Voluntary Guidelines for States
Development and Implementation of a
School Environmental Health Program
,
K M
1
&EPA
United States
Environmental Protection
Agency
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Acknowledgments
The U.S. Environmental Protection Agency (EPA), Office of Children's Health Protection
wishes to acknowledge those who were instrumental in the development of these voluntary
guidelines for states on developing and implementing a school environmental health
program. Particular recognition goes to the Federal Steering Committee (the Department of
Education, the Centers for Disease Control and Prevention, the Agency for Toxic Substances
and Disease Registry, the Department of Agriculture, the Department of Defense, the Bureau
of Indian Education, and the White House Council on Environmental Quality), established
as directed by the Energy Independence and Security Act, and EPA's Program and Regional
Offices for their direction, expertise, and support. Sincere appreciation also goes to the states
of Colorado, Connecticut, Kentucky, Minnesota, New Hampshire, Rhode Island, Washington,
and Wisconsin for providing insight and perspective on their existing school-related
environmental health programs, as well as their permission to include case studies that
highlight their programs in the guidelines.
Most importantly, EPA would like to acknowledge the stakeholders, state officials, school
officials and staff, parents, and interest groups for their continued interest and invaluable
input to EPA throughout the process of developing these voluntary guidelines.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Acronyms and Abbreviations
AGC Academy for Global
Citizenship
CCHS Colorado Coalition for
Healthy Schools
CDC Centers for Disease Control
and Prevention
CHPS Collaborative for High
Performance Schools
CSIERT Connecticut School Indoor
Environment Resource Team
EPA Environmental Protection
Agency
GEE Green Education Foundation
HAP Hazardous air pollutant
HAZMAT Hazardous material
HealthySEAT Healthy Schools
Environments Assessment
Tool
HVAC Heating, ventilation, and air
conditioning
IAQ Indoor air quality
IgCC International Green
Construction Code
IPM Integrated pest management
KEEPS Kentucky Energy Efficiency
Program for Schools
KGHS Kentucky Green and Healthy
Schools
LEED Leadership in Energy and
Environmental Design
LHJ Local health jurisdiction
MCCSC Monroe County Community
School Corporation
NEED National Energy Education
Development project
NGO
NIOSH
PCB
PEHSU
PWS
RIDE
RRP Rule
SAVES
SchEH&S
SDS
SMP
TEAMS
TIMES
VOC
Non- governmental
organization
National Institute for
Occupational Safety and
Health
Polychlorinated Biphenyl
Pediatric Environmental
Health Specialty Unit
Public water system
Rhode Island Department of
Elementary and Secondary
Education
Renovation, Repair and
Painting Rule
School Advanced Ventilation
Engineering Software
(Washington) School
Environmental Health and
Safety Program
Safety Data Sheets
Sustainability management
plan
(Carrollton-Farmer's Branch
Independent School District,
Texas) Tools for Schools,
Energy, Asbestos, Moisture
Management, Safety and
Security
(Carrollton-Farmer's Branch
Independent School District,
Texas) Tools for Schools,
Integrated Pest Management,
Moisture Management,
Energy, Safety and Security
Volatile organic compound
VOLUNTARY GUIDELINES FOR STATES
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Executive Summary
The U.S. Environmental Protection Agency (EPA) has developed these voluntary
guidelines3 to assist states in establishing and implementing environmental health programs
for K-12 schools in accordance with the Energy Independence & Security Act of 2007.
In carrying out this statutory mandate, EPA, along with its federal partners, developed
these guidelines to help statesb establish the infrastructure needed to support schools in
implementing school environmental health programs. The practices recommended within
these guidelines can also be applied, with appropriate adaptation, to a wide range of school-
related institutions, including child care and early learning centers.
Protecting children's health and advancing environmental justice are critically important
goals for EPA, as reflected in EPA's strategic plan.1 A child's developing organ systems are
often highly sensitive to environmental stressors, and children are frequently more heavily
exposed to toxic substances in the environment than are adults.2 Children in minority,
low-income, and other underserved populations, as well as children with disabilities, can
experience higher exposures to multiple environmental contaminants where they live, learn,
and play and might be placed at a disproportionate risk for associated health effects.3
School environments play an important role in the health and academic success of
children. Children spend 90% of their time indoors and much of that time is spent in school.
Unhealthy school environments can affect children's health, attendance, concentration,
and performance, as well as lead to expensive, time-consuming cleanup and remediation
activities.4 To foster children's health and academic achievement, healthy school
environments must be addressed and integrated within the education system.
States can play a critical leadership role in promoting healthy school environments
for children. These guidelines build on the foundation established by well-documented
strategies and existing federal programs, such as EPA's Indoor Air Quality (IAQ) Tools for
Schools program and the Centers for Disease Control and Prevention's Coordinated School
Health strategy, and provide examples of best practices from existing state environmental
health programs for schools. These voluntary guidelines recommend five basic elements and
six steps that states can take to build or enhance a sustainable state environmental health
program for schools.
To complement the guidelines, EPA has developed a model K-12 school environmental
health program as a resource that states can customize and share with schools and school
districts to help them establish or enhance their individual school environmental health
programs. The model program, included as Appendix A to this document, reflects and builds
on EPA's Indoor Air Quality (IAQ) Tools for Schools program framework and identifies five
broad components of environmental health issues that schools need to address to ensure
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Six Recommended Steps that States Can Take to Build or Enhance a
Sustainable State Environmental Health Program for Schools
STEP1
STEP 2
Assess Existing Resources and Infrastructure Identify a lead office within
a state agency that can work with other agencies and assess existing
state initiatives and any existing laws, policies, or regulations that address
healthy school environments.
Determine Capacity Determine the capacity of each state agency to
contribute to an effective state environmental health program for schools.
STEP 3
Develop a Plan Develop an initial plan to establish a new, or enhance
an existing, state environmental health program for schools based on
available resources.
STEP 4
Implement the Program Work with the lead office or steering committee
to ensure the state program is implemented effectively.
STEPS
Evaluate the Program Evaluate the state program's goals, activities, and
milestones to determine whether they need to be revised or expanded to
improve the program.
STEP 6
Sustain the Program Utilize the results of state program evaluations to
determine the return on investment, make adjustments to the program
where needed, and communicate successes.
healthy school environments for children and staff. The components are presented in a tiered
approach that recommends actions for schools that do not have an environmental health
program, as well as actions schools can take to enhance an existing program. The steps
outlined in the model program are consistent with many of the priority actions identified as
criteria for the U.S. Department of Education Green Ribbon Schools recognition award.
Three additional appendices contain information and resources that complement these
guidelines and the model program. Appendix B presents case studies that highlight states
with effective school environmental health programs, including best practices and lessons
learned. Appendix C contains a comprehensive listing of websites, tools, and resources that
states, schools, and school districts can consult when developing and implementing state
and local school environmental health programs. Appendix D contains a list of frequently
asked questions that address issues such as the purpose, content, audience, and scope of the
guidelines.
IV
VOLUNTARY GUIDELINES FOR STATES
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These guidelines are voluntary and are not intended to replace, amend, or negate policies,
statutes, regulations, activities, or guidance related to existing school environmental health
programs. By following the recommendations in these guidelines, states can help promote
safe and healthy school environments for children and school staff.
Endnotes
1. U.S. Environmental Protection Agency. (2010). EPA strategic plan. Retrieved 2012, from U.S. Environmental
Protection Agency: www.epa.gov/planandbudget/strategicplan.html.
2. American Academy of Pediatrics Council on Environmental Health. (2003). Developmental toxicity: Special
considerations based on age and developmental state. In Etzel, R., & S. Balk (Eds.), Pediatric Environmental Health
(Second ed., pp. 9-36). Elk Grove Village, IL: American Academy of Pediatrics Council on Environmental Health.
3. U.S. Environmental Protection Agency. (2003). America's children and the environment: Measures of
contaminants, body burdens, and illnesses. February. U.S. Environmental Protection Agency. EPA 240-R-03-001.
http://yosemite.epa.gov/ochp/ochpweb.nsf/content/ACEreport3_19final.htm/$File/ACEreport2_21final.pdf.
4. Buchanan, B. (2007). Sick buildings, sick students: Poor air quality and other environmental irritants can lead to
health concerns for your students and staff. American School Board Journal, 48-50.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Table of Contents
Acknowledgments i
Acronyms and Abbreviations ii
Executive Summary iii
About the Guidelines 1
EPA's Role in Promoting K-12 School
Environmental Health Programs for States 1
What is an Effective State Environmental Health Program for Schools? 1
The Importance of Environmental Health in K-12 Schools 2
Costs and Benefits of a State Environmental Health Program for Schools 4
The Role of States in Fostering Environmental Health Programs in K-12 Schools 6
Basic Elements of a State Environmental Health Program for Schools 7
Developing a Successful State Environmental Health Program for Schools 9
Overview: Six Steps for Establishing a State Environmental
Health Program for Schools 9
Step 1: Assess Existing Resources and Infrastructure 10
Leadership and Coordination 10
Steering Committee and Program Partners 10
Subject Matter Experts 11
Existing Initiatives 13
State Laws and Policies 13
Step 2: Determine Capacity 18
Step 3: Develop a Plan 19
Establish Goals and Priorities of the State Program Plan 19
Emergency Management 21
Program Implementation 22
Public Communication and Outreach 23
Staff Training and Education 23
Measures to Assess Progress 24
VI
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Step 4: Implement the Program 25
Step 5: Evaluate the Program 27
Step 6: Sustain the Program 29
Tools and Resources to Assist States with
Environmental Health Programs for Schools 31
IAQ Tools for Schools At-a-Glance 33
EPA's IAQ Tools for Schools Framework
fora K-12 School Environmental Health Program 33
Implementing Coordinated School Health 35
How States Can Implement a Coordinated School Health Strategy 35
How Schools and School Districts Can Implement a
Coordinated School Health Strategy 36
Endnotes 37
Appendix A: Model K-12 School Environmental Health Program A-1
Appendix B: State Case Studies B-1
Appendix C: Additional Information and Resources C-1
Appendix D: Frequently Asked Questions D-1
Figures
Six Recommended Steps that States Can Take to Build or Enhance
a Sustainable State Environmental Health Program for Schools iv, 9
Map of State School Environmental Health Statutes 16
State School Environmental Health Statutes... ...16
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM VII
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About the Guidelines
EPA's Role in Promoting K-12 School
Environmental Health Programs for States
The Energy Independence and Security
Act of 2007 amended the Toxic Substances
Control Act, 15 U.S.C. 2601 et seq., by adding
a requirement for the U.S. Environmental
Protection Agency (EPA), in consultation
with relevant federal agencies, to
develop voluntary guidelines to assist
states in establishing and implementing
environmental health programs for K-12
schools. Healthy school environments
play an important role in the health and
academic success of children. Exposure
to environmental hazards in schools can
negatively impact the health of children and
school staff.1 Unhealthy school environments
can also affect attendance, concentration,
and performance, as well as lead to
expensive, time-consuming cleanup and
remediation activities.1
Protecting children's health and advancing
environmental justice are critically
important goals for EPA, as reflected in
EPA's strategic plan.2 A child's developing
organ systems are often more sensitive to
environmental stressors, and children are
frequently more heavily exposed to toxic
substances in the environment than are
adults.3 Children in minority, low-income,
and other underserved populations, as well
as children with disabilities, can experience
higher exposures to multiple environmental
contaminants where they live, learn, and play
and might be placed at a disproportionate
risk for associated health effects.4
EPA has a host of programs and an
extensive list of resources to help states
assist schools and school districts in
creating comprehensive, sustainable
strategies that promote healthy learning
places for students. EPA's Indoor Air Quality
(IAQ) Tools for Schools Program, ENERGY
STAR for K-12 School Districts, Integrated
Pest Management (IPM) for Schools, School
Flag Program, and SunWise are just some
of the EPA programs and resources that are
included in these guidelines.
What is an Effective State
Environmental Health Program
for Schools?
An effective state environmental
health program for schools is a holistic,
comprehensive, and actionable strategy
that integrates preventive measures and
addresses environmental health issues
by fostering well-maintained school
buildings and grounds. Sustainable school
environmental health programs promote
school environments that are conducive to
learning and protect the health of children
and staff. These programs have the added
benefits of reducing school absenteeism,
enhancing student performance, and
ultimately, saving money for schools and
school districts.5 Existing, successful school
environmental health programs have been
strongly supported and sustained through
the development and implementation of
state policies and regulations that promote
awareness and participation by teachers,
school staff, and students.
These guidelines are designed to help states
address environmental health challenges in
K-12 schools by:
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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* Outlining steps that states can take
to establish, promote, and sustain
successful and affordable school
environmental health programs.
Assisting states in providing schools and
school districts with technical tools and
resources, including a comprehensive
model school environmental health
program, to help schools implement
practical, cost-effective environmental
health solutions.
• Sharing best practices and highlighting
case studies of successful, cost-effective
state environmental health programs
for schools that can be implemented by
other states.
The Importance of
Environmental Health
in K-12 Schools
On any given day in America, more than
50 million public school students spend a
significant portion of their day in school
buildings.6 When the school environment
is unhealthy, children can be exposed
to allergens, pollutants, chemicals, and
classroom conditions (e.g., poor ventilation,
lighting, acoustics, and temperature control)
that might cause their health, attendance,
and academic performance to suffer.c-7In
Examples of Symptoms
Caused by Poor Indoor
Environmental Health:1
Respiratory irritation
Sore throats
* Drowsiness
•*• Headaches
•*• Asthma attacks
it Inability to concentrate
a 2005 survey conducted by the National
Center for Educational Statistics, 43% of
public school principals reported that a
variety of environmental factors (e.g.,
indoor air quality, ventilation, and day
lighting) interfered with the delivery of
instruction in permanent school buildings.8
Furthermore, a 2011 report issued by the
Institute of Medicine suggests climate
change might worsen existing indoor
environmental problems and introduce
new ones.9
Vulnerability of Children to
Contaminants in Their
Environment
Children are often more heavily exposed
to toxic substances in the environment
than adults because they spend more
time on the ground and engage in more
hand-to-mouth behavior. Children also
breathe more air, drink more water, and
eat more food per pound of body weight
than adults.3 A child's respiratory, immune,
nervous, reproductive, and skeletal systems
continue to develop throughout childhood.
Exposures to environmental contaminants
that occur early in life can cause adverse
health impacts in children that can
have implications well into adulthood.10
Furthermore, some children with disabilities
face unique challenges that might make
them particularly vulnerable to the effects of
an unhealthy school environment.
When addressing children's environmental
health in schools, it is important to note
that poor indoor environments can affect a
child's health. Dirt, allergens, chemicals, and
other contaminants can trigger or further
aggravate allergies and illnesses, such as
asthma. Asthma is a great health concern
for children, and is the leading cause of
VOLUNTARY GUIDELINES FOR STATES
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Environmental Justice and Children's Health in Schools
When addressing children's environmental health in schools, it is important to note that
significant disparities exist in the prevalence of chronic health outcomes in children.3'11 For
example, although the prevalence of asthma in American children has been reported to
be slightly less than 10% as a whole, in 2009, the prevalence of asthma among African-
American children living below the poverty line was approximately 18%, or twice the
national average.11 Numerous asthma triggers can be present in school environments,
ranging from mold to constituents in cleaning products and pesticides. A variety of
chronic health outcomes are of potential concern among children in schools and these
issues can result in disparate impacts in a broad diversity of populations, including
children with disabilities.
Healthy school environments are a key step in reducing asthma disparities. The
Coordinated Federal Action Plan to Reduce Racial and Ethnic Asthma Disparities, released
in May 2012 by the President's Task Force on Environmental Health Risks and Safety Risks
to Children, promotes reducing the burden caused by asthma on children in minority and
low-income communities, including reducing exposures to asthma triggers in the school
environment.
In addition, the quality of the school environment is often tied to income. Per capita
school expenditures can vary greatly according to community resources, especially
because many school districts rely on local property taxes for funding.12 In 1999, a
federal survey of school facilities in a representative sample of 903 public elementary
and secondary schools13 found that 20% of schools had a building in less than adequate
repair, 43% had at least one infrastructure deficiency (e.g., heating, indoor air quality),
and approximately 10% were seriously overcrowded (greater than 125% capacity). Not
surprisingly, predominantly low-income schools suffered a disproportionate burden of
inadequate school facilities.12
children's absence from school.14 Children
who have uncontrolled asthma have more
disturbed sleep, have been shown to perform
worse on concentration and memory
tests, and tend to have more psychological
problems.15 Asthma can have significant
impacts on a variety of children's health
outcomes and classroom performance.16
Impact on Student Performance
Poor indoor environments have been
associated with a variety of health
symptoms and a decline in student
performance in reasoning, typing,
and math.17 Several studies have found
that health, attendance, and academic
performance improve with increased
maintenance of school facilities.16'18 For
instance, one study found that schools
in better physical condition report
improved academic performance while
schools with fewer janitorial personnel
and higher maintenance backlogs report
poorer academic performance.19 Other
studies demonstrate that improved
indoor air quality increases productivity
and performance of mental tasks (e.g.,
concentration and recall) in both adults
and children.47 Growing evidence also
suggests that improving outdoor air
ventilation rates can improve student and
teacher performance, increase test scores,
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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and reduce airborne transmission of
infection.20'21'22'23'24 In one study, children
in classrooms with higher outdoor air
ventilation rates scored 14 to 15% higher
on standardized tests than children
in classrooms with lower outdoor air
ventilation rates.25
A state environmental health program for
schools can play a critical role in setting
the expectation for schools to provide an
environment that protects children's health
and maximizes student performance.
School Legal Requirements
Although these guidelines are voluntary, it is
important to note that schools are obligated
to comply with relevant environmental
regulations, and environmental compliance
is an integral part of a state environmental
health program for schools. EPA Region
2's Environmental Compliance and Best
Management Practices: Guidance Manual
for K-12 Schools serves as a helpful reminder
of key environmental requirements. It is
important to note that this document does
not address state or local requirements
that could apply and, in some cases, be
more stringent. Other organizations that
provide resources to help K-12 schools with
compliance include the National Institute
for Occupational Safety and Health's Safety
Checklist for Schools and the Environmental
Law Institute's Indoor Environments and
Green Buildings Policy Resource Center.
Additionally, the Individuals with Disabilities
Education Act of 1997 and section 504 of
the Rehabilitation Act of 1973, Subpart D,
require public elementary and secondary
school recipients of federal funding to
provide an appropriate public education
d For a summary of the impact of indoor environmental quality
on work and school performance, as well as other indooi air
quality research findings, see the Indoor Air Quality (IAQ)
Scientific Findings Resource Bank established as a cooperative
venture between EPA an ~J th« Lawrence Berkeley National
Laboratory: Accessible at.; ittp://www,iaqscience.lbl.gov/
performance-summary .html.
SNAPSHOT:
School Buildings and
Student Performance
A 2008 study of 95 New York City
public schools found that students
attended fewer days on average and
had lower grades in English, language
arts, and math when enrolled in
school facilities that were in poor
condition.26
to qualified students with disabilities,
which include those with respiratory
physical impairments. The provisions of an
appropriate education must be designed
to meet the individual educational needs
of disabled persons as adequately as the
needs of nondisabled persons. Properly
addressing indoor environmental quality
can help schools adhere to the Individuals
with Disabilities Education Act and improve
student and staff performance.
Costs and Benefits of a
State Environmental
Health Program
for Schools
Although schools and school districts
face many financial challenges, modest
investments in improving school
environments and implementing practical
preventive strategies can yield significant
benefits and cost savings. Benefits of state
environmental health programs for schools
can be seen in decreased absenteeism
among children and teachers,7'27 stronger
academic performance,9'28'29 and
higher scores on standardized tests.30
Small investments to address critical
environmental issues in schools can
save schools money by avoiding costly
cleanups and remediation related to
VOLUNTARY GUIDELINES FOR STATES
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poor indoor air quality, mold and mildew
damage, mismanaged chemicals, and
pest infestation. By implementing school
environmental health programs, states can
help schools significantly improve their
environments, where children spend more
time than any other place outside of their
homes.
There are measurable costs for not
promoting healthy school environments.
The costs imposed by environmentally
attributable diseases, such as asthma,
on children, families, and schools are
immense.31 According to the Centers for
Disease Control and Prevention (CDC), the
annual economic cost of asthma, including
direct medical costs from hospital stays and
indirect costs (e.g., lost school and work
days), amounts to more than $56 billion
annually.33 For states, a large percentage
of these costs can be attributed to health
care expenditures, lost school days, and
lost productivity (e.g., parents having to
stay home to care for a sick child). Given
the amount of time that children spend
in school every day, high-quality school
environments are critically important for
ensuring that children are healthy and able
to perform in the classroom.
It is also important to focus on healthy
school environments when conducting
other upgrades to schools, such as energy
efficiency improvements (e.g., changes
to the building envelope, ventilation
systems, lighting, and climate control).
When done properly, many energy
efficiency upgrades can yield significant
cost savings and environmental benefits,
and can also help improve the quality of a
school's indoor environment, protecting,
and even enhancing, indoor air quality
without sacrificing energy performance.
If certain energy upgrades are not done
correctly, however, they might adversely
impact indoor air quality and cause other
health concerns for children and staff.
