United States
Environmental Protection
Agency
EPA 402-K-10-004 I August 2010 I www.epa.gov/iaq
anagmg Asthma
in the School Environment
Indoor Air Quality Tools for Schools
v^
Indoor Air Quality (IAQ)
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Indoor Air Quality
Take Action to Manage Asthma in the
School Environment
1. Establish and Continuously Evaluate an Indoor Air
Quality - IAQ - Management Program in Your School or District.
• Use the IAQ Tools for Schools Action Kit and "Framework for Effective School
IAQ Management" and implement the IAQ practices outlined in this booklet to
improve the school environment, support children's health and reduce exposure to
environmental asthma triggers.
2. Develop an Asthma Management Plan in Your School or District.
• Adopt school policies to support Asthma Action Plans, student access to inhalers
and other asthma medications, and emergency procedures for school staff to use
when a student has an asthma attack.
• Use the Centers for Disease Control and Prevention's - CDC - "Strategies for
Addressing Asthma within a Coordinated School Health Program" to guide the
development of your Asthma Management Plan. Follow national guidelines to
administer high-quality asthma care in schools.
• Evaluate and monitor program effectiveness by using CDC's evaluation guidance
designed specifically for asthma programs.
• Identify all students with asthma. Focus resources, in particular, on students
whose asthma is not well controlled.
3. Reduce Environmental Asthma Triggers.
• Recommended actions to reduce these triggers include:
• Control animal allergens. • Control sources of indoor air
• Control cockroach and pest allergens. pollutants.
. Clean up mold and control moisture. " Reduce exposure to dust mites.
Visit http://www.epa.gov/asthma for information on common asthma triggers and
how to manage them; asthma education programs available in your community; and
no-cost resources that schools can use to educate students and staff about asthma.
http://www.epa.gov/iaq/schools
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The Asthma Epidemic
Asthma has reached epidemic proportions in
the United States, affecting millions of people
of all ages and races. An average of one out of
every 10 school-age children now has asthma,
and the percentage of children with asthma is
rising more rapidly in preschool-age children
than in any other age group. Asthma is a
leading cause of school absenteeism due to
a chronic condition, accounting for nearly
13 million missed school days per year.
Asthma also accounts for many nights of
interrupted sleep, limits activity and disrupts
family and caregiver routines.
Asthma symptoms that are not severe enough
to require a visit to an emergency room or
to a physician can still be serious enough to
prevent a child with asthma from living a fully
active life.
Asthma is a long-term, inflammatory disease
that causes the airways of the lungs to
tighten and constrict, leading to wheezing,
breathlessness, chest tightness and coughing.
The inflammation also causes the airways of
the lungs to become especially sensitive to
a variety of asthma triggers. The particular
trigger or triggers and the severity of
symptoms can differ for each person
with asthma.
Because Americans spend up to 90 percent
of their time indoors, exposure to indoor
allergens and irritants may play a significant
role in triggering asthma episodes. Some
of the most common asthma triggers
found in schools, as well as techniques to
mitigate them, are addressed in the Reduce
Environmental Asthma Triggers section
on page 7.
Asthma is a
leading cause
of school
absenteeism
due to a chronic
condition,
accounting
for nearly
million
IAQ Tools for Schools MANAGING ASTHMA IN THE SCHOOL ENVIRONMENT 1
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Asthma in Schools
Each day, one in five Americans occupies a school building.
The majority of these occupants are children. Environmental
asthma triggers commonly found in school buildings include
respiratory viruses; cockroaches and other pests; mold resulting
from excess moisture in the building; dander from animals in
the classroom; and dander brought in on clothing from animals
at home. Secondhand smoke and dust mites are other known
environmental asthma triggers found in schools. Children with
asthma may be affected by other pollutants from sources found
inside schools, such as unvented stoves or heaters and common
products including chemicals, cleaning agents, perfumes,
pesticides and sprays. In addition, outdoor environmental
asthma triggers, like ozone and particle pollution, or bus
exhaust, can affect children with asthma while at school.
