.
Strategies In Action - Create Champions
In BVSD, "Everyone knew how they could contribute
to healthy school environments that lead to student
success... principals saw that the program could keep
students healthy; and custodians felt pride about being
the first line of IAQ defense."
KISD looked for "someone with energy, a self-starter,
team-focused, a risk-taker, a model of exemplary
behavior, and an effective communicator," when hiring
their Environmental Assistant Director. KISD credits
their IAQ success, in part, with "the force of the team
leader's personality and persistence, which have helped..
to secure leadership buy-in, community trust, and
motivate colleagues."
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Envisioning Excellence—The IAQ TfS Program Change Package
Strategy 1.7 - Secure Senior Buy-In
Secure executive level support for your program.
• Tie the IAQ program's goals, plans, and expected results
to improved student health, wellness, and performance.
• Use crisis moments as opportunities to build buy-in and
secure investments from decision-makers, school boards,
and parents.
Strategies in Action - Secure Senior Buy-In
• HPS secured senior-level buy-in by presenting the IAQ
program as part of the solution to HPS's high asthma
rates and by describing how IAQ TfS could improve
student and staff attendance and performance.
• When the Director of M&O first arrived in KISD, he
found a mold infestation crisis, public mistrust, and staff
outrage. He seized the moment to secure Superintendent
support for an IAQ program and institutionalized
the program by creating a new M&O Environmental
Assistant Director position.
Communicate
KEY DRIVER #2—COMMUNICATE WITH EVERYONE, ALL THE TIME
Strategy 2.1 - Share Your Goals
Publicize your program's goals, plans, and expected
activities.
• Communicate the connection between your IAQ
activities and program goals so stakeholders know what
you are doing and why it is important.
Strategy 2.2 - Make IAQ Meaningful
Communicate the link between your program's plans,
activities, and results and the issues that matter most
to your audience.
• Talk to parents about how your work safeguards their
children; tell staff and administrators how it promotes
health, productivity, attendance, and performance; share
with facilities and operations and maintenance staff how
their work affects student success and reduces facilities'
wear and tear and maintenance costs.
Strategies in Action - Share Your Goals
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H
BVSD recorded its IAQ goals in its strategic plan,
communicated them to people across the District, and
explained the rationale behind them.
A KISD parent reports that "the whole district, from
students, to staff, to administrators, and parents ... are
well informed about IAQ and its health effects. The
maintenance department, new building department, and
administrators take a proactive approach to maintaining
our buildings...We have to be aware that keeping a
building in top shape costs money, but we know that it
saves money in the long run."
Strategies in Action - Make IAQ Meaningful
When marketing their program, HPS' team always
described the relationship between IAQ management and
improved asthma and attendance outcomes and clean and
healthy schools.
To recruit school nurses to lead site-based IAQ programs,
KISD's team leaders spoke passionately about how
effective IAQ management could improve nurses' jobs
and student health.
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Envisioning Excellence—The IAQ TfS Program Change Package
Consider all avenues for communication. Put posters
up to describe the mission; use Web sites, parent
newsletters, and other channels to reinforce the message;
communicate your IAQ mission at every opportunity.
Strategy 2.3 - Be Transparent & Inclusive
Be transparent when communicating assessment
findings, responses, and prevention plans.
• Invite parents, media, health department officials, and
others to examine problems and be part of the solution.
Be inclusive when planning your IAQ program to
build understanding, trust, and support.
• Invite a broad group of people to the planning
table, including those who are most critical of your
management, to help you plan and implement your IAQ
program.
BVSD generated support for the IAQ program
by emphasizing how it would manifestly support
the district's goal of "creating outstanding learning
environments." The IAQ team also mailed newsletters
to all households in the district, to share the message
that "Each day we wait to improve IAQ money is lost."
The public got the message and now supports the IAQ
activities through bond initiatives and volunteerism.
VUSD sought help from a local asthma coalition and its
school nurses to educate teachers about the links between
non-approved chemicals (such as air fresheners and
cleaning products) and asthma problems in students.
Strategies in Action - Be Transparent & Inclusive
KISD takes community members on walkthroughs to
demonstrate how their IAQ program functions and shares
information on problems and planned solutions.