For example, increased energy efficiency
in building construction, in some cases,
has resulted in tighter building shells and
reduced ventilation rates. EPA's Energy
Efficiency and Indoor Air Quality in Schools
working paper describes how to enhance
energy efficiency while protecting indoor
air quality. For additional guidance on
indoor air quality, consult EPA's IAQ Tools
for Schools Action Kit.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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The Role of States in Fostering Environmental
Health Programs in K-12 Schools
States can play a variety of critical roles
in promoting and ensuring that schools
implement effective, comprehensive,
and sustainable environmental health
programs. For example, state agencies
have participated in the development and
implementation of policies and regulations
for schools that encourage adoption of
environmental health best practices and
ensure healthier, productive environments
for children and staff. Successful
implementation of these best practices
for healthy school environments can help
reduce children and staff absenteeism,
improve student performance, and
prevent unnecessary costs associated with
unhealthy school environments.5
These voluntary guidelines present best
practices and lessons learned from existing
state programs in an effort to encourage
states, schools, and school districts to adopt
health-promoting practices in schools.
Colorado, Connecticut, Kentucky, New
Hampshire, Washington, Wisconsin, and
numerous other states have already done
significant work in the area of school
environmental health. They have promoted
implementation of effective integrated
pest management6 practices, indoor air
n effective and
ch to pest management
that uses cunert comprehensive information on the life
cycles of pests and their interactions with the environment, in
combination with available pest control methods, to manage
pests economically, and with the least possible risk to people,
property, and th« environment.
Promoting Environmental Health in Tribal Schools
American Indian and Alaska Native people have long experienced health disparities when
compared with other Americans.33 American Indians and Alaska Natives born today
have a life expectancy that is more than 5 years less than the U.S. all races population.33
The continuing health disparities of American Indians and Alaska Natives point to the
importance of ensuring that tribal children have safe places to live, learn, and play. Tribal
councils and different tribal agencies, including tribal departments of health, environment,
and education will likely have complementary knowledge, expertise, and skills that can
be helpful in ensuring that a community, tribal, or Bureau of Indian Education school
located in Indian Country (i.e., all lands within the boundaries of an Indian reservation,
including fee land) or on other tribal lands provides a healthy learning environment for
tribal children. In cases where tribal members attend schools outside of Indian Country,
tribes are encouraged to coordinate with state and local governments to ensure that tribal
children have the opportunity to learn in a healthy school.33 Tribes currently promote
healthy school environments by:
Assisting schools with the removal and proper disposal of hazardous chemicals;
it Working to ensure drinking water standards are met at schools;
Conducting outdoor classroom programs for students; and
•*• Using culturally based education to implement healthy practices at schools.
Visit EPA Region 8's Clean, Green, and Healthy Tribal Schools website for more information.
6
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quality programs, healthy energy efficiency
policies, and other environmental health-
related regulations in schools. Case studies
from these programs, and others, are
highlighted throughout these guidelines and
in Appendix B to demonstrate best practices
that states can follow when establishing state
environmental health programs for schools.
Basic Elements of a State
Environmental Health
Program for Schools
A state environmental health program for
schools is characterized by key state agencies
(e.g., departments of health, education, energy,
and environment) working together along
with stakeholders to develop and implement
comprehensive policies, best practices, and
standards to help schools and school districts
address environmental health issues in school
facilities. Leadership from a state program
can provide schools and school districts with
the consistent guidance, resources, tools,
and information they need to create healthy
school environments for children and staff that
promote high student achievement.
Effective state environmental health
programs for schools incorporate the
following basic elements.
Policies and Standards - Several effective
state environmental health programs for
schools have been built on a foundation of
state policies and standards that support,
promote, or require schools and school
districts to implement practices that
promote environmental health. States are
encouraged to identify and implement
existing policies and standards that can help
establish a robust school environmental
health program, and to consider whether
there are additional opportunities to protect
children's health through the development
of additional statewide policies or standards
for healthy schools.
STATE HIGHLIGHT:
Wisconsin Green and
Healthy Schools
In 2002, the Wisconsin Department
of Natural Resources adopted
a model that integrated many
existing school environmental health
and safety programs as a way to
streamline its work with schools. The
result was a web-based certification
program available to all Wisconsin
K-12 schools designed to directly
support schools in their quest for a
healthy, safe, and environmentally
friendly learning environment.
In 2003, the Wisconsin Department
of Natural Resources rolled out
their Green Schools program. A
year later, the agency partnered
with the Wisconsin Department
of Public Instruction to create
the Wisconsin Green and Healthy
Schools Program. In the absence
of school environmental health
legislation/policies at the state level,
this voluntary, school-paced program
promotes environmental health
in schools throughout the state in
a comprehensive and accessible
manner. As of 2012, there are 140
Wisconsin schools participating in
the program.
For more information, visit the
Wisconsin Green and Healthy
Schools Program website.
Guidance and Technical Assistance
- Effective state environmental health
programs for schools provide guidance,
technical assistance, and tools to help
schools and school districts take actions to
protect environmental health in their school
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
7
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facilities. States should ensure that schools
are aware of available resources in a way
that is comprehensive, user-friendly, and
accessible to all schools and school districts.
Resources - States should identify training
opportunities, educational and promotional
materials (e.g., fact sheets and brochures),
financial assistance, incentives, and other
resources that are available to promote
healthy school environments for schools
and school districts. States are encouraged
to review existing resources to identify gaps
that could have an impact on the success
of the program. EPA's Healthy School
Environments website provides a wealth
of information and tools that can serve as
resources for state environmental health
programs for schools.
Communication and Outreach - States
should establish methods for disseminating
information to school districts to
communicate and gather feedback
concerning school environmental health
initiatives. It is also important to reach out
to potential partners such as colleges and
universities, foundations, state associations
and non-profit organizations, and other
stakeholders that can provide technical
assistance and resources to schools and
school districts.
Emergency Management - An effective
state emergency management program
or plan focuses on the prevention of
environmental health emergencies (e.g.,
chemical spills, mold and mildew damage,
and accidental exposure to contaminants)
that could place children and staff at risk.
States should have emergency protocols,
procedures, and points of contact in place
that are accessible to schools, school
districts, and the general public. In the
event of an emergency, states should
provide guidance and recommendations to
schools and school districts throughout the
emergency situation.
STATE HIGHLIGHT:
Rhode Island
In 2007, Rhode Island passed a set
of school construction regulations
that require all schools receiving
construction funding to implement an
indoor air quality management plan
and use the Northeast Collaborative
for High Performance Schools
protocol, which has a strong focus
on indoor air quality. Schools are
also required to form green teams
comprised of school personnel to
oversee program implementation and
environmental education efforts.
The Rhode Island Department of
Primary and Secondary Education
(RIDE) has developed a multi-
stakeholder, community approach
to implement and sustain its school
environmental health efforts. RIDE
has teamed up with the Rhode Island
Department of Health, the National
Energy Education Development
project, non-profit organizations,
universities, and private sector
businesses to create outreach
materials and provide training.
With such a broad coalition of
stakeholders, RIDE has helped plan
an annual sustainable schools summit.
The summit promotes healthy
learning environments and provides
resources to integrate sustainability
practices into school curriculum and
culture.
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VOLUNTARY GUIDELINES FOR STATES
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Developing a Successful State
Environmental Health Program for Schools
Overview: Six Steps for Establishing a State Environmental
Health Program for Schools
Before a state develops or enhances an environmental health program for schools, it
is necessary to assess existing efforts, develop a plan, and build an infrastructure that
will support and sustain the program. Communication with program participants and
stakeholders is critical when establishing a state environmental health program for
schools. States should develop a communication process, for every step of the program,
to continuously incorporate feedback and identify opportunities to enhance the program.
The figure and discussion that follow provide an overview of six steps that states can take to
establish a successful environmental health program for schools.
Six Recommended Steps that States Can Take to Build or Enhance a
Sustainable State Environmental Health Program for Schools
STEP1
Assess Existing Resources and Infrastructure Identify a lead office within
a state agency that can work with other agencies and assess existing state
initiatives and any existing laws, policies, or regulations that address healthy
school environments.
STEP 2
Determine Capacity Determine the capacity of each state agency to
contribute to an effective state environmental health program for schools.
STEP 3
Develop a Plan Develop an initial plan to establish a new, or enhance an
existing, state environmental health program for schools based on available
resources.
STEP 4
Implement the Program Work with the lead office or steering committee to
ensure the state program is implemented effectively.
Evaluate the Program Evaluate the state program's goals, activities, and
milestones to determine whether they need to be revised or expanded to
improve the program.
___^_^_^_ Sustain the Program Utilize the results of state program evaluations to
•Sfll determine the return on investment, make adjustments to the program
where needed, and communicate successes.
I
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
-------
STEP1
issess Existing Resources and Infrastructure
lentify a lead office within a state agency that can work
/ith other agencies and assess existing state initiatives
nd any existing laws, policies, or regulations that address
ealthy school environments.
Existing state healthy schools initiatives
can serve as a foundation for establishing
or improving a state environmental health
program for schools. By identifying a lead
office to coordinate and, where feasible,
expand on existing initiatives, states can
begin to build the infrastructure necessary
to maintain a successful program. The
overall infrastructure for the program
will vary based on the agencies involved,
available resources, and existing policies.
Leadership and Coordination
Several state agencies are likely to be
central to a state environmental health
program for schools, including the
departments of education, public health,
environment, and agriculture. Ideally, an
office in one of these agencies will take the
lead role in managing the overall program
(e.g., Washington's lead agency is the state
Department of Health and Connecticut's
lead agency is the state Department of
Public Health). The lead office should be
responsible for coordinating across state
agencies with authorities, programs,
policies, guidelines, and standards
affecting school environmental health.
The lead office might already be doing
work in an area that can easily be expanded
to include school environmental health,
or might be an office that has resources
(e.g., time, personnel, funds, or subject
matter expertise) available to commit
to the program. In some cases, non-
governmental organizations (NGOs)
have acted as conveners of school
environmental health activities. One
example is the Maryland Association of
Environmental and Outdoor Education.
When initiating the program, the lead office
should consider reaching out to other
states with existing programs to share ideas
on potential approaches and strategies
for establishing a school environmental
health program. At a minimum, the lead
office should meet with relevant agencies
and departments within the state to better
understand, identify, and maintain points
of contact for existing environmental health
initiatives and resources.
Steering Committee and
Program Partners
Many state and local agencies that provide
public health, education, and environmental
services (e.g., energy, commerce, and local
county health departments) will likely have
staff with complementary knowledge,
expertise, and skills that can be helpful in
developing or enhancing various aspects of
a school environmental health program. To
ensure better coordination on cross-cutting
issues and initiatives, the lead office should
work with these agencies to establish an
interagency team or steering committee.
The steering committee will work to set the
direction, scope, and priorities of the program.
The following list provides examples of the
many types of participants who could serve
on or work with the steering committee to
establish an effective state environmental
health program for schools:
State legislators and local administrative
officials (e.g., county executives, council
members, and mayors);
10
VOLUNTARY GUIDELINES FOR STATES
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Local education authorities (e.g.,
superintendents, chief academic officers,
school board members, and school
business officials);
School administrators and staff (e.g.,
school administration, nurses, educators,
and facility managers);
Community members (e.g., parents,
students, concerned citizens, local
college/university outreach partners, and
commercial businesses contracted by
school districts);
School organizations and associations
(e.g., school health councils, education
associations, nurse associations, parent-
teacher organizations, and labor/teachers
unions); and
Non - profit/non - governmental
organizations (e.g., buildings and grounds
associations and asthma coalitions).
The roles of the steering committee
members and participants should be
well established prior to developing or
enhancing a state environmental health
program for schools. For instance, one
agency might take responsibility for
consulting with school districts and
providing technical assistance, while
another agency might take responsibility
for responding to emergency incidents
or forming a response team. A program
might be strengthened by memoranda of
understanding between the lead agency and
other participating agencies to help outline
the roles and responsibilities of each agency
in every aspect of the program.
Subject Matter Experts
School environmental health can be a
complex topic to address. States might
need to reach out to various subject
matter experts for technical information
and additional guidance throughout the
development of the program. For example,
New York State's
Guiding Principles
for Improving the
Environmental Quality
of Schools
In December 1994, the New York
State Board of Regents adopted a
set of guiding principles concerning
environmental quality in schools:34
•*• Every child has a right to an
environmentally safe and healthy
learning environment that is clean
and in good repair.
Every child, parent, and school
employee has a "right to know"
about environmental health
issues and hazards in their school
environment.
*• School officials and appropriate
public agencies should be held
accountable for environmentally
safe and healthy school facilities.
•*• Schools should serve as role
models for environmentally
responsible behavior.
•*• Federal, state, local, and private
sector entities should work
together to ensure that resources
are used effectively and efficiently
to address environmental health
and safety concerns.
when determining the proper protocol
for addressing specific environmental
emergencies, it might be beneficial
to consult with experts such as an
industrial hygienist for information about
environmental testing for mold, or to
contact a hazardous material (HAZMAT)
specialist to learn more about chemical
contamination and clean-up.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
11
-------
Others outside of state agencies, such as
Cooperative Extension System Offices,
might also be able to provide expertise on
promoting healthy school environments.
The Cooperative Extension System is a
nationwide educational network funded
by the U.S. Department of Agriculture
to provide research-based information.
Cooperative Extension System offices can
provide locally relevant information on
environmental issues including, but not
limited to, radon, mold, and integrated
pest management.
Another resource available to state
environmental health programs for
schools is Pediatric Environmental Health
Specialty Units (PEHSUs), which provide
consultation and recommendations
on children's environmental health
issues. PEHSUs are academically based,
typically at university medical centers,
and are located across the United
States, Canada, and Mexico. PEHSUs
form a respected network of experts in
children's environmental health that is
capable of responding to requests for
information throughout North America
and can offer advice on prevention,
diagnosis, management, and treatment of
environmentally related health effects in
children. In addition, the PEHSU network
can be helpful in interpreting reports
or testing results from on-site school
environmental health investigations
and in providing risk communication to
school stakeholders. PEHSUs work with
schools and health care professionals,
parents, community groups, and others
to provide information on protecting
children from environmental hazards.
States can leverage PEHSUs as a resource for
medical information on health symptoms
and advice on environmental conditions
that affect children's health at schools. The
PEHSU network can work in an advisory
STATE HIGHLIGHT:
Minnesota State Laws
Minnesota's school environmental
health program resulted from a
change to the Minnesota Department
of Education Statute (Minn. Stat.
123B.57) requiring all schools
applying for health and safety
funding to develop an indoor air
quality management plan. Since then,
more than 90% of Minnesota's school
districts have implemented an indoor
air quality program.
Minnesota has also adopted several
other school-specific laws, including
a mercury instrument ban and a
school bus anti-idling law. School
environmental health efforts are
coordinated by the Minnesota
Department of Health, in cooperation
with the Minnesota Department
of Education and the Minnesota
Pollution Control Agency.
Learn more about Minnesota's
school environmental health
initiatives and programs.
capacity to assist school districts with
specific problems that they might encounter
where local resources are not available.
Although PEHSUs can be contacted on an
as-needed basis for advice on interpretation
and messaging regarding specific exposure
concerns, they can also be valuable in
providing education and directing the lead
office and steering committee members
toward helpful resources in the planning
stages of new programs.
States and steering committees can also
consult staff in EPA's Regional offices
regarding information and technical
12
VOLUNTARY GUIDELINES FOR STATES
-------
assistance in such areas as children's
health, indoor air quality, integrated pest
management, chemical management,
asbestos, lead, and radon. EPA Regional
Office contacts are available on EPA's website.
Existing Initiatives
When establishing or enhancing a state
environmental health program for schools,
it is important to identify and assess
existing state healthy schools initiatives
such as indoor air quality, integrated pest
management, green cleaning, anti-idling,
or chemical management efforts. The
strengths and opportunities presented
by existing school environmental health
initiatives can serve as the starting point
for an overall state program and can help
determine where to focus initial efforts. In
addition to assessing existing initiatives,
the state emergency management plan
should also be reviewed to ensure proper
procedures are in place in the event of an
environmental emergency (e.g., a chemical
spill, mold and mildew damage, or an
accidental exposure to contaminants).
As states move toward developing a plan
for a new or enhanced state environmental
health program for schools, this assessment
can serve as a baseline and help identify
potential gaps that need to be addressed.
State Laws and Policies
The foundation of many effective state
environmental health programs for
schools is state laws and policies that
ensure all school districts, including those
serving children with disabilities and low-
income and minority communities, take
steps toward improving environmental
conditions in schools by establishing a
benchmark or standard to which all schools
must comply. The lead office should identify
any existing laws, regulations, or policies
that can help support a state environmental
health program for schools. The lead
office is encouraged to conduct a review
of the environmental health-related laws,
regulations, and policies that are currently
in place. The review should assess how the
laws, regulations, and policies are being
implemented or enforced within the state to
help identify gaps and outdated policies that
no longer serve the state's environmental
health goals and objectives. This will
also help determine ways that existing
authorities can be utilized to improve
implementation of the state program. The
Environmental Law Institute maintains
a database, including an assessment of
impact or effectiveness, of state laws
and policies covering a variety of school
environmental health issues. The lead office
should work with the steering committee to
consider how existing regulations, policies,
and legislation can be used to support,
influence, or affect school facility decisions.
The process of reviewing state laws,
policies, and regulations should be an on-
going effort. The steering committee can
help ensure that the state program remains
relevant, effective, and sustainable by
building on existing laws and addressing
any gaps identified in the review process.
The work of the steering committee can
be facilitated by reviewing regulations
and policies to promote healthy school
environments that have been put in place
by other states. For example, Connecticut
has established several school health
laws and policies, including anti-idling
and diesel emission reduction laws; a
green cleaning mandate for schools;
a pesticides-in-schools law; and a law
requiring new schools to be constructed
to high-performance* standards (i.e.,
energy-efficient, well-ventilated, and
good indoor air quality). Existing laws
like these and Connecticut's Indoor Air
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
13
-------
Quality law, as well as state education
and labor laws, can serve as examples
and might help other states identify
opportunities to strengthen their own
state environmental health program for
schools. Laws, policies, and regulations
that support a state environmental health
program for schools might:
Promote the establishment of local
school environmental management
systems that consider student and staff
health and safety in all practices related
to design, construction, renovation,
operations, and maintenance of school
buildings and grounds.
• Establish specific criteria to ensure
that school facility, health, and safety
inspections help prevent common
environmental health issues found
in school facilities (i.e., mold and
moisture, exposure to chemicals and
contaminants, poor indoor air quality,
pests, and pesticide exposure).
Recommend that new and renovated
school facilities be designed and
built to ensure a sustainable, healthy
environment that also conserves energy
and saves money.
Ensure that environmental factors are
considered in school siting decisions
as recommended in EPA's School Siting
Guidelines.
• Provide additional support to schools that
are identified as most in need of critical
infrastructure repair or maintenance.
• Promote healthy energy-efficient
products and practices.
• Encourage environmentally safe
purchasing policies for school districts.
14
VOLUNTARY GUIDELINES FOR STATES
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Examples of State Policy and Guidance
for School Environmental Health
A comprehensive state environmental health program for schools should include policies that
address key environmental health issues, including green cleaning, chemical management, indoor air
quality, and integrated pest management. States might also choose to go farther and adopt policies
that address school construction and energy conservation and efficiency.
This textbox provides an overview of environmental health policies states have developed that could
have an impact on school environments. Links to examples of state policy for each environmental
health topic are given to provide a starting point for states looking for more information.
Green Cleaning
When considering a green cleaning policy for your state, the following elements should be included:
The product categories to be covered by the policy;
• The definition of environmentally preferable products, often referring to third-party certifications;
A process for stakeholder engagement in developing the policy;
* A process for reviewing and updating the policy; and
* A set of guidelines for outreach and training.
As of March 2012,10 states (e.g., Illinois, Missouri, and New York) and the District of Columbia have
passed effective state green cleaning policies.
Chemical Management
States can provide information and establish policies to help schools properly manage chemicals,
as well as establish protocols for preventing, addressing, and responding to chemical incidents in
schools. States with chemical management policies and guidance include Colorado, Maryland, and
Nebraska.
Indoor Air Quality
When considering an indoor air quality policy for your state, the following elements should be
included:
Minimum requirements for school facility conditions that protect the health and safety of children
and staff;
Oversight measures to ensure the policy's requirements are met; and
* Capacity building measures that enable state agencies to provide resources to assist schools,
school districts, and local communities in complying with the policy.
As of March 2012, 33 states (e.g., Connecticut, Indiana, New Jersey, and Texas) had some type of
state regulation regarding indoor air quality in schools.
Integrated Pest Management
State integrated pest management policies can help schools and school districts prevent pests and
reduce pesticide exposure. An effective state integrated pest management policy should include:
A recommendation for adopting an integrated pest management program;
Guidelines on when and where pesticides can be applied;
Signage requirements for pesticide application;
Required written notification prior to the application of pesticides; and
Buffer zones around school facilities where pesticides cannot be sprayed.
Existing state integrated pest management programs (e.g., California, Florida, Pennsylvania, and
Texas) are good resources for states to use as guidance in developing standards and policies for
integrated pest management in schools.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM 15
-------
State School Environmental Health Statutes
At-A-Glance
Map of State School Environmental Health Statutes
9 to 12 policies*
5 to 8 policies
1 to 4 policies
No school environmental health policies
*No state currently has statutes in nine or more categories
Source National Confyi-enc-:-! of Srate Legislators
I Children's
environmental
health
AL
AK
AS
AZ
AR
CA
CO
CT
DE
DC
FL
GA
HI
ID
IL
State School Environmental Health Statutes
Lead
poisoning
and
Carbon Green Indoor hazard Tools for
Asbestos Asthma monoxide cleaning air reduction Mercury Pesticides Radon Smoking Schools
continued on next page
16
VOLUNTARY GUIDELINES FOR STATES
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State School Environmental Health Statutes
At-A-Glance, continued
Children's
environmental
State health
IA
KS
KY
LA
ME
MD
MA
Ml
MN
MS
MO
MT
NE
NV
NH
NJ
NM
NY
NC
ND
OH
OK
OR
PA
PR
Rl
SC
SD
TN
TX
UT
VT
VI
Lead
poisoning
and
Carbon Green Indoor hazard Tools for
Asbestos Asthma monoxide cleaning air reduction Mercury Pesticides Radon Smoking Schools
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
17
-------
STEP 2
•etermine Capacity
•etermine the capacity of each state agency to contribute to an
ffective state environmental health program for schools.