Students with uncontrolled asthma often miss more school
and have poorer academic performance than healthy students.
With the help of strong school asthma management programs,
students with asthma can have equally good school attendance.
When asthma is well controlled, students are ready to learn.
Effectively managing a child's asthma is best accomplished
through a comprehensive plan that addresses both the medical
management of the disease and the avoidance of environmental
triggers. Because children spend most of their time in schools,
day care facilities or at home, it is important to reduce their
exposure to environmental asthma triggers as much as possible
in each of these environments. This publication focuses on steps
that schools can take to help children breathe easier.
2 | http://www.epa.gov/iaq/schools
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Establish and Evaluate an IAQ Management
Program in Your School or District
Many IAQ problems in schools can impact
the health of students and staff, including
those with asthma, hi order to help improve
IAQ, school districts all across the country
have successfully adopted the IAQ Tools for
Schools Program. The IAQ Tools for Schools
Program is a comprehensive set of resources
that is helping school officials safeguard and
improve school occupant health, comfort,
attendance and performance.
The IAQ Tools for Schools Program
provides programmatic guidance through
the "Framework for Effective School IAQ
Management" to help schools develop
sustainable, effective IAQ management
programs using proven strategies,
organizational approaches and leadership
styles that are fundamental to program
effectiveness. The "Framework for Effective
School IAQ Management" helps schools
develop and sustain a clear vision of the
pathway to school IAQ excellence.
hi addition, the IAQ Tools for Schools
Action Kit provides technical guidance and
straightforward checklists to help school
personnel identify, resolve and prevent IAQ
problems. Using an IAQ management plan
that includes checklists for the entire building
can lower student and staff exposure to
asthma triggers and a range of other harmful
exposures. The checklists available in the IAQ
Tools for Schools Action Kit help schools
implement consistent, appropriate practices
for a variety of school maintenance issues,
classroom policies and practices, and much
more. See page 9 for a list of all the checklists
contained in the Action Kit.
Most schools form a multi-disciplinary
IAQ coordinating team to implement the
guidance in the IAQ Tools for Schools Action
Kit. Because IAQ problems can originate
anywhere in the school building, the entire
staff should be informed about and participate
in improving IAQ. Students also can be
involved in the process. Thousands of schools
across the country are doing it just this way.
* For more information about EPA's IAQ
Tools for Schools Program and the
"Framework for Effective School IAQ
Management," visit the Program's website
at http://www.epa.gov/iaq/schools.
• Download the IAQ Tools for Schools
Action Kit at http://www.epa.gov/iaq/schools/
actionkit.html.
• Information about K-12 lesson plans on
IAQ can be found on the IAQ Tools for
Schools Program website at http://www.epa.
gov/iaq/schools/curricula.html.
'hen
asthma
is well
controlled,
students
are ready
to learn.
managing a
child's asthma
is best
accomplished
through a
comprehensive
plan that
addresses both
the medical
management of
the disease and
the avoidance of
environmental
triggers.
IAQ Tools for Schools MANAGING ASTHMA IN THE SCHOOL ENVIRONMENT 3
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Case Study: Broward County Public Schools
Prior to 2002, Broward County Public Schools did not have an integrated
system to manage its IAQ. But when a building audit revealed that seven
elementary schools had moisture problems, the district knew it needed to act
quickly to protect the buildings and their occupants. School district officials
turned to the IAQ Tools for Schools Program to address the immediate issues,
and then develop a comprehensive, integrated approach to proactively manage
indoor environments and indoor environmental health.
Clean Up Mold and Control Moisture: School district personnel immediately
investigated and attacked moisture and mold problems. Mitigating a serious
public outcry and wanting to communicate well with the community, school
district personnel provided public access to IAQ reports and the district's IAQ
management plan. The district's quick actions - supported by IAQ Tools for
Schools Program guidance - helped repair the district's image and secured the
integrity of the buildings' structures. With the immediate problem under control,
the district used the crisis as a springboard to launch a permanent IAQ program
that addressed indoor environmental quality and health comprehensively.