After a very public mold crisis, Broward revamped their
communications approach. Issues were once addressed
quietly, but the district now broadcasts information—
problems and all—on the Web, cable television, and
through parents' groups and unions.
WCSD involved the community in program planning
and implementation. "Involving everyone helped
convince them of our sincere commitment to protect
their health and safety."
Strategy 2.4 - Communicate Results (ROI)
Communicate your results to everyone in the
community.
• Share information on your efforts and their results so
the community can understand the full circle of IAQ
management—risk identification, action, prevention,
and improvement—and see why IAQ investments and
behavior/policy changes are worth supporting.
Strategies in Action - Communicate Results (ROI)
• At WCSD, "Folks know that.. .things get done because
we make sure to follow every issue and we communicate
what we're doing, why we're doing it, and what to expect
next."
• KISD delivers assessment reports to school principals
summarizing findings and responses. Over time,
principals have paid increasing attention to the reports
because they have seen the response and concluded that
the reports must contain important information.
• BVSD shares IAQ program progress by reporting on
daily, weekly, and monthly improvements to the school
board and community.
• Every office manager in SUSD schools maintains an
"IAQ File Box" that is accessible to the parents and
community. The box includes completed checklists and
walkthrough results.
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Envisioning Excellence—The IAQ TfS Program Change Package
Assess
KEY DRIVER #3—ASSESS YOUR ENVIRONMENTS CONTINUOUSLY
Strategy 3.1 - Walk the Grounds
Conduct regular walkthrough assessments to identify
pollutant sources, contributors, and IAQ risks.
• Teach on-site staff to conduct walkthrough assessments.
• Look for structural, mechanical, environmental, or
occupant behavior issues that can lead to poor IAQ.
• Describe to occupants the issues you are looking for,
listen to their concerns, and describe your response plans.
Regularly review walkthrough results to identify response
and preventive actions to avoid future problems.
Strategy 3.2 - Listen to Occupants
Survey occupants to collect information on the health
of the facility and assess their satisfaction.
• Use the survey to educate occupants about common IAQ
problems, what to look for, and steps they can take to
safeguard the environment.
Create a standard format or system for collecting
information from occupants to make it easy for them
to share with you.
Strategy 3.3 - Use Technology
Use technology to simplify assessments and collect
data.
• Use monitoring equipment to assess facilities. Many
school districts use tools such as digital psychrometers
(for temperature and relative humidity readings, dew
point, wet-bulb, and moisture content readings),
anemometers (measures airflow), data loggers (records
temperature, humidity, illumination, and other inputs),
CO monitors, and other devices.
Strategies in Action - Walk the Grounds
HPS trained school-based teams by walking them
through example areas at a school site. They learned
to spot a variety of IAQ and other conditions that
could compromise health or create a hazard. The team
members also learned to link findings with reported
health symptoms and report findings to the district for
resolution.
KISD's environmental team conducts regular
walkthroughs of all 10 million+ square feet of their
facilities. The team leader trained her staff to conduct
effective walkthroughs, capture baseline and annual
assessment data, process work orders promptly, and route
work orders according to KISD protocols to ensure swift
response to any pending issues and regular prevention
actions to head-off problems.
Strategies in Action - Listen to Occupants
Broward uses a technology solution to collect data from
occupants at 253 schools. A simple, anonymous, online
form for reporting facility conditions generates valuable
data.
Once per year, building occupants in WCSD receive
a survey on everything from chemical usage to
cleanliness. The Environmental Health & Safety
(EH&S) Committee uses occupant surveys to design
walkthroughs. "In the beginning, we received surveys
without names or room numbers. Now that we have
increased trust and credibility, the staff puts detailed
information on the surveys because they know we will
examine their concerns, and take action."
Strategies in Action - Use Technology
BVSD uses technology—including an Aircuity machine, a
Forward Looking Infrared camera, and an Environmental
Management System—to measure facility parameters
during walkthroughs; and to continuously monitor
filtration, air flow, temperature, and relative humidity in all
facilities. BVSD's tools help limit lost instructional time by
heading off potential problems.
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Envisioning Excellence—The IAQ TfS Program Change Package
Use technology to manage data and track response
and prevention activities.