Once existing or potential support has been
identified through an assessment of state
initiatives, laws, and policies, the next step
is to determine the capacity of each state
agency to contribute to an environmental
health program for schools.
The capacity of state agencies to contribute
to an environmental health program
for schools depends on having both
the authorization and the resources
(e.g., time, personnel, funds, or subject
matter expertise) needed to support the
program. No two states are alike in how
they prioritize, prevent, and address
environmental health issues in schools.
Thus, it is important for states to determine
which agencies are authorized or funded
to cover environmental health- and
education-related concerns. The lead office,
working with the steering committee,
should determine how each state agency
might be able to contribute to a coordinated
environmental health program for schools
based on the state's priorities or most
immediate needs. The areas that will likely
benefit from interagency support include:
Communicating regulations, policies,
standards, and recommendations to
prevent environmental health threats in
schools;
Developing tools for monitoring local
school district practices to track the
progress and challenges of providing
healthy and safe indoor environments.
For example, RIDE encourages schools to
use the Northeast Collaborative for High
Performance Schools high-performance
scorecard to evaluate the success of their
school health programs.
• Engaging with state school-based
organizations (e.g., parent-teacher
organizations and teachers' unions) to
disseminate information and encourage
them to communicate with their
constituents;
• Coordinating existing resources and tools
that can support the state program. For
example:
• Technical assistance for school
districts;
• Potential funding for school districts
to implement the program; and
• Training, certification, and
continuing education programs for
teachers, administrators, nurses,
facility managers, custodians, other
school staff, and community leaders.
Developing an emergency management
plan that outlines protocols, procedures,
and points of contact that can be used
in the event of an environmental health
emergency (e.g., a chemical spill, mold
and mildew damage, or an accidental
exposure to contaminants).
Establishing an effective infrastructure to
provide ongoing support is an essential
step in ensuring that a state environmental
health program for schools will be successful.
States should ensure that effective lines of
communication, management support,
adequate resources, and a coordination
group or points of contact for existing
initiatives are in place to manage the basic
elements of the state program. States can
strengthen partnerships with school districts,
parents, and communities by establishing
accountability procedures for the program
and being transparent about the limitations
of available resources.
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VOLUNTARY GUIDELINES FOR STATES
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STEP
evelop a Plan
)evelop an initial plan to establish a new, or enhance an existing,
tate environmental health program for schools based on
vailable resources.
Once a lead office has been established,
the existing resources and infrastructure
have been identified, and the capacity
of each state agency to contribute to
an environmental health program for
schools has been assessed, the state
should use this information to develop a
plan for establishing a new, or enhancing
an existing, state environmental health
program for schools.
The goals and objectives of the state program
plan should address how the environmental
health program for schools will work to
protect the health of children and staff. When
setting program priorities, states should
first ensure that schools and school districts
understand and adhere to local, state, and
federal environmental health laws and
regulations. States can then focus on ways to
help school districts address school facilities
with the greatest needs, or those with
immediate health issues and concerns (e.g.,
extensive water damage or mismanaged
chemicals). State program plans should
give special consideration to ways that
assistance can be provided to schools that
serve students with disabilities and to school
districts in underserved or low-income
areas. Schools serving these communities
often face the most challenging school
environmental health issues.35 School
districts with funding limitations might
need additional resources and information
to address environmental health concerns.
These school districts also could need
additional assistance with identifying
issues and solutions that are inexpensive
to implement and can have an immediate
positive impact on the school environment.
States should reach out to potential partners
such as colleges and universities, state
associations and organizations, and other
stakeholders that can provide technical
assistance and resources to schools and
school districts in these areas.
Establish Goals and Priorities
of the State Program Plan
It is critical for states to develop goals in the
early planning stages of an environmental
health program for schools to provide focus
and a basis for measuring progress. Using the
information gathered from the initial program
assessment and capacity determination, states
can set goals that are clear and measureable,
and can be reasonably accomplished within
a specified timeframe. Goal-setting provides
a tangible roadmap for the state program as it
progresses. Thus, states are encouraged to set
short-term, intermediate, and long-term goals.
It is imperative that all individuals involved in
the state program understand the program
goals. Examples of general goals include:
Develop an environmental management
system that school districts across the
state can adopt to improve the health of
children and school staff.
Promote the importance of
environmental health in schools and
help school districts identify those
schools that could benefit most from an
enhanced focus on environmental health
(e.g., schools with critical maintenance
and repair needs, high absentee rates
or above average rates of asthmatic
children, children from low-income or
underserved communities, and children
with disabilities).
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
19
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Ensure that resources (e.g., tools, training,
and information) are accessible to help
school districts implement local school
environmental health programs.
Ensure that procedures, protocols,
resources, and points of contact are
established to manage environmental
health emergencies.
Establish policies, guidance, and best
practices at the state level that address
key environmental health issues,
including:
• Green cleaning,
• Chemical management,
• Indoor air quality,
« Integrated pest management,
• Construction and renovation, and
• Classroom comfort (e.g., ventilation,
acoustics, lighting, and temperature
control).
Identify options for smart materials
selection (i.e., products that have
less effect on human health and the
environment than equivalent, competing
products) when building new or
renovating existing school facilities, and
the use of healthier, less toxic products in
all school facilities.
Provide tools, such as those
included in the model K-12 school
environmental health program (found
in Appendix A), that can be adopted
by schools and school districts to
STATE HIGHLIGHT:
Colorado Connections for Healthy Schools
Colorado Connections for Healthy Schools (CCHS) began in 2003 as part of the CDC's
Coordinated School Health strategy. CCHS's mission is to provide a framework to help
build Colorado's infrastructure for coordinated school health. Core CCHS partners include:
Colorado Department of Education;
Colorado Department of Public Health and the Environment;
* Colorado Legacy Foundation;
ir Colorado Health Foundation;
Center for Research Strategy;
*• Creative Media Solutions; and
* RMC Health.
Through grant funding from the Colorado Legacy Foundation and the Colorado Health
Foundation, CCHS acknowledges the achievements of schools that scored highest on
the Healthy School Champion Scorecard, a self-assessment tool that evaluates a school's
performance on the eight components of Coordinated School Health. In the first year, more
than 100 Colorado schools submitted scorecards and the top 15 schools received mini-grants.
In 2012, Colorado Connections for Healthy Schools became the Colorado Coalition
for Healthy Schools to reflect the program's evolution into a statewide coalition that
addresses school health more broadly and comprehensively.
Learn more about the Colorado Coalition for Healthy Schools.
20
VOLUNTARY GUIDELINES FOR STATES
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facilitate implementation of their own
environmental health programs.
Develop state learning standards for
incorporating environmental health
instruction into the student curricula.
To support program goals, a state
program plan should include metrics. The
metrics should be specific to the goals,
resources, and needs of each state. The
States of Connecticut and Rhode Island
provide two examples of metrics that
have been developed for existing school
environmental health initiatives that also
can be used as metrics for other state
programs.
The State of Connecticut collects data
from school districts on health statistics
that can be influenced by school
environments (e.g., asthma-related data
and reductions in absenteeism).
The State of Rhode Island tracks the
number of school districts that are
participating in a component of the
state program (e.g., EPA's IAQ Tools for
Schools) or that have implemented the
overall state program.
Emergency Management
Schools and school districts need to
know the appropriate procedures and
points of contact when faced with an
environmental emergency. States can
assist in these emergency situations by
ensuring that schools and school districts
are included in, and are aware of, the state
emergency management plan. Emergency
management planning can help ensure that
states, schools, school districts, parents, and
local communities are equipped to respond
properly to environmental emergencies
in schools. If one does not already exist,
states are urged to develop an emergency
management plan prior to implementing
the environmental health program for
schools. Basic emergency management and
preparedness at the state level involves:
Maintaining a consistent and up-to-
date emergency preparedness guide and
occupant emergency action plan;
• District-wide emergency preparedness
training on topics such as safety drills,
emergency evacuation, chemical spills
and contamination, shelter-in-place,
bomb threats, poison control, natural
disasters, and fire;
• Addressing the unique needs of children
with disabilities;
Identifying reliable consultation
service(s) with industrial hygienists,
physicians, HAZMAT teams, and PEHSUs;
Ensuring points of contact for reporting
potential environmental health
concerns are identified and available to
stakeholders and local communities;
Establishing a reporting and
investigation process for addressing
incident reports;
Conducting periodic assessments of
new and emerging hazards relevant to
schools; and
* Providing frequent guidance and
recommendations to schools and school
districts throughout the emergency
situation.
States are encouraged to provide an
emergency preparedness guide as a general
safety directive to which schools and school
districts can refer for various emergencies
as part of the emergency management plan.
States also should consider including an
occupant emergency action plan outlining
protocols and procedures that can be used
or adapted by schools and school districts to
reflect specific information (e.g., individual
school building structures, fire department
regulations, school chemical inventories,
and procedures for assisting children with
disabilities). At a minimum, states should set
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
21
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up a process that schools, school districts,
parents, and local communities can follow
to report environmental emergencies and
incidents.
Program Implementation
Developing a strategy for implementing
a state environmental health program for
schools is a key component of the program
plan. Methods for implementation will
vary across states and will be driven by
each state's needs and available resources.
The lead office can work with the program
participants or the steering committee to
develop an implementation strategy that:
Outlines the goals of the program;
* Identifies the activities to be completed
for each goal;
• Defines a timeline for taking action
toward each program goal;
Lists the resources and funding needed
to implement the program;
STATE HIGHLIGHT:
Washington School Environmental Health
and Safety Program
The School Environmental Health and Safety (SchEH&S) Program in Washington's
Department of Health is guided by state school environmental health policies. In 1955,
Washington passed the State Board of Health Rule for Primary and Secondary Schools,
which established minimum environmental health and safety standards for education
facilities (e.g., siting, lighting, ventilation, noise, heating, and safety). In the mid-1990s,
the Washington State Department of Health and the Office of the Superintendent of
Public Instruction brought together a range of school stakeholders to develop one set of
guidelines on health and safety rules and best practices for K-12 schools: the Health and
Safety Guide for K-12 Schools in Washington (2000, 2003, 2012).
The Department of Health SchEH&S Program places a strong emphasis on technical
assistance, training, and education. The program works with federal, state, and local
partners to provide technical assistance to local health jurisdictions and school staff (e.g.,
risk managers, maintenance and operations staff, custodians, nurses, and administrators)
on environmental health and safety issues. For example, the Department of Health, the
King County Local Hazardous Waste Management Program, state agencies, Educational
Service Districts, Washington State University, and EPA provide technical assistance and
training on integrated pest management, safe chemical management, and lab safety in
schools. Other key partners include the Washington State Coordinated School Health
Program and the Pacific Northwest Pediatric Environmental Health Specialty Unit.
The Department of Health SchEH&S Program promotes school environmental health and
safety through presentations to, and participation in, various school and public health
trainings and committee work. The program holds an annual fall workshop that brings
local health jurisdictions and school staff together to network and receive information
on school environmental health and safety. Newsletters, listservs, and the Department of
Health SchEH&S website are additional tools used to reach target audiences.
Learn more about Washington's School Environmental Health and Safety Program.
22
VOLUNTARY GUIDELINES FOR STATES
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Incorporates a communication plan
outlining how information and resources
will be disseminated to school districts
and program participants;
Identifies training needed to implement
the program;
Defines milestones and measurement
criteria to guide and assess program
progress;
Establishes a process for tracking the
milestones and measurement criteria
that will be used to guide and assess
program progress;
Ensures compliance with all federal,
state, and local environmental laws and
regulations; and
Enforces existing policies, sets school
standards, modifies school inspection
criteria, or adds school environmental
health responsibilities to position
descriptions to institutionalize and
sustain the program.
As part of the implementation strategy,
states can consider customizing the model
K-12 school environmental health program
(found in Appendix A) to reflect their
priorities. Customized information can
include specific policies and standards for
environmental health issues; emergency
management protocols, procedures, and
points of contact; and local resources that
can assist schools and school districts
in developing and sustaining their own
environmental health programs and
activities. The customized model program
can be disseminated to schools and school
districts by states as part of an outreach
campaign to generate interest and
participation in the state program.
Public Communication and
Outreach
Regular, effective, and transparent
communication is vital to the state
program's success. In addition to school
districts and program participants,
parents and local communities need to
understand school environmental health
issues and how the state program will help
protect children and school staff. Prior to
implementing an environmental health
program for schools, states are encouraged
to develop a communication strategy that
outlines how program information will
be shared with schools, school districts,
parents, and local communities. States
should consider using practical and creative
outreach methods to increase program
support including websites, social media,
newsletters, articles, and listservs. To keep
the public engaged in the program, states
can center communication efforts on key
topics such as:
The priorities, goals, and benefits of the
program;
How the program will address
underserved communities or
populations, or those that might
be disproportionately impacted by
environmental risks (e.g., low-income
and minority populations and children
with disabilities);
• Which schools and school districts are
taking action toward implementing
environmental health programs;
• Assessments of school conditions;
Interventions concerning school
environmental health issues; and
Points of contact for additional
information and to report concerns.
States should identify key messages and
opportunities to keep the public engaged
and informed of actions that are being taken
within the state to create healthy school
environments for children and school staff.
Staff Training and Education
Providing training and education
opportunities to state program participants
as part of the program implementation
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
23
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is crucial for future success. Training
can be provided by the state, members
of the steering committee, a trainer with
expertise in school environmental health,
a partnership between governmental
organizations and NGOs, or successful
peer trainers. Trainers should be able to
speak from experience and communicate
effectively with the audience. In addition
to having the expertise to address
environmental health issues in schools, the
PEHSU network can serve as a resource
in identifying existing evidence-based
curricula or presentations to assist with
the training process. Training topics could
include:
• Children's environmental health and
safety in schools,
The basic elements of the state program,
• Plans for implementing the state
program,
Best practices and lessons learned from
existing state environmental health
programs for schools, and
The policies or standards currently in
place that support the state program.
Educational material and information
might include:
An overview of children's environmental
health issues;
Actions that schools and school
districts can take to ensure that school
environments are healthy;
Resources available to schools and
school districts like EPA's IAQ School
Champions and EPA's IAQ National
Schools Network, which help schools
and school districts learn more about the
strategies, challenges, and commitments
of others to protect children and school
staff on a peer-to-peer basis;
Protocols, procedures, and points
of contact for environmental health
emergencies;
Existing training, certification,
continuing education, and other learning
opportunities for program participants;
• Outreach tools and approaches (e.g.,
public television, events, word-of-mouth
campaigns, peer-to-peer collaboration,
and social networking) to increase
awareness of the state program; and
Feedback, success stories, and
lessons learned.
Measures to Assess Progress
Having measures to assess progress can
help sustain state environmental health
programs for schools. When planning and
coordinating the program, it is important for
states to recognize early program success.
Communicating milestones such as
identifying the top priorities for the program
and developing an emergency management
plan can keep interest and enthusiasm high.
Once the program has been implemented,
immediate successes like increased
participation, new partnerships, and
incremental steps that schools or school
districts take to adopt the program can
be used to help measure progress. Data
obtained by conducting site visits, regular
reporting, and other methods can help
benchmark efforts and outcomes across
school districts within a state. Some baseline
data might already exist (e.g., absenteeism
rates and energy use). The steering
committee can help establish a mechanism
and timeline for tracking progress, and
can determine whether the measurement
plans need to be vetted by a human subjects
research review process (e.g., a state
institutional review board). States can use
this information to make key decisions and
to identify strengths, weaknesses, and gaps
in the overall program.
After considering and applying these initial
steps, states might wish to consider piloting
the program among selected schools or
school districts before implementing the
program more broadly.
24
VOLUNTARY GUIDELINES FOR STATES
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STEP 4
mplement the Program
Work with the lead office or steering committee to ensure the
state program is implemented effectively.
Implementation will depend greatly on
the state program's goals, priorities, and
resources. For example, the Wisconsin
Green and Healthy Schools Program worked
with individual schools to complete a three-
step certification process, and the New
Hampshire Partners for Healthy Schools
Program leveraged partnerships with state
agencies and non-profit organizations to
provide free assessment training, technical
assistance, and mentoring to address
environmental needs identified by schools.
State program implementation might
incorporate a variety of strategies such
as broadly announcing the program
and making basic information readily
available to school districts and the general
public (e.g., existing resources, tools,
and points of contact for the program).
In cases where states are expanding
existing environmental health programs
for schools, implementation can involve
sharing information about the new
aspects of the program or providing
a centralized source of information
pertinent to school environmental health.
Effective communication and outreach
are instrumental in getting schools,
school districts, parents, school staff, and
students engaged to support and sustain
school environmental health programs.
Communication and outreach to parents,
students, and the general public can include
information such as:
The state program's goals;
Pertinent federal, state, and local laws
and regulations;
Tools and resources available to help
STEPS 4-6:
Implementing and
Sustaining a Successful
Environmental Health
Program for Schools
Steps 4-6 outline actions that states
can take to implement and sustain a
state environmental health program
for schools.
support or participate in the state program;
• Methods for providing feedback on the
state program (e.g., for administrators,
teachers, students, and parents);
• Points of contact for additional
information and technical assistance; and
Recognition of successful school districts
or school initiatives and those schools
and school districts making incremental
changes.
The lead office or the steering committee
can also reach out to individuals and
organizations, such as public health
professionals, parent-teacher organizations,
schools of public health, and colleges and
universities to partner with them in support
of school districts and their efforts to create
healthy school environments. An excellent
example of successfully implementing a
state environmental health program for
schools can be found in Connecticut's Tools
for Schools program.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
25
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STATE HIGHLIGHT:
Connecticut Tools for Schools Program
In 1999, representatives from the Connecticut Department of Public Health, EPA Region
1, and the Connecticut Council for Occupational Safety and Health began meeting to
develop a comprehensive and coordinated statewide strategy to promote EPA's IAQ
Tools for Schools Action Kit and program as a viable, proactive intervention to address
indoor air quality problems in Connecticut schools. Connecticut's work has led to the
development of a statewide, multiagency consortium, the Connecticut School Indoor
Environment Resource Team (CSIERT). Since its inception, CSIERT has expanded
Connecticut's program to address a variety of environmental health issues.
By implementing the EPA IAQ Tools for Schools program, the state of Connecticut
has helped address indoor air quality issues in more than 800 schools. School districts
throughout the state have benefitted from implementing this component of a K-12 school
environmental health program through:
Improved Health Outcomes within Connecticut School Districts
*• An 11% reduction in the number of visits to school nurses. (North Haven)
A decline of 21.2% in asthma incidents in 1 year. (Hartford)
it Absenteeism cut by more than half. (Hamden)
A decrease of 48% in the number of reported cases of respiratory-related illnesses.
(North Haven)
it Number of asthma-related health office visits decreased from 463 to 82 over 4 years.
(Chester)
Cost Savings for Connecticut School Districts
Decreased indoor air quality related workers compensation claims. The average decrease
was 3.6 claims. The severity of claims decreased 87%, for a total savings of $56,705.
Decreased energy costs with well-maintained buildings and equipment.
Positive Public Relations
•*• Positive feedback from teachers' unions.
it Positive media coverage.
Improved faculty and school staff morale.
•*• Increased community trust.
Visit the Connecticut Tools for Schools website for more information.
26 VOLUNTARY GUIDELINES FOR STATES
-------
STEPS
valuate the Program
valuate the state program's goals, activities, and milestones
i determine whether they need to be revised or expanded to
iprove the program.
An important part of implementing the
state environmental health program for
schools is evaluating progress made
toward adopting the state program, as
well as the program's goals, activities, and
milestones, to determine whether they
need to be revised or expanded to improve
the program. Ideally, school districts and
other stakeholders should take part in
the evaluation. Evaluations should be
conducted on a regular basis and might
include:
Assessing progress toward meeting the
short-term, intermediate, and long-term
goals as established in Step 3;
Revisiting and updating the program
priorities, as needed;
Reviewing the effectiveness of relevant
state environmental health policies;
• Identifying any new funding sources;
Analyzing how well the strategies for
each goal have worked in practice;
Identifying any success factors and best
practices;
Recognizing any obstacles or challenges
encountered when implementing the
program;
Identifying areas of the program that
need improvement or refinement (e.g.,
the emergency management plan or
communication and outreach strategy);
Assessing the training opportunities and
resources that states provide to program
participants and school districts;
Assessing each school district's progress
toward implementing environmental
health programs in schools; and
Reviewing the membership of the
steering committee or program
participants, as necessary.
States should identify and acknowledge
schools and school districts that are making
incremental changes to create healthier
learning environments, and encourage
those that are addressing environmental
health issues to evaluate their progress
on a regular basis. The CDC's School
Health Profiles (Profiles) is a useful tool
for assessing existing health policies and
practices in schools. Profiles is a system
of surveys conducted every 2 years by
many state education and health agencies
among middle and high school principals
and lead health education teachers. States
can administer Profiles to monitor what
proportion of schools in their jurisdiction
have school improvement plans that include
healthy school environment objectives;
have a school health council, committee,
or team; have tobacco-free school policies;
and have attempted to minimize asthma
triggers in the school environment.
EPA's Healthy School Environments
Assessment Tool (HealthySEATv2) is another
useful tool that states can encourage school
districts to use to measure progress in
individual schools. HealthySEATv2 is a fully
customizable software program designed to
help school districts evaluate and manage
all of their environmental, safety, and health
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
27
-------
issues and can help standardize reporting
among different school districts within a state.