Develop and Evaluate a District- or School-Wide Asthma Management
Plan: In an effort to focus more specific attention on asthma, in 2008,
the school district established the Asthma Improvement and Management
Program. The district uses school-level data to address asthma in a culturally
competent manner with students, parents and faculty. With the program
growing in popularity, the demand for asthma education in schools is increasing
and those involved report fewer days missed from school and fewer visits to the
health room for asthma-related issues. The program is a complement to the
technical IAQ work the district is already doing to reduce asthma triggers and
maintain quality indoor air for all students.
Conclusion: While a crisis is often the initial reason for swift action,
successful districts leverage crises to improve community relations, decrease
student absences and ensure quality, long-term facilities maintenance. An
asthma management plan complements an IAQ management plan and is
a natural extension of environmental management and efforts to improve
environmental health.
4 | http://www.epa.gov/iaq/schools
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Develop an Asthma Management Plan
in Your School or District
An IAQ management program that does not
address asthma will not be able to address
environmental health risks comprehensively.
because IAQ and asthma are inextricably
linked. By managing IAQ, you are already
taking an important first step to managing
asthma in your school or district. However.
IAQ is only one component of effective
asthma management. To address asthma on
all fronts, it is important to have an asthma
management plan. If you are using the IAQ
Tools for Schools Program and "Framework
for Effective School IAQ Management," you
most likely have the sustainable programmatic
infrastructure in place to address this critical
need in a more measurable, targeted and
intentional way.
The components of "CDC's Strategies for
Addressing Asthma within a Coordinated
School Health Program," described below.
form the foundation for an effective asthma
management plan.
1. Establish management and support
systems for asthma-friendly schools.
2. Provide appropriate school health and
mental health services for students with
asthma.
3. Provide asthma education and awareness
programs for students and school staff.
4. Provide a safe and healthy school
environment to reduce asthma triggers.
5. Provide safe, enjoyable physical
education and activity opportunities for
students with asthma.
6. Coordinate school, family and
community efforts to better manage
asthma symptoms and reduce school
absences among students with asthma.
For more information, download the following
guidance documents:
• "CDC's Strategies for Addressing
Asthma within a Coordinated School
Health Program," at: http://www.cdc.gov/
healthyyouth/asthma/strategies. htm.
• "Managing Asthma: A Guide for Schools,"
at: http://www.nhlbi.nih.gov/health/prof/lung/
asthma/asth_sch.htm.
It is important to identify all students with
asthma through monitoring morbidity
associated with asthma, for example, frequent
episodes at school, health room visits, limited
physical activity, needing to leave school
early or absenteeism. This can help to assess
which programs or monitoring activities your
school or district should implement. Focus
resources on students whose asthma is not
well controlled in order to promote improved
school attendance and performance.
hi order to identify what works and how
you can improve the design and delivery of
your school asthma management plan, it is
essential to monitor program effectiveness.
CDC and EPA offer resources on evaluation
guidance specifically for asthma programs.
To view a webinar entitled "Evaluating
School-based Asthma Programs," visit http://
www.asthmacommunitynetwork.org/webinars/
program_evaluation_basics.aspx.
As you develop
your district's or
school's Asthma
Management
Plan, consider
incorporating the
following activities
for quality asthma
IAQ Tools for
Schools
Action Kit
Identify all
students with
asthma
• Provide
school-based
asthma
education
programs
• Communicate
with parents
IAQ Tools for Schools MANAGING ASTHMA IN THE SCHOOL ENVIRONMENT 5
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Case Study: Charlotte-Mecklenburg Schools
Prior to 2002, Charlotte-Mecklenburg Schools, an urban district in North
Carolina, had little knowledge of which students had asthma. However, school
health officials realized that asthma was a growing problem in the community
and that nationwide, asthma absences represented a heavy burden to students
and school systems. They set out to better understand the impact that asthma
was having on their district.