• A coordinated system can manage occupant survey
data, feed into a work order system, and track pending,
completed, and planned activities.
Strategy 3.4 - Determine a Baseline
Establish your facility performance baseline.
Gather data on usual performance to identify areas for
improvement and to establish metrics for tracking impact
over time.
• Examples of baseline data to collect include average IAQ
complaints per month; average temperature, relative
humidity, CO2 and ventilation rates; frequency with
which HVAC filters are changed; and more.
The same system that Broward uses to collect survey data
helps district staff to plan walkthroughs, and manage
corrective actions and preventive maintenance. Broward's
IAQ inspectors even have handheld devices with summarized
occupant reports that guide their validation assessments.
VUSD uses an electronic work order system to capture
IAQ concerns. A special check box denotes IAQ issues,
and the operations staff is able within 24 hours of receipt
of the work order to begin its investigation to address
the concern. Staff can add pictures and comments in the
system to create an online record of each concern and
its resolution. In addition, VUSD uses an integrated
electronic site checklist for IAQ and other issues.
Strategies in Action - Determine a Baseline
WCSD conducts room checks at least once per month to
measure thermal comfort and CO2 and tracks variations
against the baseline.
SUSD compiles an annual IAQ summary for each
building that includes information on cleanliness,
moisture, thermal comfort, and ventilation. They
compare annual data to identify problems, trends, and
successes.
Strategy 3.5 - Keep Customers Satisfied
Respond promptly to occupant concerns and
demonstrate that you take their concerns seriously.
• Think of your occupants as customers and show them
that their concerns matter because you value their health.
Engage occupants in your work to generate trust and
support.
• Tell complainants what you plan to do in response to
their concerns, share any data you have with them, and
inform occupants when and how concerns are resolved.
Strategies in Action - Keep Customers Satisfied
BVSD's IAQ team follows up within 24 hours of
receiving an IAQ issue report by talking with the
complainant and describing next steps. They also discuss
work in progress. BVSD's culture of customer service has
built trust and created a joint sense of facility ownership.
WCSD's EH&S Committee let people know how to
report IAQ issues and ensured swift follow-up. "We
educated the teachers about what types of health or
comfort issues may be IAQ-related... if there is a health
complaint, we immediately get into the school building
and monitor temperature, humidity, CO, and CO2."
Strategy 3.6 - Identify and Prevent Risks
Identify IAQ risk factors and opportunities for
improvement and take preventive, not just responsive,
action.
Strategies in Action - Identify and Prevent Risks
The BVSD team prioritizes custodian training. BVSD
teaches custodians "to identify and report moisture leaks
and mold growth and to take pictures and map leaks...
We aim for the root of the problem."
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Envisioning Excellence—The IAQ TfS Program Change Package
Consider opportunities to educate occupants and
custodians, update maintenance and policies, or take
precautionary action, such as sealing foundation cracks
to prevent moisture intrusion. Schedule these actions
now to save time and money and reduce risks down the
line.
WCSD takes major preventive action as often as possible.
For example, when the district received $ 1 million
because their insurer restructured its business, WCSD
spent some money to replace carpets. It had been too
difficult to ensure that carpets were not harboring dust
mites, particulate matter, mold, or other allergens, so they
removed the carpet and laid tile. "In the next year, that
school saw a 9 percent improvement in attendance rates."
KEY DRIVER #4—PLAN YOUR SHORT AND LONG-TERM ACTIVITIES
Strategy 4.1 - Prioritize Actions
Think strategically about the order and importance of
your short and long-term activities.
• Prioritize the most serious risks, such as CO and CO2
build-up and chemical releases, and those that can lead
to high-cost repairs, such as untended moisture leaks, as
first-order activities.
Strategy 4.2 - Put Goals in Writing
Include IAQ program goals and objectives in
documents that codify SOPs and institutionalize long-
term programs.
• List your program goals, plans, and responsibilities in
the district's strategic plan, facility operations plans, staff
training programs, operating manuals, etc.
• Articulate your programs goals and objectives clearly and
publicly so they become accepted yardsticks for district
performance.
Tie your goals to the results you expect.