States should collaborate with schools and
school districts to share successes and
lessons learned. States should establish
mechanisms (e.g., newsletters, an
annual meeting, participating in existing
school board meetings, conference calls,
and webinars) that allow schools and
school districts to share their program
evaluations, discuss the results, and provide
recommendations to other schools for
improvement, if needed. States can also
encourage school districts with successful
environmental health programs to mentor
other school districts in best practices for
developing and implementing sustainable
program strategies.
Examples of States and School Districts
Adopting HealthySEAT
The Ohio Department of Health has posted a customized version of HealthySEAT
on the Ohio Department of Health website to help school districts and local health
departments conduct annual inspections of school buildings and grounds to identify
health and safety concerns.
The New Hampshire Department of Environmental Services has developed a version of
HealthySEAT with specific information customized for New Hampshire. New Hampshire
HealthySEAT is designed to be used as a starting point for New Hampshire school
districts to further customize HealthySEAT for use in their own districts. The project is
a partnership of the New Hampshire Department of Environmental Services, the New
Hampshire Department of Health and Human Services, the New Hampshire Department
of Education, health departments in the cities of Manchester and Nashua, and the New
Hampshire Partnership for High Performance Schools.
The Mississippi Department of Environmental Quality received an EPA Indoor
Environments grant award of $28,900 to integrate the environmental health and safety
requirements and best practices from Mississippi's Education, Environmental and
Health Programs into HealthySEAT. The grant also included piloting HealthySEAT with
the Cleveland School District and incorporating lessons learned and successes realized
into a training program to be conducted for other school districts.
In conjunction with their indoor air quality walkthrough and incident reports, Katy
Independent School District in Texas is using HealthySEAT to record their indoor air
quality assessments and develop an indoor air quality profile for each school and
facility. HealthySEAT is helping Katy document each school's unique environmental
health issues so they can be resolved in a timely and cost-effective manner.
28
VOLUNTARY GUIDELINES FOR STATES
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STEP 6
ustain the Program
itilize the results of state program evaluations to determine the
;turn on investment, make adjustments to the program where
eeded, and communicate successes.
The results of the state program evaluations
should be used to make adjustments, as
needed, to enhance and sustain a successful
state environmental health program for
schools. States can use the results of the
program evaluation to:
Demonstrate a return on investment;
• Update program training;
Revise existing policies and procedures;
Develop policies and procedures for
additional environmental health issues;
Revise program goals and strategies;
Implement activities in new priority
areas;
Communicate successful approaches
from state, school, or school district
programs; and
Identify and engage new steering
committee members, partners, and
champions to help promote, support, and
provide additional resources for the state
program.
Sustaining a successful state environmental
health program for schools requires
demonstrated management support and
a consistent commitment over time.
States should continue to engage steering
committee members to offer insights on
emerging environmental health issues, and
develop policies and programs that further
support the program's goals. States should
also keep schools and school districts
informed about updates to the program, as
well as new policies, tools, and resources
that become available.
U.S. Department of
Education Green
Ribbon Schools
Recognition Award
The U.S. Department of Education
Green Ribbon Schools Recognition
Award recognizes schools that
save energy, reduce costs, feature
environmentally sustainable learning
spaces, protect health, foster
wellness, and offer environmental
education to boost academic
achievement and community
engagement. States can nominate
schools where staff, students,
officials, and communities have
worked together to produce energy-
efficient, sustainable, and healthy
school environments. Seventy-
eight schools from 29 states and
Washington DC were recognized for
the 2011-2012 inaugural year of Green
Ribbon Schools.
State environmental health
programs for schools can help
schools meet Green Ribbon Schools
award requirements, and states
should encourage schools and
school districts to participate.
Another way states can sustain successful
programs is through public-private
partnerships. By partnering with businesses,
colleges and universities, and trade
associations, states can obtain needed
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
29
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expertise and resources to maintain and
enhance school environmental health
programs. States also can encourage
participation in, and improvement of,
environmental health activities across
school districts by offering recognition or
incentives, such as:
Recognizing and sharing successful
school district efforts;
Nominating schools for national or
state awards (e.g., the U.S. Department
of Education Green Ribbon Schools
Recognition Award, Florida's Governor
Serve to Preserve Green Schools Award,
and Texas's Green Ribbon Schools
Award);
Creating a state recognition program if
one does not exist;
Creating new non-financial incentives; or
Collaborating with independent or non-
profit organizations to provide financial
incentives.
Above all, states should share successes
with members of the community.
Communicating progress and success
is necessary to maintain support for a
state environmental health program for
schools. Newsletters, listservs, and the
Governor's State of the State report are just
some methods for sharing successes. The
lead office should keep documentation
and good records of program progress to
facilitate communication. Examples of such
documentation include:
Case studies of schools and school
districts that have adopted a school
environmental health program,
Yearly progress reports,
Performance measures,
Absenteeism information, and
Expenditures and other budgetary data.
30
VOLUNTARY GUIDELINES FOR STATES
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Tools and Resources to Assist States with
Environmental Health Programs for Schools
Several tools and resources are available
to assist states with implementing and
sustaining an environmental health
program for schools. Many of these tools
and resources are included in Appendix
C: Additional Information and Resources.
Two well-established resources are EPA's
IAQ Tools for Schools program and the
CDC's Coordinated School Health strategy,
summarized in the text below and in the
figures that follow. The IAQ Tools for
Schools Framework for Effective School
IAQ Management has become the standard
for schools that are looking to initiate
proactive indoor air quality practices (see
IAQ Tools for Schools At-a-Glance). In
2006, 51% of U.S. schools had an indoor air
quality management program and among
those schools, 85% based their program
on EPA's IAQ Tools for Schools program.36
These schools are significantly more
likely to be addressing key environmental
health risks (e.g., mold and moisture, pests,
and mismanaged chemicals) compared
to schools without an indoor air quality
management program. School districts
already implementing IAQ Tools for
Schools, and districts just beginning to
think about developing a comprehensive
environmental health program, will find the
IAQ Tools for Schools platform an effective
model on which to build.
Ideally, a school's efforts to promote a
healthy environment should be part of
a Coordinated School Health strategy.
A Coordinated School Health strategy
is an approach to improving the health
and well-being of all students so they
can fully participate and be successful
in school. The process involves bringing
together school administrators, teachers,
other school staff, students, families, and
community members to assess health
needs; set priorities; and plan, implement,
and evaluate all health-related activities (see
"Energy Independence and Security Act
of 2007").37 A Coordinated School Health
strategy integrates health promotion efforts
across eight interrelated components that
already exist to some extent in most schools,
including:
Health education;
• Physical education;
Health services;
Nutrition services;
Counseling, psychological, and social
services;
Healthy and safe school environments;
* Staff wellness; and
Family and community involvement.
States that have adopted a Coordinated
School Health strategy for use in their
schools are encouraged to use these
guidelines to help schools and school
districts improve their environmental health
programs. As one of the major components
of a Coordinated School Health strategy,
initial steps to promote healthy school
environments (e.g., adopting tobacco-
free policies or implementing policies to
address environmental asthma triggers)
are often the starting point for schools and
school districts to implement a broader,
coordinated approach to student and staff
health. For more information, visit CDC's
website on Coordinated School Health.
As an additional resource for states,
EPA has developed a model K-12 school
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
31
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environmental health program, presented
in Appendix A of this document, which
can be adapted by states to reflect state
environmental health goals and resources.
The model program focuses on five broad
components of environmental health issues
that schools should address to ensure
that school environments are healthy and
promote high achievement by children and
school staff. These five components are:
Practice Effective Cleaning and
Maintenance,
Prevent Mold and Moisture,
Reduce Chemical and Environmental
Contaminant Hazards,
Ensure Good Ventilation, and
Prevent Pests and Reduce Pesticide
Exposure.
In addition to these components, the EPA
model program covers topics including
new construction and renovation projects;
enhancing classroom comfort (e.g., lighting,
acoustics, ventilation, and temperature
control); becoming more energy- and
water-efficient; faculty and staff training;
and student curricula. States are encouraged
to customize the EPA model program
to reflect their school environmental
health policies, emergency management
procedures, and local resources to help
schools and school districts best address
their school environmental health needs.
Summary
Effective state environmental health
programs for schools promote safe, clean,
and well-maintained school buildings
and grounds; create environments that
are conducive to learning; and protect
the health of children and school staff.
The practices recommended in these
voluntary guidelines have been successfully
implemented by states, and can be applied,
with appropriate adaptation, to a wide range
of school-related institutions, including
child care and early learning centers. EPA
will work with federal, state, and local
partners to support implementation of
these guidelines and share best practices to
ensure healthy learning environments for
the nation's children.
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VOLUNTARY GUIDELINES FOR STATES
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IAQ Tools for Schools At-A-Glance
EPA's IAQ Tools for Schools Framework
for a K-12 School Environmental Health Program
IAQ Tools for Schools is a flexible, comprehensive resource for environmental health in school
buildings. The IAQ Tools for Schools approach provides strategies and a robust suite of tools to help
schools identify, correct, and prevent a wide range of environmental health and safety risks, and to
put in place a sustainable system to institutionalize a successful program at the school or school
district level. The framework provides a common language to describe the drivers of IAQ program
success; detailed guidance on the proven strategies, organizational approaches, and leadership
styles that are fundamental to program effectiveness; and a clear vision of the pathway to school
IAQ excellence. Its highly flexible and adaptable structure allows any school or school district,
regardless of location, size, budget, or condition, to use the framework to launch, reinvigorate, and
sustain an effective indoor air quality management program.
The Framework for Effective School IAQ Management:
SIX KEY DRIVERS
Organize Communicate
COMMUNICATE
Cleaning & Maintenance
Materials Selection
Source Control
Assess
ACT
• Edu
Plan
ASSESS
• Walk the Grounds
• Listen to Occupants
• Use Technology
PLAN
• Prioritize Actk
• Put Goals in Vi
• Start Small
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
33
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IAQ Tools for Schools At-A-Glance, continued
The core elements of the IAQ Tools for Schools Framework are the Key Drivers and the Technical
Solutions. The Key Drivers are the essential functions of effective and enduring indoor air quality
management programs: Organize, Communicate, Assess, Plan, Act, and Evaluate. The Technical Solutions
define the most common issues that schools need to address to effectively manage indoor air quality
risks: Quality HVAC, Control of Moisture and Mold, Integrated Pest Management, Effective Cleaning and
Maintenance, Smart Materials Selection, and Aggressive Source Control.
Learn more about the IAQ Tools for Schools Framework, tools, and resources.
The Framework for Effective School IAQ Management:
SIX TECHNICAL SOLUTIONS
Quality HVAC —
• Inspect HVAC systems regularly
• Establish a maintenance plan
• Change filters regularly and ensure condensate pans are draining
• Provide outdoor air ventilation according to ASHRAE Standard or local code
• Clean air supply diffusers, return registers, and outside air intakes
• Keep unit ventilators clear of books, papers and other items
Control of Moisture/Mold —
• Conduct routine moisture inspections
• Establish mold prevention and remediation plan
• Maintain indoor humidity levels between 30% and 60%
• Address moisture problems promptly
• Dry wet areas within 24-48 hours
"^ Strong Integrated Pest Management (IPM)
• Inspect and monitor for pests
• Establish an IPM plan
• Use spot treatments and baits
• Communicate with occupants prior to pesticide use
• Mark indoor and outdoor areas treated with pesticides
Effective Cleaning & Maintenance
• Conduct routine inspections of school environment
• Develop a preventable maintenance plan
• Train cleaning/maintenance staff on protocols
• Ensure materials safety data sheets (MSDS) are available to staff
• Clean and remove dust with damp cloth
• Vacuum using high-efficiency filters
* HVAC
Moisture/Mold
IPM
Cleaning & Maintenance
Materials Selection
Source Control
Smart Materials Selection
• Maintain products inventory
• Develop low-emitting products
purchasing and use policies
• Use only formaldehyde-free materials
• Use only low toxicity and low-emitting
paint
• Select products based on product
rating systems
* Use least toxic cleaners possible (only
those approved by the district)
Aggressive Source Control
• Conduct regular building walkthrough
inspections
• Test for radon: mitigate if necessary
• Implement a hazardous materials plan (use,
label, storage and disposal)
• Establish a school chemical management
and inventory plan
• Implement Smoke Free policies
• Establish an anti-idling school bus policy
• Use walk-off mats at building entrances
• Conduct pollutant-releasing activities when
school is unoccupied
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VOLUNTARY GUIDELINES FOR STATES
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Implementing Coordinated School Health
How States Can Implement a
Coordinated School Health Strategy
Monitor and assess the effectiveness of school
health policies and programs in promoting
healthy behaviors and reducing risky ones (e.g.,
CDC's School Health Profiles survey).
Build an infrastructure within the lead agency
that supports personnel and organizational
involvement, authorization and funding,
technical assistance and resources, and
communication.
Build partnerships among state level
government agencies and NGOs to coordinate
efforts and maximize resources (e.g., establish a
state school health coordinating council).
Establish policies to help schools implement
and coordinate their school health efforts (e.g.,
provide model policies to local school districts
and develop curriculum standards to guide
instruction and content).
Establish a technical assistance and resource
plan to support school districts in their
Coordinated School Health efforts (e.g., establish
criteria to help school districts develop, assess,
and select health curricula; identify resources
for developing school health policies and for
assessing and planning school health programs;
and identify national standards and guidelines
for Coordinated School Health components and
disseminate to school districts).
Communicate the roles and benefits of a
Coordinated School Health strategy to key
audiences.
Develop a professional development plan
for school officials and others responsible for
implementing a Coordinated School Health
strategy and school health initiatives.
Establish a system for evaluation to improve
state and local school health policies and
programs (e.g., develop procedures for
measuring program goals, objectives,
and implementation plans to assess the
development and implementation of health-
related education policies).
For more information, visit CDC's website on
Coordinated School Health.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
35
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Implementing Coordinated School Health, continued
How Schools and School Districts Can Implement a
Coordinated School Health Strategy
Secure and maintain administrative support
and commitment. School administrators can
provide support by incorporating health in
the school's or school district's vision and
mission statements; appointing someone to
oversee school health; allocating resources; and
communicating the importance of wellness to
students, school staff, and parents.
Establish a school health council or team.
District school health councils include
at least one representative from each
Coordinated School Health component, and
school administrators, parents, students, and
community representatives involved in the
health and well-being of students. School health
teams include a site administrator, an identified
school health leader, teachers and other staff
representing the Coordinated School Health
components, parents, students, and community
representatives (when appropriate).
Identify a school health coordinator. The school
health coordinator helps maintain active school
health councils; facilitates health programming;
organizes activities addressing the Coordinated
School Health components; and facilitates
actions to achieve a successful, coordinated
school health system (e.g., policies, programs,
activities, and resources).
Develop a plan. The plan should present a
strategy for achieving health promotion goals
and fit into a school's overall improvement plan
to link health with learning outcomes.
Implement multiple strategies through multiple
components. Each Coordinated School Health
component employs a unique set of strategies,
including classroom instruction, policies and
procedures, environmental change, health,
counseling and nutrition services, parent and
community involvement, and social support. No
single strategy or single component, however,
will achieve all the desired health outcomes
for all students. Implementing all components
is necessary so every strategy can be used to
address health behaviors and improve student
learning.
Focus on students. The focus of a Coordinated
School Health strategy should be on meeting
the education and health needs of students,
and providing opportunities for students to be
meaningfully involved in the school and the
community.
Address priority health-enhancing and health-
risk behaviors. Schools can implement policies
and programs to help students avoid or reduce
health-risk behaviors that contribute to the
leading causes of death and disability among
young people as well as among adults.
Provide professional development for
staff. Professional development provides
opportunities for school employees to identify
areas for improvement, learn about and use
proven practices, solve problems, develop skills,
and reflect on and practice new strategies.
For more information, visit CDC's website on
Coordinated School Health.
36
VOLUNTARY GUIDELINES FOR STATES
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Endnotes
1. Buchanan, B. (2007). Sick buildings, sick students:
Poor air quality and other environmental irritants
can lead to health concerns for your students
and staff. American School Board Journal, June,
48-50.
2. U.S. Environmental Protection Agency. (2010).
EPA strategic plan. Retrieved 2012, from U.S.
Environmental Protection Agency: www.epa.gov/
planandbudget/strategicplan.html.
3. American Academy of Pediatrics Council on
Environmental Health. (2003). Developmental
toxicity: Special considerations based on age and
developmental state. In Etzel, R., & S. Balk (Eds.),
Pediatric Environmental Health (Second ed., pp.
9-36). Elk Grove Village, IL: American Academy
of Pediatrics Council on Environmental Health.
4. U.S. Environmental Protection Agency. (2003).
America's children and the environment:
Measures of contaminants, body burdens, and
illnesses. Washington, DC: U.S. Environmental
Protection Agency. EPA/240/R-03/001. February.
http://yosemite.epa.gov/ochp/ochpweb.
nsf/content/ACEreport3_19final.htm/$File/
ACEreport2_21final.pdf.
5. U.S. Environmental Protection Agency. (2012).
Indoor air quality tools for schools: High
performance schools. April 5. Retrieved 2012,
from U.S. Environmental Protection Agency:
http://www.epa.gov/iaq/schooldesign/
highperformance.html.
6. U.S. Department of Education, National Center
for Education Statistics. (2010). Fast facts.
Retrieved May 12, 2011, from National Center for
Education Statistics: http://nces.ed.gov/fastfacts/
display.asp?id=372.
7. National Research Council. (2006). Green schools:
Attributes for health and learning. Washington,
DC: The National Academies Press. 192 pages.
8. U.S. Department of Education, National Center
for Education Statistics. (2007). Public school
principals report on their school facilities: Fall
2005. Washington, DC: National Center for
Education Statistics. NCES 2007-007. January.
http://nces.ed.gov/pubs2007/2007007.pdf.
9. National Research Council. (2011). Climate change,
the indoor environment, and health. Washington,
DC: The National Academies Press. 286 pages.
10. U.S. Environmental Protection Agency. (2007).
A decade of children's environmental health
research: Highlights from EPA's science to
achieve results program. Washington, DC:
U.S. Environmental Protection Agency.
EPA/600/S-07/038. December, http://epa.gov/
ncer/publications/research_results_synthesis/
ceh_report_508.pdf.
11. Akinbami, L, Moorman, J., & Liu, X. (2011).
Asthma prevalence, health care use, and
mortality: United States, 2005-2009. National
Health Statistic Reports, 32,1-14.
12. Evans, G., & Kantrowitz, E. (2002). Socioeconomic
status and health: The potential role of
environmental risk exposure. Annual Review of
Public Health, 23, 303-331.
13. U.S. Department of Education. National Center for
Education Statistics. (2000). Condition of America's
public school facilities: 1999. Washington, DC:
National Center for Education Statistics.
14. Akinbami, L.J. (2006). The state of childhood
asthma, United States, 1980-2005. Advance Data
from Vital and Health Statistics 381,1-24.
15. Stores, G., Ellis, A.J., Wiggs, L., Crawford, C., &
Thomson, A. (1998). Sleep and psychological
disturbance in nocturnal asthma. Archives of
Disease in Childhood, 78 (5): 413-419.
16. Chugh, I.M.,Khanna, P., & Shah, A. (2006). Nocturnal
symptoms and sleep disturbances in clinically stable
asthmatic children. Asian Pacific Journal of Allergy
and Immunology, 24 (2-3): 135-42.
17. Schneider, M. (2002). Public school facilities
and teaching: Washington, DC and Chicago.
Washington, DC: 21st Century School Fund.
http://www.21csf.org/csf-home/Documents/
Teacher_Survey/SCHOOL_FACS_AND_
TEACHING.pdf.
18. Earthman, G., Cash, C., & Van Berkum, D. (1995).
Student achievement and behavior and school
building condition. Journal of School Business
Management, 8 (3): 26-37.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
37
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19. Branham, D. (2004). The wise man builds his house
upon the rock: The effects of inadequate school
building infrastructure on student attendance. Social
Science Quarterly, 85 (5), 1112-1128.
20. Myhryold, A., Olsen, E., & Lauridsen, O.
(1996). Indoor environment in schools -
Pupils health and performance in regard to
CO2 concentrations. Presentation at the 7th
International Conference on Indoor Air Quality
and Climate. Nagoya, Japan.
21. Mendell, M. (1993). Non-specific symptoms
in office workers: A review and summary of
the epidemiologic literature. Indoor Air, 3 (4),
227-236.
22. Seppanen, O., Fisk, W.J., & Mendell, M.J..
(1999). Association of ventilation rates and CO2
concentrations with health and other responses
in commercial and institutional buildings. Indoor
Ail, 9 (4), 226-252.
23. Apte, M., Fisk, W., & Daisey, J. (2000). Associations
between indoor CO2 concentrations and sick
building syndrome symptoms in U.S. office
buildings: An analysis of the 1994-1996 BASE
study data. Indoor Air, 10 (4), 246-257.
24. Shendell, D., Prill, R, Fisk, W., Apte, M., Blake,
D., & Faulkner, D. (2004). Associations between
classroom CO2 concentrations and student
attendance in Washington and Idaho. Indoor Air,
14 (5), 331-341.
25. Shaughnessy, R., Haverinen-Shaughnessy, U.,
Nevalainen, A., & Moschandreas, D. (2006). A
preliminary study on the association between
ventilation rates in classrooms and student
performance. Indoor Air, 16 (6), 465-468.
26. Duran-Narucki, V (2008). School building
condition, school attendance, and academic
achievement in New York City public schools:
A mediation model. Journal of Environmental
Psychology, 28, 278-286.
27. Ohlund, L, & Ericsson, K. (1994). Elementary
school achievement and absence due to illness.
Journal of Genetic Psychology, 155 (4), 409-421.