Identify All Students with Asthma: School health leaders began by talking
with students and parents to determine if students had ever been diagnosed
with asthma or if they currently had asthma symptoms. These data formed
the baseline for a compelling case made to the superintendent and school
board for increased funding and programming for asthma education and
management. Once they began moving forward with their plan, these data also
helped school district leaders prioritize their efforts. By comparing asthma rates
to absentee data, they were able to identify schools with the greatest needs
for increased school health presence, allowing them to immediately establish
asthma-focused school health teams where they were needed most.
Develop and Evaluate a District- or School-Wide Asthma Management
Plan: The district established a plan to manage asthma based on CDC's
"Strategies for Addressing Asthma within a Coordinated School Health Program."
(See page 5 for more information on this guidance document.) At the heart of
their plan was the Asthma Education Program, which is founded and structured
around two core goals. The first goal is to create healthy, safe learning
environments for students with asthma by institutionalizing asthma education
and awareness through student, staff and family learning opportunities. The
second is to provide in-depth case management to students with poorly-
managed asthma through a partnership with the local health department and a
respiratory care program.
Conclusion: School officials created a realistic, district-wide asthma
management plan that spanned departments and multiple levels of management
to establish a coordinated school health program. Working step by step, the
district evolved and adapted their program and its strategies to find what worked
and what did not work in helping students better manage their asthma.
6 | http://www.epa.gov/iaq/schools
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Reduce Environmental Asthma Triggers
Help manage asthma in your school with the following tips for controlling environmental
asthma triggers.
Control Animal Allergens:
Classrooms often adopt animals as classroom
pets or science projects. Any warm-blooded
animals, including gerbils, birds, cats, dogs.
mice and rats, may trigger asthma. Proteins.
which act as allergens in the dander, urine or
saliva of warm-blooded animals, can cause
allergic reactions or trigger asthma episodes in
people sensitive to animal allergens.
The most common sources of animal allergens
in schools are in the air and on the clothing
of staff and children who handle pets. If
an animal is present in the school, there is
a possibility of direct, daily exposure to
the animal's dander and bodily fluids. It is
important to realize that, even after extensive
cleaning, pet allergens may stay in the
indoor environment for several months after
the animal is removed. In addition, animal
allergens can readily migrate to other areas
of the school environment through the air
and on the clothing of staff and children who
handle pets.
The most effective method to control exposure
to animal allergens in schools is to keep your
school free of warm-blooded animals.
Control Cockroach and
Pest Allergens:
Cockroaches and other pests, such as rats
and mice, are often found in the school
setting. Certain proteins that act as allergens
in the waste products and saliva of pests can
cause allergic reactions or trigger asthma
symptoms in some individuals.
Pest problems in schools may be caused or
worsened by a variety of conditions, such
as plumbing leaks, moisture problems, and
improper food handling and storage practices.
To manage and avoid pest problems, it is
important to control water and food sources.
Integrated pest management - IPM - is
composed of commonsense practices that
should be used throughout the entire school.
There are four key IPM methods for reducing
exposure to pests in the school setting:
• Look for signs of pests.
• Do not leave food, water or garbage
exposed.
• Remove pest pathways and shelters.
• Use pest control products such as
poison baits, traps and pesticide sprays.
as needed and as allowed by state law.
IAQ Tools for Schools MANAGING ASTHMA IN THE SCHOOL ENVIRONMENT 7
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However, do not rely on widespread, indiscriminate use of
pesticides to control pests.
• Track cockroach populations by using small sticky traps or
monitoring traps that contain no pesticide.
• Rather than using bait, trap rats and mice.
• Use pesticide sprays in classrooms only as a last resort.