• Target results might include decreased response time
for IAQ concerns, decreased number of complaints,
improved occupant satisfaction, and decreased absences
and improved student performance.
Strategies in Action - Prioritize Actions
KISD prioritizes IAQ activities in two ways: (1) after
walkthroughs, each M&O supervisor reviews their action
lists and ranks priority actions according to risk; and (2)
before spending money on major upgrades, KISD seals
all areas of the building envelope, windows, and doors to
prevent moisture and mold.
Strategies in Action - Put Goals in Writing
BVSD institutionalized their program by including goals
and measures for success in the district's strategic plan.
The IAQ team is publicly accountable and they have
senior-level support for the program because the board,
superintendent, and others know the IAQ program's
focus is on significant environmental accomplishments.
KISD's IAQ program has a very public mission statement
(on their Web site, the office walls, etc.) that makes the
program's goals clear and ties them to results: "Good
IAQ is an important component of a healthy indoor
environment and is necessary for schools to reach their
primary goal of educating students."
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Envisioning Excellence—The IAQ TfS Program Change Package
Strategy 4.3 - Start Small
• Continuously plan your prevention and upgrade
activities recognizing that you cannot do everything
all at once.
• Effective IAQ management is a marathon, not a sprint.
Strategies in Action - Start Small
Strategy 4.4 - Work in Stages
Do not try to do everything all at once: make your
goal strategic action, not immediate action.
• Some districts begin with a pilot project. Others act on
all of the upgrades they can handle in-house at low cost
and later move onto more complex tasks, like equipment
replacements.
Identify your action steps, set a schedule, follow your
work plan, and track your progress.
Strategy 4.5 - Plan for the Future
Design operations to ensure future IAQ protection
and continued best management practices.
• Planning should address everything from IAQ for
renovation and new construction to training and
communication plans to keep staff and district
stakeholders up-to-date on IAQ policies and results.
BVSD launched an IAQ program by finding
opportunities to improve IAQ without much new work.
They 'pushed the fly wheel forward' with small wins that
continually generated momentum and support.
HPS made upgrades at one site (e.g., repaired leaks,
improved cleaning and maintenance protocols, removed
old carpet, etc.) that contributed to reduced asthma visits
to the school nurse, and used the early success to fuel a
multi-year, program roll-out.
Strategies in Action - Work in Stages
HPS put the components of success in place gradually.
Initially, it had a pilot project and used that example to
build support for a broader program. HPS then launched
a district-wide training program and created school-based
health and safety teams. The teams then assessed the
facilities, and so on.
Broward has a plan for rolling out IAQ TfS to all 253
schools in the district in stages including prioritizing
assessments, prevention, and response activities.
Strategies in Action - Plan for the Future
KISD faces rapid population growth (adding up to
3-5,000 students per year). The district has ensured
that growth will not compromise IAQ because it has a
renovation and construction plan that safeguards IAQ
VUSD builds IAQ safeguards into their purchasing
strategy. When a site submits a purchase order for
new equipment, the purchasing department contacts
maintenance to assess how the potential purchase
may affect IAQ Integrating IAQ considerations
into purchasing plans allows VUSD to prevent IAQ
problems.
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Envisioning Excellence—The IAO TfS Program Change Package
^m
KEY DRIVER #5—ACT TO ADDRESS STRUCTURAL, INSTITUTIONAL, AND
BEHAVIORAL ISSUES
Strategy 5.1 - Educate Staff About IAQ
to Change Behavior
• Educate staff on IAQ risks, signs of problems, and
how to report what they find.
• Give occupants knowledge of common IAQ risks and
the power to act to protect the buildings. Turn them into
IAQ guardians and champions.
• Include leadership and stewardship messages in your
education programs. Convey that facility health is a
joint responsibility and that it takes a team of proactive
occupants, staff, and managers to prevent problems and
deliver outstanding learning environments.
• Act quickly on staff reports to teach them that their
attentiveness is valued.
• Show occupants the fruits of their labors to ensure that
they continue to serve as a first line of defense against
IAQ risks.
Strategy 5.2 - Train Occupants to
Address IAQ Risks
Train staff and occupants to identify and prevent
IAQ problems to change the way your institutions
function.