28. Stolz, A., Knickelbein, A., & Coburn, S. (2008).
Linking coordinated school health to student
success. Presentation at the Annual Conference
of the National Association of School Nurses,
Albuquerque, NM.
29. Vinciullo, F. (2008). The relationship between
multi-component school health programs and
school achievement. Presentation at the Annual
Conference of the National Association of School
Nurses, Albuquerque, NM,
30. National Clearinghouse for Education Facilities.
(2010). Green schools as high performance
learning facilities. Washington, DC: National
Institute of Building Sciences. September, http://
www.ncef.org/pubs/greenschools.pdf.
31. Landrigan, P., Schechter, C., Lipton, J., Fahs, M.,
& Schwartz, J. (2002). Environmental pollutants
and disease in American children: Estimates of
morbidity, mortality, and costs for lead poisoning,
asthma, cancer, and developmental disabilities.
Environmental Health Perspectives, 110 (7), 721-728.
32. Centers for Disease Control and Prevention.
(2011}. Asthma in the U.S. May. Retrieved February
13, 2012, from Vital Signs: http://www.cdc.gov/
vitalsigns/Asthma.
33. U.S. Department of Health and Human Services.
(2011). IHS Fact Sheets. January. Retrieved 2012,
from Indian Health Services: http://www.ihs.gov/
PublicAffairs/IHSBrochure/Disparities.asp.
34. Regents Advisory Committee on Environmental
Quality in Schools. (1995). Guiding Principles for
Improving the Environmental Quality of Schools.
Retrieved 2012, from New York State Board of
Regents: http://www.pl2.nysed.gov/facplan/
policy/environmental_quality_schools.html.
35. Neal, D.E. (2008). Healthy schools: A major
front in the fight for environmental justice.
Environmental Law, 38 (2), 473-494.
36. Everett Jones, S., Axelrad, R., & Wattigney, W.A.
(2007). Healthy and safe school environment, part
II, physical school environment: Results from the
school health policies and programs study 2006.
Journal of School Health, 77 (8), 544-556.
37. Centers for Disease Control and Prevention.
(2011). School health programs: Improving the
health of our nation's youth—At a glance 2011.
March 21. Retrieved 2012, from Chronic Disease
Prevention and Health Promotion: http://www.
cdc.gov/chronicdisease/resources/publications/
AAG/dash.htm.
38
VOLUNTARY GUIDELINES FOR STATES
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Appendix A | Model K-12 School
Environmental Health Program
Recommended Activities to Promote Healthy
Environments in Schools and School Districts
'"Mini.
.-=111
.
Voluntary Guidelines for States
Development and Implementation of a
School Environmental Health Program
-------
Table of Contents
What Is a School Environmental Health Program? A-2
Getting Started: Tips for Successful Program Development and Implementation A-5
How to Use the Model Program A-10
Five Key Components of a School Environmental Health Program A-12
Component 1: Practice Effective Cleaning and Maintenance A-13
Component 2: Prevent Mold and Moisture A-18
Component 3: Reduce Chemical and Environmental Contaminant Hazards A-21
Component 4: Ensure Good Ventilation A-32
Component 5: Prevent Pests and Reduce Pesticide Exposure A-36
Additional Opportunities for Promoting Environmental Health in School Facilities A-41
New Construction and Renovation Products A-42
Enhancing Classroom Comfort A-50
Energy and Water Efficiency A-53
Additional Actions to Promote Environmentally Friendly School Facilities A-58
Faculty and Staff Training A-59
Student Curricula A-61
Endnotes... ..A-64
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-1
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What is a School Environmental Health
Program?
A school environmental health program is
a holistic, comprehensive, and actionable
strategy that integrates preventive measures
and addresses environmental health
issues by fostering well-maintained school
buildings and grounds. Sustainable school
environmental health programs promote
environments that are conducive to learning
and protect the health of building occupants.
In addition to improving the school's
physical environment and minimizing
potential health risks, school environmental
health programs help local communities,
schools, and school districts make healthy,
safe, and cost-effective choices that
address each school's environmental health
priorities. Some of the benefits to schools
and school districts include:
Improvements in children's health;
• Decreased rates of absenteeism for
children and teachers;
* Stronger student academic performance
and participation in the classroom;
Greater teacher retention and job
satisfaction; and
Cost savings through energy and
water conservation and efficiency, and
improved facility maintenance.
States are encouraged to utilize their
existing laws, regulations, and policies—in
conjunction with the information provided
in this model—to provide schools with a
customized resource to help create healthy
school environments for children and
staff. Although no single program model
must be followed in establishing a school
environmental health program, the U.S.
Environmental Protection Agency's (EPA)
Indoor Air Quality (IAQ) Tools for Schools
program framework and technical solutions
have been widely adopted by schools and
school districts over the past 15 years. In
fact, the Centers for Disease Control and
Prevention's (CDC) 2006 School Health
Policies and Programs Study estimated that
more than half of all schools have an indoor
air quality program in place and more than
85% base their program on the IAQ Tools for
Schools model.
For the tens of thousands of schools familiar
with the IAQ Tools for Schools framework
and technical solutions, IAQ Tools for
Schools is a logical platform from which
many school environmental health issues
can be tackled. EPA encourages states,
schools, and school districts to use the IAQ
More Information on
the Importance of
Environmental Health
in K-12 Schools
The book Safe and Healthy School
Environments explores the school
environment using the methods and
perspectives of environmental health
science. Although environmental
health has long been understood to
be an important factor in workplaces,
homes, and communities, this book
addresses the same basic concerns
in schools. The editors are physicians
and educators trained in pediatrics,
occupational and environmental
medicine, and medical toxicology, and
the authors are experts in their fields,
in the United States and abroad.
A-2
VOLUNTARY GUIDELINES FOR STATES
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The Framework for Effective School IAQ Management:
SIX KEY DRIVERS
ORGANIZE
Develop Systematic Approach
Identify Existing Assets
Design Standard 'Operating
EVALUATE
• Solicit Feedback
Organize Communicate
COMMUNICATE
• Share Your Goals
Evaluate
Act
Assess
Plan
PLAN
• Prioritize Actions
• Put Goals in Writing
• Start Smal
• Work in Stages
• Plan for the Future
Tools for Schools framework and the model
program that follows to identify actions and
resources that might be of use to schools
for building or further strengthening their
school environmental health programs.
The following model program provides
guidance for schools and school districts
that are beginning to develop, or are
strengthening, a school environmental
health program, including the key steps
for implementing a program and practical
actions that schools can take to address a
wide range of environmental issues. The
model program groups these environmental
issues into five broad components:
Practice Effective Cleaning and
Maintenance,
Prevent Mold and Moisture,
Reduce Chemical and Environmental
Contaminant Hazards,
Ensure Good Ventilation, and
Prevent Pests and Reduce Pesticide Use.
The model program also includes
examples of how schools have approached
environmental health issues and links
to other valuable resources to help
schools develop comprehensive school
environmental health programs.
School environmental health programs
should be dynamic and need to evolve as
schools and school districts identify new
priorities, set new goals, and balance existing
resources. This model program can be
modified to meet the changing needs of
a school or school district, and should be
updated to reflect a school or school district's
current priorities, goals, and resources.
The Important Role of State Policy
in School Environmental Health
Programs
State policy development and
implementation plays a critical role in
promoting healthy school environments.
A number of states have regulations,
policies, and guidance that address key
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-3
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environmental health issues in schools,
including green cleaning, chemical
management, indoor air quality, and
integrated pest management. The existing
policies, regulations, and guidance can
help schools and school districts take the
necessary steps to improve environmental
conditions in schools by establishing a
benchmark or standard to which all schools
should or must comply.
This model program is intended to be a
resource for states to provide to schools
and school districts to help them address
environmental health issues. States are
encouraged to customize the model
program to reflect existing regulations,
policies, and guidance that promote
school environmental health; emergency
management protocols, procedures,
and points of contact; and existing
resources that can help schools and
school districts develop and sustain their
own environmental health programs and
activities. States are also encouraged to
use the model program as a resource for
considering new regulations, policies,
and guidance that might be helpful in
promoting healthy school environments.
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VOLUNTARY GUIDELINES FOR STATES
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Getting Started: Tips for Successful Program
Development and Implementation
Effective school environmental health
programs are built through collaboration
among all members of the school
community. A successful and well-
coordinated school environmental health
program is characterized by school
administrators, teachers, staff, facility
managers, and students who view health
protection and promotion as an essential
part of meeting the school's mission. The
most successful school environmental
health programs will use an ongoing
process to develop, implement, and
evaluate policies, procedures, and practices
that strive for continuous improvement.
Before a school develops its environmental
health program, it will need to build
an infrastructure that will support and
sustain the program. The following
steps are essential for a school or school
district preparing to implement a school
environmental health program.
Secure Leadership Support
The first step to implementing a school
environmental health program should be
securing support from senior leadership of
the school or school district (e.g., district
superintendent, school principal, or school
board). School administrators can support
the program in many ways, including:
Incorporating environmental health in
the school's or school district's vision and
mission statements;
Allocating resources specifically for
program policies, procedures, and
practices; and
Communicating the goals of the program
to the school community.
Establish a District or School
Environmental Health Team or
Committee
More than 70% of school districts and
more than one-third of schools have a
school health council, team, or committee
that offers guidance on the development
of policies or coordinated health
activities. To promote a healthy school
environment, schools and school districts
are encouraged to work with an existing
council, team, or committee to form an
environmental health team or committee
that can help develop and implement a
school environmental health program,
and serve as a resource for parents and
the surrounding community. Members
should include administrators, teachers,
school nurses or other health services
staff, and facility managers. At least
one person on the team or committee
should have experience in emergency
management. The environmental health
team or committee would also benefit
from including students, parents, the
state or local coordinated school health
representative, and community agencies
and organizations (e.g., local health
jurisdictions and colleges and universities).
Team or committee members should
understand their roles in promoting
healthy school environments and be
able to communicate this information
when questions or concerns about the
school environment are raised. The
team or committee should develop a
communication plan that emphasizes
timely and transparent communication
with the public and within the school and
school district to sustain support from
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-5
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school administrators, school staff, parents,
and other community members for
environmental health activities.
Identify Priorities and Goals
Identifying areas of greatest concern/
interest for each school and developing a
list of priorities are important tasks for the
environmental health team or committee.
Setting priorities will depend on several
factors:
Urgency of the environmental health
issues present at the school;
Impact/benefit of addressing the issue;
Ability to make significant progress
within a set timeframe;
Resource constraints; and
• Stakeholder support.
The environmental health priorities
identified by the environmental health
team or committee can be used as a guide
to develop a list of program goals that are
clear, measureable, and can be reasonably
accomplished within a specified timeframe.
Examples of general goals include:
• Improve indoor air quality by adopting
EPA's IAQ Tools for Schools program;
Reduce classroom chemical hazards
by removing dangerous chemicals,
adopting green chemistry curricula,
and purchasing only the amounts of
chemicals needed;
Ensure safe drinking water by testing
for lead at all drinking water taps and
taking mitigation steps when lead
concentrations exceed recommended
health-based benchmarks;
Reduce unnecessary idling by adopting
an anti-idling policy for school buses,
passenger vehicles, and delivery trucks; and
Reduce pest problems and exposure to
pesticides by adopting integrated pest
management practices.
It is imperative that all individuals involved
in the school environmental health program
understand the program goals.
Develop an Action Plan
School or school district priorities and
goals should be captured in an action plan
SCHOOL HIGHLIGHT:
New Hampshire and New York Schools
New Hampshire: At the school district level, a diverse committee of key decision-makers,
school staff, parents, and local community supporters can be instrumental in sustaining a
successful school environmental health program, and foster increased coordination and
collaboration on common goals. All schools participating in New Hampshire's Partners for
Healthy Schools program form a committee comprising key school staff (e.g., principals,
teachers, nurses, and facilities managers). This committee is in charge of developing work
plans for their school and encouraging buy-in at the school level.
New York: The Rebuild Schools to Uphold Education Law of 1998 requires all school
districts in New York to establish a health and safety committee. Committees should
include school administrators, staff, and parents and are responsible for addressing health
and safety concerns in occupied school buildings.
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VOLUNTARY GUIDELINES FOR STATES
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that program participants can refer to on a
regular basis. In addition to priorities and
goals, the action plan should identify:
The roles, responsibilities, and
expectations for program participants;
Methods for implementing program
components (e.g., policies, procedures,
practices, and regulations);
Available resources for program
implementation and how the resources
will be allocated;
A timeframe for program
implementation; and
Performance measures for evaluating
program success.
A copy of the action plan should be kept
in a centrally located place where program
participants can easily access it. The plan
should be considered a "living document"
and be updated regularly to reflect shifting
priorities and resources; current policies,
practices, and procedures; and changing
roles and responsibilities.
Provide Faculty and Staff
Training
Providing training opportunities to school
or school district faculty and staff prior
to program implementation is crucial for
future success. Training can come from
a partnership between governmental and
non-governmental organizations, from
successful peer trainers, or from a trainer
with expertise in school environmental
health. Trainers should be able to speak
from experience and communicate
effectively with the audience being trained.
Training can be provided in conjunction
with other mandatory or recommended
training (e.g., Occupational Safety and
Health Administration's 1910.1200
Hazard Communication training or state
equivalent). Initial training topics should be
"An important approach to
training maintenance staff is
to tell them that they are "key
players" in this effort; that
they are public health workers
involved in making healthy
buildings for these students
and staff."
Connecticut Department
of Public Health
tailored to a school or school district's areas
of greatest need, and could focus on:
The purpose of a school environmental
health program;
The components of the program being
implemented at the school or school
district;
How the school is complying with
federal, state, and local environmental
laws and regulations;
» The benefits for students, faculty, and
school staff; and
» The policies and procedures currently in
place that support the program.
In addition to initial training, school or
school district faculty and staff should
be encouraged to pursue professional
development opportunities that relate to
school environmental health issues. Further
information on training can be found in the
Faculty and Staff Training section.
Encourage Student Involvement
The ultimate goal of a school environmental
health program is to create safe, healthy,
and productive learning environments for
children. Enabling student participation
throughout program implementation
affords students a sense of ownership and
accountability in the ultimate success of
the program, and provides an opportunity
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-7
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for unique learning experiences. Student
involvement can come in many forms,
including:
Adopting environmental health curricula
in relevant courses (e.g., science and
health);
Encouraging high school seniors to
incorporate school environmental health
topics into senior projects;
• Establishing an environmental/
environmental health club or a related
student-led group;
Offering extra-curricular activities
that relate to the environment and
environmental health;
Providing opportunities for students
to run public service campaigns (e.g.,
asthma awareness and idling reduction
campaigns); and
Offering volunteer opportunities at the
school or in the community that promote
environmental stewardship.
Further information on incorporating
environmental health in lessons and
classroom activities can be found in the
Student Curricula section.
Promote Program Success
Communicating program success is
important for schools and school districts
to maintain, and even increase, support for
a school environmental health program.
Consider using one or more of the
following methods to promote program
progress and success:
SCHOOL DISTRICT HIGHLIGHT:
Carrollton-Farmer's Branch Independent School District
in Carrollton, Texas
In April 2002, the Carrollton-Farmer's Branch Independent School District launched the
TEAMS (Tools for Schools, Energy, Asbestos, Moisture Management, Safety and Security)
program as a way to address the management of environmental and safety issues district-
wide. TEAMS assembled a comprehensive environmental and safety team, including:
if Executive Director of Facilities
Services/Transportation
Director of Maintenance
Director of Security and Operations
* Science Coordinator
•*• Occupational Health Nurse
* Health Services Supervisor
•*• Custodial Department Head
it Athletics Director
Construction Supervisor
Environmental Specialist
Nurse Manager
In 2011, TEAMS evolved into TIMES (Tools for Schools, Energy, Asbestos, Moisture
Management, Safety and Security), as asbestos is no longer a significant environmental
issue in the district. TEAMS/TIMES has helped the district develop policies and
educational tools to ensure students, faculty, school staff, and the community at large
have a greater understanding of environmental and safety issues within the school,
particularly in the classroom setting.
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VOLUNTARY GUIDELINES FOR STATES
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Write a success story for the school
newsletter or school newspaper.
Give a presentation at a school board or
parent-teacher organization meeting.
Submit a story for print in the
community newspaper.
Have a booth at a community event
highlighting the program and its
accomplishments.
Present an award to school faculty
and staff who have contributed to the
program's success.
Apply for national and state awards (e.g.,
U.S. Department of Education Green
Ribbon Schools Recognition Award).
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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How to Use the Model Program
The following model K-12 school
environmental health program was
developed as a tool for schools and school
districts to use in planning specific actions
they can take to implement their own
school environmental health program.
Whether a school or school district is in
the planning stages of implementing its
first school environmental health program
or has a successful program in place,
the model program has information and
resources to support their efforts.
The model program consists of four
sections:
* Five Key Components of a School
Environmental Health Program: This
section discusses five key components
of a sustainable school environmental
health program and recommends
actions schools and school districts
can take to address each component
in their program. Schools can use the
environmental health priorities that
are identified in the program planning
process to determine which actions best
apply to their situation. Each component
offers three tiers of actions a school or
school district can take to build a school
environmental health program.
It is not uncommon for individual
environmental health issues to be
addressed through actions under several
of the components. Schools should
complete the actions that best align with
and address their program priorities, and
need not tackle all issues at once. Schools
and school districts often will find that
by taking actions under one component
(e.g., Practice Effective Cleaning and
Maintenance) they will also be addressing
issues relevant to other components
(e.g., Prevent Pests and Reduce Pesticide
Exposure).
School Environmental Compliance
Environmental compliance is integral to school environmental health. The actions suggested
in the model program are voluntary; however, schools must comply with all applicable
environmental regulations. EPA Region 2's Environmental Compliance and Best Management
Practices: Guidance Manual for K-12 Schools is a helpful tool to remind schools of their key
environmental requirements. It is important to note that additional, and sometimes more
stringent, state and local environmental regulations might also apply to schools.
For additional tools to promote compliance at schools, visit EPA's Healthy School
Environment Resources website. Also, visit the Campus Environmental Resource Center
(Campus ERC). Campus ERC is a library of resources that support campus environmental
performance improvement and help visitors better understand environmental regulations.
Although Campus ERC is designed for use by colleges and universities, K-12 schools and
school districts might find some of its resources helpful.
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»
: Additional Opportunities for Promoting
Environmental Health in School
Facilities: This section presents general
information that schools and school
districts can use as they plan for and
undertake major construction and
renovation projects. This section
also includes recommendations for
improving classroom comfort (e.g.,
lighting, acoustics, ventilation, and
temperature control) and becoming more
energy- and water-efficient.
Faculty and Staff Training: This section
presents information on training for
faculty and school staff that addresses
the key components of a school
environmental health program,
their roles and responsibilities in the
program, and how to make the program
sustainable. Training opportunities
should be provided in advance of
program implementation and address
all aspects of the school environmental
health program, not just the areas in
which the faculty and school staff have
expertise and experience.
Student Curricula: This section
offers creative ways to incorporate
environmental health into lesson plans
and classroom activities to engage
students in environmental health issues
and to show how these issues affect them.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Five Key Components of a School
Environmental Health Program
This section describes the five key
components of a school environmental
health program; how each component
contributes to creating healthy learning
environments for children and staff; and
introduces some of the actions that schools
and school districts can take to implement a
school environmental health program.
The components are presented in a three-
tiered structure to demonstrate how
every school, even those with little or no
additional resources, can take some actions
to improve school environmental health,
and ensure that children and staff have
healthier places to learn, work, and play.
The Five Key Components
Tier 1 actions are fixes schools can
make immediately, and are a good
starting point for schools with little or no
previous experience with environmental
health programs.
Tier 2 actions are essential components
of a comprehensive school
environmental health program.
Tier 3 actions are provided for schools
that have established a comprehensive
school environmental health program
and are looking for ways to enhance their
pre-existing program.
COMPONENT!
Practice Effective Cleaning and Maintenance
COMPONENT 2
Prevent Mold and Moisture
COMPONENTS
Reduce Chemical and Environmental
Contaminant Hazards
COMPONENT 4
Ensure Good Ventilation
COMPONENTS
Prevent Pests and Reduce Pesticide Exposure
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:omponent 1: Practice Effective
leaning and Maintenance
Why Is This Important?
School environments are healthier when
they are kept clean and well maintained.
Unsanitary conditions attract insects and
vermin, and irritants and allergens found in
dust and dirt can have a negative impact on
student health and performance in schools.
Indoor air pollutants and allergens related
to poor cleaning practices contribute to
increased respiratory and asthma symptoms
among children and adults.1 According to
the CDC, asthma is one of the leading causes
of school absenteeism, resulting in nearly
14 million missed school days annually
nationwide.2 Regular and thorough cleaning
and building maintenance can prevent pest
Green Cleaning
Green cleaning means using cleaning
products and practices that pose
less harm to human health and
the environment. Green cleaning
products have one or more of the
following traits:
low or no volatile organic
compound (VOC) emissions,
neutral pH levels,
* no known carcinogens, and
it are biodegradable.
For more information on green
cleaning in schools, see EPA's Safe
Chemical Management in Schools
green cleaning fact sheet.
problems, minimize irritants and allergens,
and create healthier learning and working
environments for children and staff.
Choosing the right cleaning products and
practices is critical for maintaining a healthy
school environment and protecting the
health of children and staff. The chemicals
found in some cleaning products can cause
health problems, including eye, nose, and
throat irritation and headaches, and in some
cases can trigger asthma attacks. Using green
cleaning products and practices can help to
avoid these health effects, improve indoor air
quality, and increase the lifespan of facilities.
Maintaining the school facility is just as
important as routine cleaning to ensure a
healthy environment for children and staff.