Clean Up Mold and Control Moisture:
Molds can be found almost anywhere; they can grow on
virtually any substance if moisture is present. Molds produce
tiny reproductive spores that travel through the indoor and
outdoor air continually. When mold spores land on a damp spot
indoors, they digest available material to survive and grow.
When mold growth occurs in buildings, it may be followed
by reports of health symptoms from some building occupants,
particularly those with allergies or respiratory problems.
Potential health effects and symptoms associated with mold
exposures include allergic reactions, asthma exacerbations and
other respiratory complaints.
If excessive moisture or water accumulates indoors, mold
growth may occur, particularly if the moisture problem remains
undiscovered or unaddressed. Moisture problems in school
buildings can be caused by a variety of problems, including roof
and plumbing leaks, condensation and excess humidity. Some
moisture problems in schools have been linked to changes in
building construction practices. For example, tightly sealed
buildings may not allow moisture to escape as easily. Moisture
problems in schools also are associated with delayed or
insufficient maintenance, sometimes due to budget constraints.
Temporary structures in schools, such as trailers and portable
classrooms, have also frequently been associated with moisture
and mold problems.
To prevent mold from being a problem in your school, take the
following actions:
• Eliminate sources of moisture by reducing indoor humidity.
• Prevent moisture condensation through the proper use of
insulation.
• Inspect the building for signs of mold, moisture, leaks or spills.
• Respond promptly when you see signs of moisture and/or
mold or when leaks or spills occur.
Because moisture is the key to mold control, it is essential to
clean up the mold AND get rid of excess water or moisture. If
the excess water or moisture problem is not fixed, mold will most
likely grow again, even if the area was completely cleaned. Clean
hard surfaces with water and detergent and dry quickly and
completely. Absorbent materials such as ceiling tiles may have to
be discarded.
For more information on mold clean-up and moisture control in
schools, go to http://www.epa.gov/iaq/schools/tfs/guideh.html.
Control Sources of Indoor Air Pollutants:
Usually the most effective way to improve IAQ is to eliminate
individual sources of pollution or to reduce their emissions.
Common sources of indoor pollution include secondhand smoke,
school bus diesel exhaust coming into the school building, the
off-gassing of furnishings and flooring, and chemicals from
cleaning products. The following pollutant sources are especially
important to control:
• Secondhand Smoke. Secondhand smoke is an irritant that
may trigger an asthma episode, and evidence suggests that
secondhand smoke may cause asthma in children. EPA
estimates that exposure to secondhand smoke exacerbates
asthma symptoms in 200,000 to 1,000,000 children. It
is imperative for school districts to develop and pass
8 | http://www.epa.gov/iaq/schools
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comprehensive tobacco-free school policies.
and then enforce these policies at all times.
hi addition, it is recommended that schools
educate staff, students and the community
on the effects of secondhand smoke and its
relation to asthma.
• School Bus Exhaust. Passing no-idling
policies near the school building can reduce
the indoor air pollution from school bus
exhaust. Learn more about the Clean School
Bus USA program at http://www.epa.gov/
cleanschoolbus.
• Cleaning Products. Choosing the least-
toxic cleaning methods and selecting
appropriate products are important
components of pollutant control. Fumes
from cleaning products can linger long
after they have been applied, which
can exacerbate asthma symptoms and
expose students and staff to potentially
harmful substances. Learn more about
environmentally preferable purchasing at
http ://www. epa. gov/e pp/.
• Chemical Management. The School
Chemical Cleanout Campaign gives K-12
schools information and tools to responsibly
manage chemicals. A successful chemical
management program meets the unique
needs of each school and ensures that all
schools are free from hazards associated
with mismanaged chemicals. Learn more
about the School Chemical Cleanout
Campaign at http://www.epa.gov/wastes/
partnerships/sc3/index.htm.
Reduce Exposure to Dust Mites:
Dust mite allergens play a significant role
in triggering asthma. They may cause an
allergic reaction or trigger an asthma episode
in sensitive individuals. In addition, there is
evidence that dust mites cause new cases of
asthma in susceptible children.