• Turn occupants into on-site facility managers, inspectors,
and planners by training staff, administrators, teachers,
and even students to look out for IAQ risks and
take simple actions to prevent problems (e.g., wipe
up moisture spills immediately, store foods in tight
containers, do not allow pets in classrooms, etc.).
Strategies in Action - Educate Staff About IAQ
to Change Behavior
BVSD's IAQ team meets with principals annually to
educate them about the IAQ program, and to share
a 'cheat sheet' that lists the roles, responsibilities, and
contact information of facilities department staff. Most
principals subsequently become active site managers.
Each SUSD site elects a teacher to serve as IAQ
Coordinator. The Coordinators receive training and
then train site-based Committees. The Coordinators also
provide program updates at weekly staff meetings to build
awareness of the IAQ program across the district.
KISD established an online work order system and IAQ
Coordinators became the hub for IAQ concerns at each
site. The district-level team educated Coordinators and
occupants about IAQ issues and reporting protocols.
Now, they report issues using the online system because
they have seen that their reports lead to action.
Strategies in Action - Train Occupants to
Address IAQ Risks
HPS trained site-based health and safety teams to
conduct assessments, report their findings, and rank
priority actions. In so doing, HPS empowered occupants
with a role in facility protection, dispersed authority
across the district, and built a more sustainable program.
During assessments, Broward's IAQ team often identifies
issues that are at their root behavioral, and addresses
them through training. For example, when investigating
dust complaints, the team found cluttered, hard to clean
classrooms, so they recommended that the site's IAQ
Committee convene custodial staff and occupants to talk
about what it takes to keep a room clean.
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Envisioning Excellence—The IAQ TfS Program Change Package
Strategy 5.3 - Address the
Source of Problems
Identify the underlying cause(s) of problems at the
first sign of an IAQ issue and do not be satisfied with
cosmetic fixes.
• Ground your preventive maintenance program in root
cause analysis: programs that see the biggest return on
investment are those that address problems at the source.
Strategies in Action - Address the
Source of Problems
In BVSD, training for all lead custodians focuses on 'the
root of the problem' rather than superficial solutions.
Lead custodians learn to conduct regular walkthroughs,
effectively report potential problems (see it, map it, report
it), and train their colleagues to do the same.
KEY DRIVER #6—EVALUATE YOUR RESULTS FOR CONTINUOUS
IMPROVEMENT
Strategies in Action - Solicit Feedback
Occupants in WCSD facilities receive an annual
survey, the results of which (in tandem with building
walkthroughs) drive the district's determination of the
IAQ program's performance and priorities.
BVSD asks occupants to score the school's indoor
environment on annual surveys and aims to receive scores
of at least 4 out of 5 from 100 percent of respondents.
Strategy 6.1 - Solicit Feedback
Ask occupants for input on your program's
effectiveness to improve community relations and
gather valuable data.
• Ask occupants for feedback on their comfort with your
IAQ program, the ease of reporting concerns, perceived
effectiveness of response to reports, and satisfaction with
the indoor environment.
Strategy 6.2 - Capture Return on Investment (ROI)
Establish and track quantitative targets for your
program wherever possible.
• Identify measures that assess program implementation
and your progress toward program goals. Consider
tracking the number of school nurse visits, IAQ
complaints, operating costs, training frequency, and
other metrics.
• Measure ROI across several benchmarks to identify
accomplishments; recognize areas for more concentrated
effort; distinguish effective from ineffective tactics;
assess some of the financial value of your program; and
demonstrate program merit.
Strategies in Action - Capture ROI
WCSD tracked attendance rate improvements since
the outset of the IAQ program. This data has helped to
encourage the custodial staff and others who implement
the program by showing them how their efforts pay off in
very tangible terms. Based on the district's demonstrable
results, WCSD's voters approved the conversion of fixed-
term to continuing levies to provide continuous funds for
long-term facility improvements and upgrades.
BVSD documented reduced operating costs associated
with the IAQ program (e.g., energy savings from HVAC
upgrades) and used the proof of savings to plough money
back into the program. BVSD also documented a rise in
test scores every year since the IAQ TfS Program began
and fewer per capita IAQ complaints.
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