A regular inspection program can identify
problems before they impact the school
environment and the occupants' health.
School building maintenance protocols
should address the entire building
infrastructure: the foundation, exterior
and interior walls, windows and doors, and
roofing.3
Actions Schools Can Take to
Practice Effective Cleaning and
Maintenance
Review Existing State Policy
Many states have implemented policies
to promote healthy school environments.
Refer to and follow your state's relevant
environmental health policies and
emergency management protocols when
conducting cleaning and maintenance
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Healthy Schools Green Cleaning Resources
Valuable green cleaning resources are widely available for use by schools and concerned
stakeholders.
Green Clean Schools is the Healthy Schools Campaign's national partnership to
promote green cleaning in schools. The initiative brings together the cleaning
industry, educational leaders, parents, and advocates to support schools in adopting
environmentally friendly policies, practices, and products. The partnership provides
important resources, tools, and success stories to help schools adopt environmentally
friendly cleaning policies and practices. To learn more and view webinars, visit the
Healthy Schools Campaign Green Clean Schools website.
The Healthy Schools Network's Cleaning for Healthy Schools Toolkit provides valuable
information on green cleaning, including background on the costs and benefits of green
cleaning, model state green cleaning policies, links to certified green cleaning products,
and online workshops on green cleaning practices.
activities. (States may insert relevant
environmental health policies and
emergency management protocols here.)
Tier 1: Simple Steps Schools Can Take
to Get Started
The best way to launch a school
environmental health program is to identify
fixes and solutions that can be implemented
immediately. Schools should start by asking
questions like, where are the school's
areas of greatest need and what resources
are available to address those needs? The
answers to these questions will help schools
decide where to focus their initial efforts.
Review the school's current cleaning and
maintenance practices and verify the
following actions are routinely taken:
• For cleaning:
• Schedule routine cleaning when the
building is unoccupied.
• Read and follow product labels.
• Use only the amount of product
suggested on the label.
• Use proper equipment to perform
cleaning tasks.
Ensure cleaning products are
inaccessible to students.
Maintain an up-to-date inventory of all
cleaning products used.
Keep copies of Safety Data Sheets
(SDSs) for all cleaning products in an
accessible location.
Clean and remove dust from hard,
impermeable surfaces with a water-
dampened cloth.
Wipe up paint chips with a wet sponge
or rag.
Vacuum using high-efficiency
vacuums and filters (e.g., high
efficiency particulate air filters).
Ensure garbage is stored in appropriate
containers and disposed of properly at
the end of each day.
Purchase and use walk-off mats at
building entrances to reduce the
amount of dust and soil tracked into
school buildings.
Conduct thorough cleaning of
kitchens, cafeterias, and other food
use areas.
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• Reduce clutter, such as excess paper
or plush toys, which collect dust
and allergens and prevent thorough
cleaning.
For maintenance:
• Caulk all windows and door frames,
and seal any joints.
• Monitor the interior of the roof for
water damage.
• Inspect windows and doors for physical
damage and improper seals.
• Ensure all windows and doors are
functioning properly.
• Check weather-stripping and replace as
needed.
• Inspect the foundation for cracks,
decay, and water infiltration.
• Inspect exterior plywood for cracks,
decay, and water damage.
• Cut back overgrown vegetation near
exterior walls.
• Inspect ceilings and duct work for
deteriorating tiles and heating,
ventilation, and air conditioning
(HVAC) lining, as well as loose
insulation.
Tier 2: Key Elements for a
Comprehensive School Environmental
Health Program
Schools that have completed most of the
actions listed under Tier 1 will be prepared to
implement the key elements necessary for a
more comprehensive school environmental
health program.
Establish a green cleaning and preventive
maintenance plan for your school.
• Involve teachers, administrators,
purchasing officials, and custodians in
designing and implementing the plan.
• Select cleaning products with positive
environmental attributes (i.e., low or
no volatile organic compound (VOC)
emissions, no potential carcinogens)
recognized by third-party eco-
certification programs, including EPA's
Design for the Environment, Green Seal
and Ecologo. Further information on
selecting green cleaning products can
be found in Appendix C: Additional
Information and Resources.
• When purchasing neutral cleaners,
glass cleaners, bathroom cleaners, and
disinfectants, consider products that
SCHOOL DISTRICT HIGHLIGHT:
Northeast Independent School District
in San Antonio, Texas
The maintenance department for the Northeast Independent School District facilities
used the IAQ Tools for Schools Framework to centralize its custodial services and adopt
a "Going Green" initiative. The school district's "Going Green" efforts have included
implementing standard cleaning protocols across the district, selecting Green Seal
certified products whenever available, and performing monthly campus inspections and
assessments. Since adopting the initiative, the Northeast Independent School District has
reduced chemical costs by 19% and has been recognized for their green cleaning efforts.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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have high dilution rates, are designed
to reduce waste, and have lower end-
use costs.
• Avoid using cleaning products
containing fragrances that might
trigger asthma symptoms, or those
with strong odors.
• Involve facilities and custodial staff in
the selection and testing of cleaning
products.
• Educate facilities and custodial staff
on the attributes and health benefits
of greener products to encourage
adoption and sustained use.
• Incorporate green cleaning concepts
and practices into your preventive
maintenance plan. For example:
• Spray cleaning cloths with product
rather than the surface to be cleaned;
• Use microfiber cleaning cloths and
other tools to minimize the amount
of cleaning products used; and
• Purchase products as concentrates
and dilute on site.
Train facilities and custodial staff on
cleaning practices and policies, as well as
procedures for handling a chemical spill.
Conduct an inventory of cleaning
products. Identify and properly dispose
of products that are outdated, unknown,
or not needed.
Maintain a standardized list of approved
and disapproved cleaning products at
the school district level. Such a list will
ensure all schools in the district use the
same cleaning products and techniques
and are cleaned to the same standard.
• Prohibit teachers and school staff from
bringing in cleaning chemicals and
products that have not been approved
for district and school building use.
Annually assess and remove items that
are stored in schools and are no longer
needed. Such items could include old
lesson plans and materials, outdated or
unneeded school supplies, and outdated
or worn electronic equipment and
furniture.
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Use EPA's IAQ Tools for Schools Action
Kit checklists to assist with routine school
building inspections and maintenance.
Schedule an annual inspection of the
school facilities by a building professional.
Inspect roofs at least twice a year,
including a pre-winter inspection in
October or November.
Maintain accurate records of roof and
building inspections.
Tier 3: Enhance a School's
Pre-Existing Program
Schools that have taken steps to implement
a comprehensive school environmental
health program can build on their pre-
existing programs by considering the
following actions:
Develop and record measures specific
to the school that will demonstrate
improvement in adopting healthier
cleaning and maintenance practices.
For example:
• Number of green cleaning products
piloted;
• Number of training workshops held
and number of participants;
• Pounds of toxic chemicals avoided by
switching to more environmentally
friendly, less toxic cleaning products;
and
• Number of nurse visits due to
symptoms associated with exposure
to cleaning products (e.g., eye, nose,
and throat irritation, headaches, and
asthma attacks) a
• Consider purchasing building
materials that easily can be cleaned and
maintained with the same cleaning
products used throughout the school
building.
Incorporate information and updates
on healthier cleaning into newsletters,
school announcements, and other
outreach material.
protocols
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DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Why Is This Important?
The key to mold control is moisture
control. Keeping the school environment
dry is essential for maintaining a healthy
school building, as well as promoting an
environment conducive to learning and
working. The presence of moisture within
building structures stimulates the growth of
molds and other biological contaminants,
and damp schools provide a nurturing
environment for mites, roaches, and
rodents, which are associated with asthma,
allergies, and other respiratory diseases.
Moisture and mold can also damage
building infrastructure and result in costly
renovations. Individual school districts have
incurred costs from $200,000 to as much
as $13 million for remediating mold and
mildew damage.4A6'7'8 A few hundred dollars
of annual preventive maintenance can
avoid the need for costly mold remediation,
as well as the potential legal liability posed
by the presence of mold and mildew and its
health risk for children and staff.4
Actions Schools Can Take to
Prevent Mold and Moisture
Review Existing State Policy
Many states have implemented policies
to promote healthy school environments.
Refer to and follow your state's relevant
environmental health policies and
emergency management protocols
when conducting preventive mold and
moisture activities. (States may insert
relevant environmental health policies and
emergency management protocols here.)
Tier 1: Simple Steps Schools Can Take
to Get Started
The best way to launch a school
environmental health program is to identify
fixes and solutions that can be implemented
immediately. Schools should start by asking
questions like, where are the school's
areas of greatest need and what resources
are available to address those needs? The
The Cost of Mold in Schools
Willingboro High School in Willingboro, Pennsylvania spent approximately $943,692 to
address mold found in the school. Remediation activities included air quality testing, duct
cleaning, repairs to the HVAC system, replacement of ceiling tiles, and textbook cleaning.9
Cecil S. Collins Elementary School in Barnegat, New Jersey spent $700,000 to pay for
mold remediation activities, including removal and repairs.10
Middle Township Elementary School No. 1 in New Jersey spent more than $112,400 in
mold cleanup costs and $10,000 for air quality and surface testing.11
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answers to these questions will help schools
decide where to focus their initial efforts.
Conduct an initial inspection of the school
environment. Identify immediate actions
that can be taken for:
Preventing moisture/mold in schools
• Conduct routine moisture inspections
to ensure the school building is free of
moisture problems, water damage, and
visible mold on all interior surfaces.
• Fix leaking plumbing and leaks in the
school building and roof as soon as
possible.
• Watch for condensation and wet spots.
Address sources of moisture problems
promptly.
• Dry wet areas within 24-48 hours.
• Vent moisture-generating appliances
(e.g., dryers) to the outside.
• Ensure carpeting is not installed in
areas with exposed plumbing.
• Maintaining gutters, downspouts,
scuppers, and storm drains
• Downspouts, scuppers, and storm
drains should be intact and properly
connected.
• Downspouts should drain to the storm
sewer or a visibly sloped grade away
from the school building.
• Downspouts, scuppers, and storm
drains should have no evidence of
stormwater overflow or obstruction.
• Gutters, downspouts, scuppers, and
storm drains should be free of excessive
debris.
• Gutters and roofs should have no
standing water.
• Consult EPA's Mold Remediation in
Schools and Commercial Buildings
website for mold cleanup guidance and
procedures.
Tier 2: Key Elements for a
Comprehensive School Environmental
Health Program
Schools that have completed most of the
actions listed under Tier 1 will be prepared to
implement the key elements necessary for a
more comprehensive school environmental
health program.
* Preventing moisture/mold in schools
• Establish a mold prevention and
remediation plan.
• Ensure ventilation systems are
circulating the indoor air properly. See
Component 4: Ensure Good Ventilation
for more information.
• Maintain indoor humidity levels
between 30% and 60%.
SCHOOL DISTRICT HIGHLIGHT:
Broward County, Florida Public Schools
Prior to 2002, Broward County Public Schools did not have an integrated system to
manage its indoor air quality. 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 EPA's 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.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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• Ensure indoor pool facilities are well
ventilated to control humidity levels.
• Clean carpets with extraction cleaners
to remove water and prevent mold
growth.
• Take steps to prevent water from
ponding within 10 feet of the school
building foundation (e.g., irrigation
water spray lines should not be
within 3 feet of the school building's
foundation).
• Know what steps to take in the event
of a flood. EPA's Flood Cleanup website
has information on cleaning up after
a flood and how to prevent mold and
moisture problems.
Tier 3: Enhance a School's
Pre-Existing Program
Schools that have taken steps to implement
a comprehensive school environmental
health program can build on their pre-
existing programs by considering the
following actions:
Develop and record measures specific
to the school that will demonstrate
improvement in adopting effective
moisture management techniques.
Examples include:
• Reduction in the number of mold
findings within the school facilities.
• Reduction in the number of cleaning/
remediation events due to mold growth.
Purchase furniture and carpeting made
from mold-resistant materials when
replacing worn or damaged items.
Install vents to the outside for all areas in
the school building that use large quantities
of water (e.g., kitchens, bathrooms, locker
rooms, and pool facilities).
Integrate information on mold into the
student curricula.
Incorporate information and updates on
mold and moisture management into
newsletters, school announcements, and
other outreach material.
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:omponent 3: Reduce Chemical and
nvironmental Contaminant Hazards
Why Is This Important?
Schools need to provide a safe and healthy
learning environment for children by
preventing exposure to chemicals and
environmental contaminants that pose
health risks to them and the environment.
Children spend a significant portion of
their time in school and might be more
vulnerable to chemical and environmental
contaminant hazards than adults because:
Their bodily systems are still developing;
They eat more, drink more, and breathe
more in proportion to their body size
than adults; and
Their behaviors can significantly
increase their exposures to chemicals
and potentially harmful organisms.
Chemicals and Chemical-
containing Products
Schools use chemicals in classrooms,
science laboratories, art studios, vocational
education shops, and facility maintenance.
Many of these chemicals are toxic to
humans, animals, and the environment
and should be purchased, used, handled,
and disposed of in a manner that protects
students and school staff from accidents
and risk of exposure. Toxic chemicals can
cause serious health effects, including
cancer; brain and nervous system disorders;
organ damage (i.e., liver, kidneys, and
lungs); irritation of the eyes, skin, nose, and
throat; and asthma attacks.12
For example, mercury is a known
neurotoxicant and is used in many
items found throughout schools, such
as thermometers, barometers, switches,
thermostats, fluorescent lamps, and
laboratory reagents. The most common
form of mercury found in schools is
elemental mercury, and exposure primarily
occurs when elemental mercury is spilled
or when a product containing elemental
mercury breaks and the mercury is exposed
to the air. Symptoms of elemental mercury
exposure include tremors, irritability,
mood swings, insomnia, muscle weakness
or atrophy, headaches, and performance
deficits on tests of cognitive function.13
Higher exposures to elemental mercury can
result in kidney effects, respiratory failure,
and death.13
Another group of chemicals of concern
for schools are polychlorinated biphenyls
(PCBs). PCBs are found in a variety of
building products, including fluorescent
light ballasts, which were installed in
schools built before 1979. Congress
banned the manufacturing and use of
PCBs in 1976 and EPA phased out their
use, with some exceptions, in 1979. Many
of the fluorescent light ballasts that were
installed before the ban, however, could
contain PCBs and might still be used in
schools. PCBs are highly toxic and high
levels of exposure might cause cancer and
neurodevelopmental effects in humans.
Although intact PCB-containing light
ballasts might not pose an immediate health
threat, failing or leaking fluorescent light
ballasts in schools could result in unsafe
levels of PCBs in the air children breathe
over the long-term.
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Lead-based paint is an additional concern
for schools, especially those built prior to
1978. Lead exposure affects the nervous
system and can cause a range of health
effects, from behavioral problems and
learning disabilities, to seizures and death.
Lead-based paint and lead contaminated
dust are the main sources of lead exposure
in U.S. children. Intact lead-based paint
might not pose a hazard, but paint that
flakes or becomes dust could result in
unsafe levels of this dangerous chemical in
the school environment.
Radon
Radon is a colorless, odorless, tasteless
radioactive gas that occurs naturally in
almost all soil and rock. Radon is found in
outdoor air and can enter schools through
cracks or other openings in the foundation.
Exposure to radon is the second leading
cause of lung cancer after smoking.14
Although there is no evidence that children
are at greater risk of lung cancer from radon
exposure than adults, EPA recommends that
schools test frequently occupied rooms at or
below ground level for radon.
School Environmental
Compliance
EPA regulates many chemicals found
in buildings, such as asbestos, lead,
PCBs and mercury. EPA Region 2's
Environmental Compliance and Best
Management Practices: Guidance
Manual for K-12 Schools is a helpful
tool to remind schools of their key
environmental requirements. It is
important to note that additional,
and sometimes more stringent, state
and local environmental regulations
might also apply to schools.
Drinking Water
Ensuring safe drinking water in schools is
important because children and staff might
consume a significant amount of their daily
water intake in schools.15 Aging, leaded
plumbing systems and leaking pipes can
lead to contamination of a school's drinking
water supply. Improperly maintained water
systems can also harm the environment
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and have financial implications (e.g., higher
water bills). Leaking pipes lead to water loss,
which can promote mold growth and be
very costly for a school to remediate.15
Outdoor Air Pollution
Schools should carefully consider the
potential health threats due to outdoor air
pollution when planning outdoor activities
for children and when establishing school
transportation policies.
Diesel Emissions
Bus and truck idling at schools can produce
concentrated diesel exhaust emissions
both inside and outside school buildings.
Diesel exhaust contains fine particulate
matter that, when inhaled, can cause
lung damage and aggravate pre-existing
respiratory conditions, such as asthma.16
Diesel particulate matter has also been
identified as a likely cause of cancer.16 The
soot and gases emitted by diesel engines
are associated with acute eye, throat, and
bronchial irritation; exacerbation of asthma
and allergies; and potential interference with
lung development in children.16 In addition
to impacting human health, diesel exhaust
also harms the environment by contributing
to smog formation and acid rain.
Ozone, Particle Pollution, and Air
Toxics
Ground level ozone and particle pollution
are the two air pollutants that pose
the greatest threat to human health in
the United States. Ozone, the primary
component of smog, can cause throat
irritation, coughing, chest tightness,
shortness of breath, and aggravated asthma
symptoms.17 Particle pollution, or particulate
matter, can embed deep within the lungs
and cause serious health problems,
especially for those with respiratory
conditions. Even healthy individuals can
experience temporary symptoms from
exposure to particle pollution, including
irritation of the eyes, nose, and throat;
coughing; phlegm; chest tightness; and
shortness of breath.
Hazardous air pollutants (HAPs), or air
toxics, are pollutants that are known or
SCHOOL HIGHLIGHT:
Ballou High School, Washington DC
On October 2, 2003, the Washington DC Fire Department Hazmat Unit responded to an
emergency call from Ballou High School. A student had obtained 250 milliliters (or 1 cup)
of elemental mercury from a science laboratory and had sold some of it to other students.
This incident led to an exhaustive mercury spill clean-up.
Contamination did not stop at the school. Students unknowingly carried mercury on
shoes and clothing through the streets, onto city and school buses, and into their homes.
Eleven homes and one common area were found to be contaminated and about 16
families were displaced from their homes for a month.
As a result of the mercury spill, Ballou High School was closed for 35 days and more
than 200 homes were tested for mercury contamination. Total cleanup costs were about
$1,500,000.
Learn more about proper mercury management, and the cost of mismanaging
mercury, in schools.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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suspected to cause cancer, respiratory
effects, reproductive effects, and birth
defects. The Clean Air Act lists 187 HAPs,
33 of which EPA has identified as posing
the greatest threat to public health and the
environment. Of those 33,13 are mobile
source air toxics, which are emitted from
vehicles. Excessive idling by school buses,
passenger vehicles, and delivery trucks can
cause elevated levels of air toxics in and
around the school.
Secondhand Smoke
Breathing secondhand smoke can be
harmful to children's health. Children's
exposure to secondhand smoke is
responsible for increases in the number of
asthma attacks and severity of symptoms in
200,000 to 1 million children with asthma,
and respiratory tract infections resulting
in 7,500 to 15,000 hospitalizations each
year.18 The developing lungs of young
children are severely affected by exposure
to secondhand smoke for several reasons:
Children are still developing physically; they
have higher breathing rates than adults;
and they have little control over their indoor
environments. Children receiving high doses
of secondhand smoke are at the greatest risk
of experiencing damaging health effects.18
Actions Schools Can Take
to Reduce Chemical and
Environmental Contaminant
Hazards
Review Existing State Policy
Many states have implemented policies
to promote healthy school environments.
Refer to and follow your state's relevant
environmental health policies and
emergency management protocols when
performing chemical and environmental
contaminant management activities. (States
may insert relevant environmental health
policies and emergency management
protocols here.)
Tier 1: Simple Steps Schools Can Take
to Get Started
The best way to launch a school
environmental health program is to identify
fixes and solutions that can be implemented
immediately. Schools should start by asking
questions like, where are the school's
areas of greatest need and what resources
are available to address those needs? The
answers to these questions will help schools
decide where to focus their initial efforts.
Chemicals and Chemical-containing
Products
Conduct a chemical inventory of the
school, or locate and review an existing
inventory.
• Compare the chemical inventory
to the school district's approved
chemicals list, if available. Chemicals
not on the school district's list should
be marked for removal. King County,
Washington's School Chemical List is
another excellent resource to identify
appropriate chemicals to use in
schools, as is the Consumer Product
Safety Commission/National Institute
for Occupational Safety and Health
School Chemistry Laboratory Guide.
• Update the school chemical inventory
if it is more than a year old.
• Ensure the school has up-to-date
SDSs for all chemicals and chemical
products.
Where applicable, perform screenings
and inspections of chemical-containing
equipment (e.g., PCB fluorescent lighting
ballasts, mercury-containing items)
to ensure the equipment is properly
managed. Develop chemical equipment
inventory lists, as needed.
• Inspect the school's fluorescent light
ballasts for leaking PCBs.
• Ballasts manufactured through 1979
could contain PCBs, and ballasts
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manufactured between 1979 and 1998
that do not contain PCBs should be
labeled, "No PCBs." If the light ballast
does not contain this label, assume it
has PCBs.
• If a light ballast is found to be leaking
PCBs, federal law requires the
immediate removal and disposal of the
light ballast and disposal of any PCB-
contaminated materials at an EPA-
approved facility.
• Consult EPA's Proper Maintenance,
Removal, and Disposal of PCB-
Containing Fluorescent Light Ballasts
website for more information on
inspecting and replacing fluorescent
light ballasts.
• If the school was built before 1978,
lead-based paint might be present on
coated surfaces. If applicable, develop a
list of rooms and areas that contain, or
might contain, lead-based paint.