Dust mites are too small to be seen but are
found in schools in carpeting, upholstered
furniture, stuffed animals or toys, and pillows.
Their food source is dead skin flakes and these
tend to accumulate in porous fabric materials.
It is important to keep classrooms free of
clutter, to dust regularly and to wash items
frequently that attract dust. When using
pillows, cover them with dust-proof, allergen-
impermeable, zipped covers. If stuffed toys
are necessary, choose ones that can be washed
in hot water. People with asthma or dust mite
allergies should leave any area while it is being
vacuumed. Vacuums with high efficiency
filters or central vacuums may be helpful.
Conclusion
Maintaining good IAQ practices, as seen in
the IAQ Tools for Schools Program and Action
Kit, can significantly reduce the presence
of environmental asthma triggers and set
the framework for establishing an asthma
management plan in your school.
Administrative Staff
Checklist
Building and Grounds
Maintenance Checklist
Food Service Checklist
Health Officer/School
Nurse Checklist
Integrated Pest
Management Checklist
Renovation and Repairs
Checklist
School Officials Checklist
Teacher's Classroom
Checklist
Ventilation Checklist
Walkthrough Inspection
Checklist
Waste Management
Checklist
Start improving indoor air
quality t"H=»" h» wicitmcr
http://www.epa.gov/
iaq/schools/actionkit.
htmlttChecklists
download
:klists,
which are also available in
Spanish.
IAQ Tools for Schools MANAGING ASTHMA IN THE SCHOOL ENVIRONMENT 9
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Case Study: Hartford Public Schools
In 2001, a study of Medicaid-eligible, school-aged children in Hartford revealed
an asthma prevalence of 19 percent, nearly double the national average. The
city council quickly declared an asthma emergency and, in partnership with
Hartford Public Schools, established goals to manage asthma throughout the
community. Heeding the call, the school district identified existing assets to
leverage their limited resources into gains for the health and well-being of
students with asthma.
Use the IAQ Tools for Schools Action Kit and Framework to Develop
an IAQ Management Plan: Two school district employees were identified
to lead the district's response to the problem. They knew that to create an
effective wellness program, they needed to forge connections and develop a
unified response to asthma among different departments, schools and layers
of management. They used the IAQ Tools for Schools "Framework for Effective
School IAQ Management" as a blueprint for building a wellness program and
leveraged a partnership with the city to recruit collaborators from across the
community to support their efforts, including the health department and the
local American Lung Association chapter. Together, they established a network
of Health and Safety Teams in individual schools that linked back and reported
to the nursing and facilities staff to inform and guide the newly-created district-
wide wellness program. Bundling IAQ Tools for Schools with the Health and Safety
teams has maintained a sustainable system to address school wellness.
Conclusion: The IAQ Tools for Schools Program provided a framework for
action that allowed school district leaders to implement a comprehensive
solution to manage asthma.
-------
Additional Resources
U.S. Environmental Protection Agency
• http://www.epa.gov/iaq/schools
Download the IAQ Tools for Schools Action
Kit and learn about the "Framework for
Effective School IAQ Management."
• The IAQ Tools for Schools Update
e-mail newsletters bring hot
topics, emerging research and best
practices directly to your inbox.
To subscribe, please send an e-mail to
IAQTfSConnector@cadmusgroup.com
with "Subscribe" in the
subject line.
• The IAQ Tools for Schools Connector
e-mail discussion list allows you to
connect directly with your peers in
the IAQ Tools for Schools National
Network. Through the Connector.
you can share information and
resources, as well as communicate
by e-mail and on the Web. Join today
by sending a blank e-mail message to
schools_iaq_connector-subscribe@lists.
epa.gov. Then, check your e-mail
inbox for your confirmation and
membership details.
• http://www.epa.gov/asthma
Find asthma resources on EPAs website.
• http://www.asthmacommunitynetwork.org/
AsthmaCommunityNetwork.org serves
as a year-round resource for mentoring
and collaboration. It's designed to provide
the tools, information and partners to
support asthma management programs to
communities and schools.
Centers for Disease Control and Prevention
• http://www.cdc.gov/asthma
Find more asthma resources on CDC's
website.
• http://www.cdc.gov/healthyyouth/asthma
Find asthma data and resources, including
the "Initiating Change: Creating an Asthma-
Friendly School" toolkit and "Strategies for
Addressing Asthma Within a Coordinated
School Health Program."
National Heart, Lung and Blood Institutes
• http://www.nhlbi.nih.gov/health/prof/lung/
asthma/naci/audiences/schools-childcare.htm
Find the National Asthma Control
Initiative's 10 tips and more to assist
children and youth and their families to
keep asthma under control, both in and out
of the classroom.
• http://www.nhlbi.nih.gov/health/prof/lung/
Download "Managing Asthma: A Guide for
Schools," "Asthma and Physical Activity
in School," How Asthma Friendly is your
School?," "Asthma Awareness Curriculum,"
and many other school related resources.
IAQ Tools for Schools I MANAGING ASTHMA IN THE SCHOOL ENVIRONMENT
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Regional EPA Resources on IAQ
To obtain information about your EPA Regional Office, visit
http://www.epa.gov/iaq/whereyoulive.html.
EPA Regional Offices
US EPA/Region 1 (CAP)
(CT, ME, MA, NH, Rl, VT)
5 Office Post Square
Suite 100
Boston, MA 02109-3912
(617)918-1639
(617) 918-1505 fax
US EPA/Region 2 (DEPP-RIAB)
(NJ, NY, PR, VI)
290 Broadway
25th Floor
New York, NY 10007-1866
(212) 637-4013
(212) 637-4942 fax
US EPA/Region 3 (3PM52)
(DC, DE, MD, PA, VA, WV)
1650 Arch Street
Philadelphia, PA 19103-2029
(215)814-2086
(215) 814-2101 fax
US EPA/Region 4
(AL, FL, GA, KY, MS, NC, SC, TN)
Atlanta Federal Center
61 Forsyth Street, SW
Atlanta, GA 30303-3104
(404) 562-9143
(404) 562-9095 fax
US EPA/Region 5 (AE-17J)
(IL, IN, Ml, MN, OH, Wl)
77 West Jackson Boulevard
Chicago, IL 60604-3590
(312)353-2000
(312) 353-0617 fax
US EPA/Region 6 (6PD-T)
(AR, LA, NM, OK, TX)
1445 ROSS Avenue, Suite 1200
Dallas, TX 75202-2733
(214) 665-7547
(214) 665-6762 fax
US EPA/Region 7 (ARTD/RALI)
(IA, KS, MO, NE)
901 North 5th Street
Kansas City, KS 66101-2907
(913) 551-7020
(913) 551-7065 fax
US EPA/Region 8 (8P-AR)
(CO, MT, ND, SD, UT, WY)
1595 Wynkoop Street
Denver, CO 80202-2466
(303) 312-6031
(303) 312-6044 fax
US EPA/Region 9 (Air-6)
(AZ, CA, HI, NV, AS, GU)
75 Hawthorn Street
Suite 1100
San Francisco, CA 94105-3922
(415) 947-4192
(415) 947-3583 fax
US EPA/Region 10 (OAQ-107)
(AK, ID, OR, WA)
1200 Sixth Avenue
Suite 900
Seattle, WA 98101-9797
(206) 553-4273
(206) 553-0110 fax
12 | http://www.epa.gov/iaq/schools
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EPA Regional Offices Map
HI
Guam
Trust Territories
American Samoa
Northern Mariana
Islands
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Indoor Air Quality
Tools for Schools
http://www.epa.gov/iaq/schools
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