Visually inspect chemical storage areas.
Are the chemicals:
• Clearly labeled?
• In undamaged containers?
• Outdated?
• In a designated storeroom or cabinet
with operable locks?
• Stored according to chemically
compatible families?
• Stored on appropriate shelving
(e.g., shelving that is stable and not
deteriorating)?
• Appropriate for the grade level being
taught? For specific recommendations,
see King County, Washington's School
Chemical List.
Review the school's mercury
inventory list.
• If the school does not have an up-to-
date mercury inventory, identify and
catalog all elemental mercury, mercury
compounds, mercury solutions, and
mercury-containing devices at the
school.
• Common mercury-containing
items found in schools include
thermometers, barometers, switches,
thermostats, flow meters, lighting
(linear fluorescent and compact
fluorescent lamps), and laboratory
reagents.
Review the school's chemical hygiene plan.
• Does the plan have a chemical spill
control policy?
• Does the plan include staff training
requirements for chemical
management, including purchasing,
use, storage, and addressing spills?
• Does the plan identify contact
information for the local authorities
responsible for managing chemical
spills?
• If the chemical hygiene plan does not
address one or more of these topics
or if a chemical hygiene plan does
not exist, take steps to develop these
policies and procedures. Local and state
environment and health departments
can be good places to start.
Review the school's hazard
communication plan. The plan should
contain the following information:
• Contact information for the person
responsible for implementing the plan;
• Procedures for acquiring, maintaining,
and providing access to SDSs;
• An updated chemical inventory;
• Provisions for employee training; and
• Chemical labeling requirements.
Encourage teachers to use school and
art supplies that do not contain toxic
chemicals or other contaminants (e.g.,
lead), and develop a screening process or
protocol for accepting donated supplies.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Ensure faculty and staff are aware of
EPA's Academic Laboratories Rule,
specifically to increase awareness of
hazardous waste management and
proper chemical disposal procedures.
Radon
Test frequently occupied rooms at or
below ground level for radon. Radon
levels should be lower than EPA's action
level of 4 picocuries per liter (pCi/L)
in air. Guidance for radon testing and
mitigation can be found in Appendix G:
Radon of the IAQ Reference Guide in the
IAQ Tools for Schools Action Kit.
Drinking Water
Determine whether the school is a public
water system (PWS). A PWS is a system
that serves water to 25 or more of the
same people more than 60 days per year,
or a system that has 15 or more service
connections. Most schools are usually
part of a larger PWS but smaller schools
in rural areas can be their own PWS.
• If a school is a PWS, it must:
• Comply with all primary drinking
water regulations and applicable
underground injection control
requirements;
• Notify students, staff, and parents
if the system fails to meet primary
drinking water standards;
• Ensure that only lead-free pipes
are used in either installation or for
repairs; and
• Comply with all state program
requirements and EPA inspections.
• If the school has its own water supply
system, check with the system
operator to ensure that the system is
in compliance with drinking water
regulations.
• Review the school's files for plumbing
surveys that identify areas of high risk
for lead sources. If these records do
not exist, or if significant plumbing
modifications have been made since
the last survey, conduct a plumbing
survey as soon as possible. For help
conducting a plumbing survey,
see EPA's 3Ts for Reducing Lead in
Drinking Water manual.
Maintain drinking water taps by routinely
cleaning faucet aerators and disinfecting
drinking water outlets and water
fountains.
Compare the school's drinking fountains
with those identified on EPA's list of
known lead-containing models. Make
note of any fountains that are on EPA's
list and take them out of service.
Review the school's files on lead test
results for drinking water taps. If testing
records do not exist, or if testing has not
been conducted within the past 5 years,
collect and analyze samples from drinking
water taps. EPA's Lead in Drinking Water
website provides guidance on conducting
lead testing in schools.
Lead concentrations at all drinking
water taps should be below 20 parts per
billion (ppb) for a 250-milliliter sample.
This concentration applies only for
schools whose water supply is provided
by a municipal system (i.e., a PWS). For
schools that have their own well or water
source, lead concentrations at 10% of
drinking water taps must be below the
EPA action level of 15 ppb. These schools
must test for lead and be below the lead
action level to comply with the National
Primary Drinking Water Regulations.
Outdoor Air Pollution
Review the current school bus schedules.
Are they designed to minimize bus
idling? If not, work with the appropriate
personnel to revise the bus schedules
accordingly.
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* Identify the location of all school air
handler intake vents. Ensure that
intake vents are located away from
high vehicular traffic areas (e.g., areas
designated for student drop-off and
pick-up) and chimneys for school
heating systems. If intake vents cannot
be moved, direct traffic away from the
vent locations, relocate student drop-off
and pick-up areas, or cone off the areas
during high vehicular traffic times.
Keep classroom windows closed during
periods of high vehicular traffic (e.g.,
before/after school and during rush hour
if the school is located near a main street
or highway), or on days when smog or
pollen counts are high.
Implement an idling reduction campaign
at the school to eliminate unnecessary
vehicle idling.
Locate the school's procedures for
responding to Air Quality Index
advisories. If your school does not have
procedures in place, or if the procedures
are not up-to-date, take steps to develop
or improve these procedures. For an
example set of procedures, view those
developed for the Northeast Independent
School District in San Antonio, Texas.
Further information can be located in
Appendix C: Additional Information and
Resources.
Secondhand Smoke
Institute a smoke-free policy for the
school campus.
Tier 2: Key Elements for a
Comprehensive School Environmental
Health Program
Schools that have completed most of the
actions listed under Tier 1 will be prepared to
implement the key elements necessary for a
more comprehensive school environmental
health program.
Chemicals and Chemical-containing
Products
Form a chemical management team at
the school.
• Team members should have direct
involvement with or knowledge of
chemical management at the school,
from the purchase of chemicals to their
ultimate disposal.
Conduct annual chemical inventories
to ensure all unused, unneeded, and
unknown chemicals are identified and
disposed of properly.
Develop a responsible chemical
management program for the school
or school district to ensure chemicals
are stored, labeled, used, and disposed
of properly. EPA's Safe Chemical
Management in K-12 Schools Tool Kit
has resources to help schools and school
districts get started.
Institute a chemical purchasing policy at
the school.
• All chemicals and chemical-containing
products should be reviewed and
purchased through one person or a
team responsible for vetting chemicals
for excessively hazardous products
(e.g., carcinogens, mutagens, and
asthmagens).
• Purchase no more than a 5-year supply
of chemicals, and do not reorder until
necessary to prevent accumulation.
• Choose chemicals and chemical
products using the safest possible
ingredients. Consult EPA's Design for
the Environment's list of products
meeting their safer ingredient criteria.
• Consult with state green procurement
initiatives to determine if safer, third-
party certified chemicals and chemical
products are available on state
contracts.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Checklist for Lead Hazards
Pay attention to the following when inspecting for lead-based paint:
Interior painted areas - Examine walls and interior surfaces to see if the paint is
cracking, chipping, or peeling, and check for areas on doors or windows where painted
surfaces rub together.
>> Exterior painted areas - Check exterior paint, which can flake off and contaminate
nearby soil where children might play.
Surrounding areas - Be aware of large, nearby structures with peeling or flaking paint
that could contaminate the soil around play areas.
Play areas - Examine areas where children play to ensure they are dust free and clean.
Outside, check for bare soil and test for lead.
r Playground equipment - Check older equipment to determine whether it contains
lead-based paint.
Painted toys and furniture - Make sure the paint is not cracking, chipping, or peeling.
• Prohibit teachers and school staff
from bringing in chemicals, chemical
products, and art supplies that
are unauthorized or contain toxic
ingredients.
• Prohibit the purchase of mercury
products.
Ensure teachers and staff receive chemical
management training as mandated
under the Occupational Safety and Health
Administration's laboratory safety standard.
Ensure students understand proper
chemical management. For example:
• Have students take a laboratory safety
test before performing experiments in
the classroom. The test should cover
topics such as laboratory rules and
regulations, as well as proper handling,
storage, and disposal of chemicals and
chemical products, especially those that
pose specific hazards (i.e., corrosive,
reactive, and flammable chemicals).
Students that fail the test cannot work
in the laboratory until they successfully
pass the test.
• Establish a formal three-way contract
between students, parents, and
teachers/administrators that establishes
appropriate behavior when using
chemicals.
Conduct a chemical cleanout.
• Use the school's chemical inventory to
identify unused, unneeded, degraded,
and unknown chemicals.
• Remove chemicals from the school
with the help of a qualified and
experienced professional. EPA's Safe
Chemical Management in Schools
Workbook provides guidance on
procuring professional chemical
removal assistance.
• Ensure the following chemicals are
removed from the art department:
hexane- and toluene-based aerosols,
ceramic glazes containing lead or
cadmium, and all fluoride-based glass
etchants.
• Remove or replace all excess, outdated,
and unneeded mercury-containing
products with alternatives containing
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no mercury. Ensure mercury is
recycled or disposed of in accordance
with federal, state, and local regulations.
Radon
Track radon test results, assessment
data, and pending actions so that
facility maintenance personnel can plan
accordingly.
Retest routinely if schools were mitigated
to ensure radon mitigation systems are
functioning properly.
Drinking Water
Test the school's drinking water for
contaminants. Testing requirements
and timing will differ depending on
the number of people being served
and where the school gets its water
(groundwater vs. surface water).
• If testing shows that contaminants
have entered the system and their
levels are above the regulatory
minimum, the school will need to
take action. For more information on
contaminants and taking action, refer
to EPA's website on current drinking
water regulations.
• Schools should have a plan for
providing drinking water to students if
testing uncovers contaminants in the
school's drinking water supply.
If the school's drinking water lead
concentrations exceed EPA's action level,
take steps to develop a plan to reduce
lead levels at all taps that do not meet the
20 ppb (municipal system)/15 ppb (well)
standard. Plans might include:
• Testing for lead on a regular basis;
• Instituting a flushing program;
• Clearing debris from outlet screens and
aerators on a routine basis;
• Replacing pipes, solder, and fixtures if
they are known to be sources of lead;
and
Drinking Water in
Schools and Childcare
Facilities
EPA is responsible for ensuring
the safety of the nation's drinking
water in public water supplies. EPA
estimates that approximately 10,000
schools and child care facilities
maintain their own water supply and
are regulated under the Safe Drinking
Water Act. In addition, approximately
90,000 public elementary and
secondary schools19 and an estimated
500,000 licensed child care facilities
in the nation20 are not regulated
under the Safe Water Drinking
Act and might or might not be
conducting voluntary drinking water
quality testing. Whether your facility
is a regulated or non-regulated
school or child care center, you can
find information about drinking water
quality on EPA's Drinking Water in
Schools and Child Care Facilities
website.
• Disabling taps to prevent water
consumption from that tap.
Schools should implement identified
actions in the lead reduction plan
according to priority and resources
available. Further information to assist
plan development and implementation
can be found on EPA's Guidance and
Tools for Drinking Water in Schools
and Child Care Facilities website.
Develop a plan for, and conduct routine
maintenance of, the school's drinking
water infrastructure.
• If the school acquires its drinking water
from its own well, conduct source
water assessments and identify any
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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surrounding activities or sources that
might have an adverse effect on water
quality.
• Inspect water pipes for leaks and
corrosion. Leaking or corroded pipes
can introduce contaminants into the
drinking water system and contribute
significantly to water loss and mold
growth.
Replace drinking fountains identified
on EPA's list of known lead-containing
models with fountains that do not
contain lead.
A school might or might not be
connected to a public wastewater system.
Schools with their own wastewater
management system (e.g., septic system)
will need to inspect and pump their
system regularly to prevent back-ups
into the school. See EPA's website on
Wastewater Management for guidance
and more information.
Outdoor Air Pollution
• Implement an anti-idling policy for
school buses, passenger vehicles, and
delivery trucks, and post signs stating all
vehicles are prohibited from idling on
school premises.
Secondhand Smoke
• Implement a smoking education
program for students that covers the
social and physiological consequences
of tobacco use, information about social
influences (e.g., peers, parents, and
media), and training on how to manage
peer pressure to smoke.
Tier 3: Enhance a School's
Pre-Existing Program
Schools that have taken steps to implement
a comprehensive school environmental
health program can build on their pre-
existing program(s) by considering the
following:
Chemicals and Chemical-containing
Products
Implement green curricula in the classroom.
EPA's Safe Chemical Management in
Schools Workbook includes a section
on putting together and starting a green
curriculum in the classroom.
Radon
Schedule re-testing following all major
renovations, and consider how HVAC
modifications or upgrades might affect
radon intrusion.
Drinking Water
Develop and record measures specific
to the school that will demonstrate
improvement in drinking water quality.
Involve students in drinking water testing.
A teacher or facility manager should
ensure testing is completed according
to established procedures to obtain
meaningful results. This activity can be
integrated into science and mathematics
courses, as well as senior projects.
The Reduction of Lead
in Drinking Water Act
In January 2011, the Reduction of
Lead in Drinking Water Act was
passed to reduce the amount of
lead allowed in "lead-free" plumbing
materials from 8% to 0.25%. The new
standard is modeled after a California
law that went into effect on January
1, 2010. The Reduction of Lead in
Drinking Water Act will become fully
effective in January 2014, but some
manufacturers are already making
products according to the new
standard. When replacing plumbing
fixtures, make sure new fixtures are
in line with the new definition of
lead-free and are NSF International
certified to reduce lead.
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Outdoor Air Pollution
Have students observe vehicle idling
behavior before and after implementing
an anti-idling policy. Have students
calculate exhaust emissions generated
before and after an anti-idling policy
is implemented using widely available
web-based calculators.
* If funding allows, retrofit your current
school bus fleet with improved emission
control technologies, or replace older
school buses with newer, more fuel-
efficient, and less-polluting buses. Visit
EPA's National Clean Diesel Campaign
website for more information.
Participate in the School Flag Program
to help the school and its surrounding
community know the daily air quality
conditions. Schools in the flag program
raise a brightly colored flag each day that
corresponds to the air quality forecast.
Based on the color of the flag (green,
yellow, orange, or red), teachers and
coaches can modify outdoor activities
when the air quality is unhealthy.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Why Is This Important?
Indoor air pollution has been demonstrated
to have an adverse impact on public
health. Poor indoor air quality can cause
short- and long-term health problems such
as coughing, eye irritation, headaches,
asthma episodes, allergic reactions, and
in rare cases, life-threatening conditions
such as respiratory distress. Improperly
managed ventilation and filtration systems
can contribute to airborne mold, infectious
diseases, and carbon monoxide poisoning.
Poor indoor air quality can also impact the
comfort and health of children and staff,
which can in turn affect concentration,
attendance, and classroom performance.
Good indoor air quality can help ensure a
healthier and higher performance learning
environment for students and school staff,
and proper maintenance of ventilation
and filtration equipment plays a big role
in the quality of the indoor air. Adequate
ventilation with outdoor air is a key
component for good indoor air quality in
schools and classrooms, and can contribute
to mitigating the effects of radon and vapor
intrusion. Furthermore, well-maintained
air filtration systems capture and remove
airborne particles that can be asthma
triggers, allergens, and infectious or toxic to
humans.
Indoor air can be two to five times more
polluted than outdoor air and large populations
of children might be more susceptible
to indoor pollutants than the general
population. The high occupant densities of
schools and classrooms makes it particularly
important for building designers to incorporate
ventilation systems that provide adequate
outdoor air (in compliance with the industry's
ventilation standard, American Society of
Heating, Refrigerating, and Air Conditioning
Engineers (ASHRAE) 62.1-2010, control
moisture, and minimize energy costs.
Actions Schools Can Take to
Ensure Good Ventilation
Review Existing State Policy
Many states have implemented policies
to promote healthy school environments.
Refer to and follow your state's relevant
environmental health policies and
emergency management protocols when
conducting ventilation and filtration
maintenance activities. (States may insert
relevant environmental health policies and
emergency management protocols here.)
Tier 1: Simple Steps Schools Can Take
to Get Started
The best way to launch a school
environmental health program is to identify
fixes and solutions that can be implemented
immediately. Schools should start by asking
questions like, where are the school's
areas of greatest need and what resources
are available to address those needs? The
answers to these questions will help schools
decide where to focus their initial efforts.
Having a balanced HVAC system is crucial
for regulating temperature and providing
adequate ventilation. Conduct an initial
inspection of the school's HVAC system
and ensure the following actions are
routinely taken:
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Ensure the school building has a
functioning ventilation system. The
absence of ventilation can adversely
impact classroom performance and
overall occupant health.
Inspect the maintenance room for
unsanitary conditions, leaks, and spills.
Ensure the room is free of trash, chemical
products, and supplies.
Establish and implement a regular
schedule for inspecting and changing
filters.
Ensure condensate pans are clean,
unobstructed, and draining properly.
Establish and implement a regular
cleaning schedule for air supply diffusers,
return registers, and outside air intakes.
Check ground-level and roof intakes for
pollutant sources (e.g., dumpsters, bus-
idling areas, plumbing vents, and kitchen
exhaust fans).
Ensure that ducts and the interior of air-
handling units or unit ventilators are clean.
• Keep unit ventilators clear of books,
papers, and other items.
Ensure HVAC system settings fit
the actual schedule of building use
(including night and weekend use).
Educate teachers and school staff on the
importance of keeping the HVAC system
on to ensure classrooms are properly
ventilated.
Use EPA's IAQ Tools for Schools program
resources to identify, correct, and prevent
indoor air quality problems. The IAQ
Tools for Schools Action Kit has been
implemented in thousands of schools
across the country.
SCHOOL HIGHLIGHT:
Fairgrounds Junior High School in Nashua,
New Hampshire
Fairgrounds Junior High School in Nashua, New Hampshire underwent renovations
between 1996 and 1997 to correct indoor air quality problems identified by the local
health department. In May 1997, teachers came forward with indoor air quality-related
complaints. To correct these problems, school facilities staff adjusted the energy
management system shortly before school closed for the summer. When the school
reopened in early September, however, complaints about temperature, discomfort,
and odors resurfaced, along with complaints of dizziness and tingling sensations in the
extremities.
School officials became concerned that broader indoor air quality problems existed and
decided to pilot EPA's IAQ Tools for Schools program at Fairgrounds Junior High School.
The school principal and two teachers presented the program at a staff meeting and
recruited volunteers to form an indoor air quality team. The team distributed a health
survey to teachers and staff at a faculty meeting and requested information on health
problems experienced during work hours.
The IAQ Tools for Schools Action Kit, the health survey, and formal investigations helped
the team to identify and resolve the problems. Since Fairgrounds Junior High School
implemented the program in 1997, several more schools in the Nashua School District
have adopted the IAQ Tools for Schools program.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Tier 2: Key Elements for a
Comprehensive School Environmental
Health Program
Schools that have completed most of the
actions listed under Tier 1 will be prepared to
implement the key elements necessary for a
more comprehensive school environmental
health program.
Continue to perform regular HVAC
system inspections.
Establish a HVAC maintenance plan.
Install high efficiency filters, if not
already in use.
Take steps to ensure all rooms in the
school building are ventilated.
Ensure that air intakes are located
away from high vehicular traffic areas,
plumbing and exhaust stacks, and
chimneys for the school's heating system.
Install carbon monoxide detectors
near combustion sources (e.g., boilers,
stoves, hot water heaters, and vocational
SCHOOL DISTRICT HIGHLIGHT:
Charlotte-Mecklenburg School District in Charlotte,
North Carolina
Charlotte-Mecklenburg Schools adopted EPA's IAQ Tools for Schools program after
parental concerns about mold in the schools led to elevated community concern. The
district created a new position, Manager of Environmental Health and Safety, and hired
an indoor air quality expert with experience in indoor environmental health. Using a team
approach, Charlotte-Mecklenburg Schools partnered with the University of Tulsa to plan a
district-wide assessment program for all 150+ school facilities. The district implemented a
two-track system for continuous assessment that includes a 24-hour response protocol to
address occupant indoor air quality concerns and routine monthly building walkthroughs.
Training is conducted for school staff using components of the IAQ Tools for Schools
Action Kit.
Charlotte-Mecklenburg Schools has experienced real results from implementing an indoor
air quality program:
By emphasizing indoor air quality fundamentals in the summer energy management
program, the district has seen a 54% decrease in mold work orders.
One hundred percent of indoor air quality complaints are investigated within 24 hours.
Early identification and prompt response to indoor air quality concerns have
reduced response costs from hundreds of thousands of dollars to less than $10,000
in many cases.
School faculty and staff are more aware of indoor air quality, and a new
commitment of fiscal resources has been made to address indoor air quality issues
across the school district.
Learn more about Charlotte-Mecklenburg Schools' indoor air quality program and their
environmental stewardship initiative.
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education shops) to monitor carbon
monoxide levels.
Ensure outdoor air ventilation meets
or exceeds the industry's ventilation
standard (ASHRAE 62.1-2010 Ventilation
for Acceptable Indoor Air Quality) or local
code.
Tier 3: Enhance a School's
Pre-Existing Program
Schools that have taken steps to implement
a comprehensive school environmental
health program can build on their pre-
existing program(s) by considering the
following:
~ Apply new air ventilation, cleaning, and
filtration technologies, as resources
allow (e.g., MERV 13 air filters and gas
filtration media).
Apply the ASHRAE 62.1-2010 IAQ
Procedure. The IAQ Procedure is a
performance-based design approach in
which a building and its ventilation system
are designed to maintain contaminant
concentrations at specified levels.
The use of air cleaning devices, other
than particle filtration employed in the
HVAC system, is generally not required
if appropriate attention to controlling
and managing sources of pollution
and providing adequate ventilation are
addressed in the design process. For
additional information on air cleaning
devices see:
School Advanced
Ventilation Engineering
Software
EPA's IAQ Tools for Schools School
Advanced Ventilation Engineering
Software (SAVES) package can
help school designers assess the
potential financial payback and
indoor humidity control benefits of
energy recovery ventilation systems
for school applications.
Learn more on EPA's IAQ Tools for
Schools SAVES website.
• Residential Air Cleaners: A Summary of
Available Information
• Ozone Generators that Are Sold
as Air Cleaners: An Assessment of
Effectiveness and Health Consequences
• Develop and record measures specific
to the school that will demonstrate
improvement in HVAC system
performance.
Engage students in classroom activities and
projects that focus on indoor air quality
Incorporate information and updates on
indoor air quality into newsletters, school
announcements, and other outreach
material.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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omponent 5: Prevent Pests
md Reduce Pesticide Exposure
Why Is This Important?
Droppings or body parts from cockroaches,
rodents, and other pests can trigger asthma
and can cause allergic reactions. Pests also
can transmit infectious diseases. Pesticides
contain chemicals that can be toxic to
humans and the environment and pose
a risk to human health, especially when
people do not follow directions on product
labels or if they use products irresponsibly
(e.g., using pesticides when they are
not needed, using pesticides for other
than their intended use, or not following
recommended application rates). Children
can be especially vulnerable to pesticides
because their internal organs are still
developing and maturing.
Integrated pest management is an effective
and environmentally sensitive approach
to pest management that uses current,
comprehensive information on the life
cycles of pests and their interactions with
the environment, in combination with
available pest control methods, to manage
pests economically, and with the least
possible risk to people, property, and the
environment. Integrated pest management
is a safer and sometimes less costly option
for effective pest management in schools.
Integrated pest management practices can
effectively control pests in schools while
reducing pesticide use by 70-90%.21 A school
integrated pest management program uses
common sense strategies to monitor and
exclude pests while also reducing sources of
food, water, and shelter for pests in school
buildings and grounds. An integrated pest
management program should focus on
prevention of pest problems first, and take
advantage of all pest management strategies,
including the judicious and careful use of
pesticides, when necessary. EPA's Integrated
Pest Management (IPM) in Schools website
and other state school integrated pest
management program websites (e.g.,
California, Florida, New Jersey, Pennsylvania,
Texas, and Washington) are good resources
for schools and school districts to use
in developing a school integrated pest
management program.
Actions Schools Can Take
to Prevent Pests and Reduce
Pesticide Exposure
Review Existing State Policy
Many states have implemented policies
to promote healthy school environments.
Refer to and follow your state's relevant
environmental health policies and
emergency management protocols when
conducting integrated pest management
activities. (States may insert relevant
environmental health policies and
emergency management protocols here.)
Tier 1: Simple Steps Schools Can Take
to Get Started
The best way to launch a school
environmental health program is to identify
fixes and solutions that can be implemented
immediately. Schools should start by asking
questions like, where are the school's
areas of greatest need and what resources
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VOLUNTARY GUIDELINES FOR STATES
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are available to address those needs? The
answers to these questions will help schools
decide where to focus their initial efforts.
Conduct an initial inspection of the school
to identify potential pest problems. Identify
immediate actions that can be taken for:
• Entryways
• Keep doors shut when not in use.
• Place weather stripping on doors.
• Caulk and seal openings in walls.
• Install or repair screens.
• Install air curtains.
• Keep vegetation, shrubs, and wood
mulch at least 1 foot away from the
school building.
Classrooms and Offices
• Immediately place garbage in a trash
can with a lid that closes securely, and
remove trash daily from the school
building.
• Allow food and beverages only in
designated areas and store food in
airtight containers.
• Clean all food crumbs or spilled liquids
immediately.
• Wash dishes promptly after using them.
• Keep counters, sinks, tables, and floors
clean and clear of clutter and moisture.
• Remove piles of boxes, newspapers, and
other potential hiding places for pests.
• Keep rooms as dry as possible by
removing standing water and water-
damaged or wet materials.
• Frequently vacuum carpeted areas.
Food Preparation and Serving Areas
• Store food and waste in containers that
are inaccessible to pests.
• Place screens on vents, windows, and
floor drains to prevent pests from using
unscreened ducts or vents as pathways.
• Reduce the availability of food and
water: remove food debris; clean all
food crumbs or spilled liquids right
away; fix dripping faucets and leaks;
and dry out wet areas.
• Clean food preparation equipment after
use and remove grease accumulation
from vents, ovens, and stoves.
• Use caulk or paint to seal cracks and
crevices.
Rooms and Areas with Extensive
Plumbing
• Repair leaks and correct other
plumbing problems to deny pests
access to water.
• Clean floor drains, strainers, and grates.
• Seal pipe chases.
• Keep plumbing areas dry.
• Store paper products or cardboard boxes
away from moist areas and direct contact
with the floor or the walls.
* Maintenance Areas
• Ensure mops and buckets are clean,
dry, and stored appropriately.
• Allow eating only in designated areas.
• Immediately place garbage in a trash
can with a lid that closes securely, and
remove trash daily.
• Keep areas clean and as dry as possible.
Tier 2: Key Elements for a
Comprehensive School Environmental
Health Program
Schools that have completed most of the
actions listed under Tier 1 will be prepared to
implement the key elements necessary for a
more comprehensive school environmental
health program.
Establish a school integrated pest
management program. Key steps for
implementing a successful integrated
pest management program include:
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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• Developing an official integrated pest
management policy statement. This
statement acts as a guide in developing
a specific integrated pest management
program and should cover pest
identification, pesticide applications,
and notification requirements
(e.g., when and who to notify of
pesticide application). Integrated pest
management policy statements should
be kept in a commonly accessible
location. For an example of an
integrated pest management policy,
view the Los Angeles School District's
Integrated Pest Management policy.
• Designating pest management roles and
responsibilities. Education and training
in integrated pest management practices
should be provided.
• Setting specific pest management
objectives for the school.
• Requiring regular site inspections and
trapping to determine the types and
infestation levels of pests.
• Setting action thresholds, or levels of pest
populations/environmental conditions
that require remedial action.
• Monitoring pests and recording
information in a pest sighting log. This
log can be used to identify whether
pests have exceeded pre-determined
levels before applying pesticides.
• Keeping written records of all aspects of
the integrated pest management program
(e.g., pest population and distribution,
recommendations for future prevention,
and complete information on treatment
actions taken).
• Evaluating the integrated pest
management program to determine
the success of the pest management
strategies employed.
* Once all integrated pest management
strategies have been exhausted to control
pests, use baits and traps before making a
broad pesticide application.
Follow these guidelines before applying
pesticides:
• Use pesticides that present the least risk
of exposure.
• Choose caulk and crevice pesticide
applications, bait stations, or targeted
spraying.
• Carefully follow instructions on the label
and use only the amount suggested.
• Store all pesticides in a secure area of
the building.
» Do not use outdoor sprays and
chemicals indoors.
• Dispose of leftover pesticides and
pesticide containers properly.
• Do not transfer pesticides to other
containers.
• Do not spray during school hours,
except in emergencies.
When pest management services are
necessary, the school should either
contract with an integrated pest
management certified professional or
ensure that the facility management
staff are licensed, trained, and able to
implement integrated pest management
practices as their state requires.
Do not allow experimental, phased
out, or conditional-use pesticides and
pesticide products to be used in school
buildings and on school grounds. Do not
allow teachers and school staff to bring
pesticide products from home.
Maintain records on pest management
activities, including pesticide application
date(s), location(s), and rate(s); copies of
pesticide labels; SDSs; and notifications
issued.
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Tier 3: Enhance a School's
Pre-Existing Program
Schools that have taken steps to implement
a comprehensive school environmental
health program can build on their pre-
existing program by considering the
following:
Expand the school's integrated pest
management program to address
outdoor areas including playgrounds,
parking lots, athletic fields, loading docks,
and trash dumpsters.
Develop and record measures specific
to the school that will demonstrate
improvement in pest management
practices.
Incorporate awareness of integrated
pest management principles into the
students' curricula.
Incorporate integrated pest management
information and updates into
newsletters, school announcements, and
other outreach material.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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EPA Grantees Support School Integrated Pest Management
Since 1996, EPA has invested more than $3.2 million in extramural resources to support over 40
demonstration, outreach, and educational projects on school integrated pest management. This
investment has yielded many successes, beginning with the Monroe Model for school integrated
pest management. In the mid-1990s, the Monroe County Community School Corporation (MCCSC)
developed a school integrated pest management program. Like most school districts, MCCSC
used scheduled, monthly pesticide sprayings to control pests. A 1994 Indiana University study of
MCCSC's pest management practices led to a pilot integrated pest management program at three
MCCSC elementary schools. The multi-step program relied on communication, partnership, and
sound pest management. It aimed to control pests effectively, reduce or eliminate pesticides used
in schools, educate staff and students about pests in their schools, and demonstrate the integrated
pest management concept. The success of their pilot program led MCCSC—using two $30,000
EPA grants—to expand the program district-wide. With the integrated pest management program,
now known as the Monroe Model, in place, MCCSC has experienced a 90% reduction in pesticide
use, pest problems, and pest control costs. Money saved from reduced pesticide use enabled
MCCSC to hire a district-wide pest management coordinator. MCCSC's work has become a model
not only for Indiana school districts, but for the nation's many schools seeking to adopt integrated
pest management programs. Since 2007, the Monroe Model has positively impacted over 1 million
children nationwide as it has been adopted by other school districts. Much of the work being done
in state coalitions and through the National School Integrated Pest Management Working Group
stems from the Monroe Model.
Learn more about the Monroe School Integrated Pest Management Model.
In 2011, EPA's Office of Pesticide Programs made available a Request for Applications for the School
Integrated Pest Management Grants that would support projects that promote the adoption of
verifiable integrated pest management practices in the nation's K-12 public schools. The projects
that were selected will further EPA's mission through research, development, monitoring, public
education, training, demonstrations, or studies of the adoption of verifiable integrated pest
management by K-12 public schools that identify and reduce the risks associated with pesticide use.
The following grantees were awarded funds to further promote school integrated pest management
adoption:
University of Florida: A School Integrated Pest Management Consortium Reaching One
Million Children
Improving Kids Environment, Inc. (Indiana): Midwest United States Consortium - Expanding
Verifiable Integrated Pest Management in Public Schools
Colorado State University: The Rocky Mountain Consortium - Expanding Verifiable School
Integrated Pest Management in Public Schools
Washington State University: The Pacific Northwest School Integrated Pest Management
Consortium - Expanding Verifiable School Integrated Pest Management in Public Schools
New Orleans Mosquito and Termite Control Board: Implementing a Verifiable School Integrated
Pest Management Program in the Orleans Parish School System - A Collaborative Effort
Cooperative Educational Services Agency 10: Expanding School Integrated Pest Management in
Wisconsin Using the Cooperative Educational Services Agency Model
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Additional Opportunities for Promoting
Environmental Health in School Facilities
Sustainable school environmental health
programs are important for maintaining
safe, healthy, and long-lasting school
facilities. Careful planning is necessary to
ensure that building upgrades contribute
to the health and comfort of the building
occupants. Routine maintenance and well-
designed upgrades and improvements can
extend the life of a school building, improve
the health of the learning environment, and
generate cost savings through increased
energy and resource efficiency.
This section presents general information
that schools can use as they plan for
and undertake major construction
and renovation projects, as well as
recommendations for improving classroom
comfort (e.g., lighting, acoustics, ventilation,
and temperature control) and becoming
more energy- and water-efficient. For
more specific guidelines and standards,
refer to guidance and rating systems
specifically developed for school design and
construction, including:
EPA's Voluntary School Siting Guidelines
• ENERGY STAR® for K-12 School Districts
IAQ Design Tools for Schools
U.S. Green Building Council - Center for
Green Schools
• Collaborative for High Performance
Schools (CHPS)
High Performance
Schools and Children's
Health
High performance schools are
facilities that improve the learning
environment while saving energy,
resources, and money. High
performance is not limited to
energy and water conservation
and efficiency. It requires taking
a "whole-building" approach to
design and considers the effects of
healthy indoor environments on the
building's occupants.
High performance design can have a
positive effect on health and comfort,
and design strategies such as day
lighting have been shown to enhance
student learning. Good design
also produces more comfortable
environments with proper lighting,
air temperature, humidity, and noise
levels. This reduces distractions and
creates environments where students
can see clearly, hear accurately, and
not feel too warm or too cold.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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New construction and renovation projects
are good opportunities for schools and
school districts to improve the health of
the school environment, address areas
of concern identified under the five key
components of the model program, improve
classroom comfort, and become more
energy- and water-efficient. Incorporating
high-performance elements in school
buildings can result in lower operating
and maintenance costs and reduced
energy bills, and if properly planned and
implemented, can contribute to healthy
school environments. By adopting high
performance practices, schools and school
districts can lower their operating costs
by up to 30%.22 Existing schools can save
25% of operating costs by implementing
some basic efficiency measures, occupant
education, and engagement programs.23
The following practices and actions should
be considered during the design and
planning phases for construction projects
and building renovations:
When building or renovating a school,
considering the location of the school
and the needs of the surrounding
community is important.
• EPA's Voluntary School Siting
Guidelines can help local school
districts and their communities
evaluate environmental factors to
make the best possible school siting
decisions.
• EPA's Smart Growth and Schools
website provides information and
resources for applying smart growth
principles to educational facility
planning.
Funding New
Construction and
Renovation Projects
Many schools are concerned about
the costs involved in undertaking new
construction and renovation projects.
The EPA Healthy School Environment
Resources Financing website
provides links to cost/benefit studies
and financial resources that can help
schools pay for improvements to
their infrastructure.
Indoor air quality is a critical aspect
to consider when designing and
maintaining school facilities. IAQ
Design Tools for Schools provides
detailed guidance and links to additional
resources to help design healthy new
schools, as well as repair, renovate, and
maintain existing facilities.
Require the development and use of an
indoor air quality management plan.
The purpose of the management plan is
to prevent residual problems with indoor
air quality in the completed building and
protect workers on the site from undue
health risks during construction. The
plan should identify specific measures
to address:
• Problem substances, including:
construction dust, chemical fumes, off-
gassing materials, and moisture. The
plan should ensure that these problems
are not introduced during construction,
or, if they must be, eliminates or
reduces their impact.
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VOLUNTARY GUIDELINES FOR STATES
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« Areas of planning, including: product
substitutions and materials storage,
safe installation, proper sequencing,
regular monitoring, and safe and
thorough cleanup.
Schedule construction and renovation
activities while school is out of session
and all occupants are off premises,
or ensure that building occupants
are temporarily relocated to prevent
exposure to harmful chemicals, dust, or
particulates. Contractors should follow
the EPA Renovation, Repair, and Painting
(RRP) Rule's occupant protection
provisions, which include complying
with all information distribution
requirements under the RRP Rule and
posting signs that clearly define the
work area and warn occupants and
other persons not involved in renovation
activities to remain outside the work
area. Another resource is the Sheet
Metal and Air Conditioning Contractors'
National Association's Indoor Air Quality
Guidelines for Occupied Buildings Under
Construction, which provides guidance
on maintaining good indoor air quality
in occupied buildings undergoing
construction or renovation.
Be familiar with procedures used by
contractors for protecting occupants
at each stage of the construction/
renovation process (e.g., isolating and
ventilating the work area), and any other
safety precautions that will be taken.
Have contractors demonstrate that they
have received all appropriate training and
can produce all necessary certifications
before work begins.
Carefully select the materials and
products (e.g., flooring/carpeting, wall/
ceiling materials, paints and coatings,
adhesives and sealants, and engineered
wood products) to be used in the school's
construction and renovation projects.
From an indoor air quality perspective,
choose products that:
• Contain low-toxicity, water-based
formulations;
• Release no or low VOC emissions;
• Emit little or no odor;
• Contain no heavy metals;
• Are formaldehyde free;
Greening America's
Schools: Costs and
Benefits
In October 2006, Gregory Kats
published a report that documents
the financial costs and benefits
of green schools compared to
conventional schools. Among the
findings discussed, the report
highlights several health and learning
benefits of green schools, including:24
A review of 17 separate studies all
showed positive health impacts
from improved indoor air quality,
ranging from 13.5% to 87%.
A review of 17 studies from the
mid-1930s to 1997 found that good
lighting improved student test
scores and achievement in the
classroom.
An analysis of two school districts
in Illinois found student attendance
rose by 5% after incorporating
indoor air quality improvements.
A study of the costs and benefits
of green schools for Washington
state estimated a 15% reduction in
absenteeism and a 5% increase in
test scores.
Read the full report.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-43
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• Are easy to clean and maintain; and
• Are not susceptible to moisture damage
that can foster mold growth.
For more information on materials
selection and controlling contaminants,
see the IAQ Design Tools for Schools
Controlling Pollutants and Sources
website.
Indoor air quality is affected not
only by the materials that are used
in construction and renovation, but
also by the order in which they are
installed. Certain materials and finishes
(e.g., composite wood products,
adhesives, sealants, finishes, and
gypsum board) off-gas potential indoor
contaminants for a short duration after
School Renovation
and Repair
Renovation is a major cause of poor
indoor air quality in schools and
often is conducted while the building
is occupied. When planning and
conducting renovations and repairs
in schools, four potential causes
of indoor air quality problems are
important to remember:
*• Demolition that releases toxic
materials (e.g., lead, asbestos, or
mold).
Construction dust and fumes.
Designs that interfere with
ventilation.
Off-gassing from new building
materials and products.
To learn more about protecting
occupants from renovation
pollutants, visit the IAQ Tools for
Schools Renovation and Repair
website.
they are manufactured or installed.
The contaminants off-gassed by
these materials can be absorbed by
"fuzzy" or "fleecy" materials as well as
finishes (e.g., carpet, insulation, and
fabric wall coverings) that are woven,
fibrous, or porous in nature. As a result,
these finishing materials can become
repositories, or "sinks," for substances
that can be released much later or that
promote subsequent mold growth.
When possible, allow potential off-
gassing materials to dry before finishing
materials are installed.
Be aware of potential health effects and
safe handling procedures for chemicals
and products being used or installed in
the school by contractors. SDSs and other
product literature are good resources.
Include entry mat systems in the design
of the school building.
• Entry mat systems are critical in
trapping soil, pollutants, and moisture
that otherwise would spread into and
throughout the building, as well as in
reducing the cost to properly maintain
the building.
• The International Sanitary Supply
Association reports that most of the
dirt within a building is tracked in by
shoes, and that 85% of this dirt can be
removed if entry mats are properly
designed and maintained.
Install precipitation controls to keep
school buildings dry.
• Prevent rain and snow from causing
moisture problems in school buildings:
• Install sloped roofs to reduce the risk
of moisture damage over the life of
the building;
• Landscape around school buildings
to create ground slopes to carry water
away from the building;
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VOLUNTARY GUIDELINES FOR STATES
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Snapshot of Benefits
from Green Retrofits25
A Deloitte and Lockwood poll of
organizations that have undergone
green (i.e., environmentally
preferred) retrofitting projects
reports that in addition to reducing
costs, schools report a greater ability
to attract and retain staff,26 which
is an important factor in improving
school performance.1 In the same
poll, green (i.e., environmentally
preferred) retrofits were reported
to improve health, productivity, and
attendance.1
• Ensure exterior entries have sufficient
overhang to prevent rain or snow
from collecting at the building's
entrance, or being blown into the
building; and
• Prevent air intakes from collecting
precipitation.
• During construction, keep building
materials dry, especially those with
moisture absorbing properties (e.g.,
wood, insulation, paper, and fabric)
to prevent the growth of mold and
bacteria. If moisture is present, mold
will grow on virtually any material.
• Wet materials need to be allowed to dry
as much as possible.
° Cover dry materials with plastic to
prevent rain damage, and
• If resting on the ground, use spacers
to allow air to circulate between the
ground and the materials.
Implement dust controls during new
construction and renovation activities.
Common renovation activities like
sanding, cutting, and demolition can
create dust and paint chips that contain
contaminants, such as lead, that can be
harmful to the health of children and
school staff. EPA's RRP Rule requires that
firms performing renovation, repair,
and painting projects that disturb lead-
based paint in pre-1978 homes and child
occupied facilities13 (including schools
that serve children 6 years of age and
younger) be certified by EPA and use
certified renovators who are trained to
follow lead-safe work practices. Firms
can become certified by submitting a
completed application and fee to EPA
or an authorized state, as appropriate.
Individuals can become certified
renovators by taking an eight hour
training course from an EPA-approved
training provider. For more information,
visit EPA's Lead RRP website.
Incorporate simple design features
that can reduce the likelihood of pest
problems.
• Eliminate potential places around the
exterior of the school building where
pests can hide or build nests.
• Keep foundation walls free from open
cracks.
• Ensure glazing materials are free of
cracks and holes.
• Ensure doors, windows, and other
outside openings have tightly fitted
screens of at least 16 mesh per inch.
• Ensure basement windows have rodent
shields, storm windows, or other
barriers.
• Ensure ventilation openings are
covered with material such as
perforated sheet metal plates, cast iron
grills, or wire mesh.
defined asth
b "Child occupied facilitie
regulailyby children, undei the age :: 5, on at lea
different days within any week provide*: that eac
lasts at least 5 horns, the combined weekly visits I
hours, and the combined annual visits last at leas'
This may include, but is not limited to child care ',
preschools, and kindeigarten classrooms. (Regulc
Definition of Child Occupied facilities - 40 C.F.R.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-45
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• Clear the under-floor space of all
vegetation, organic material, and
construction materials.
• Provide minimum mechanical methods
for preventing the entry of rodents into
school buildings, including:
• Covering foundation wall vents with
metal grills or plates;
• Sealing openings in the foundation
and exterior walls created for pipes,
cables, and conduits;
• Covering windows located within
two feet of ground level with wire
screens; and
• Ensuring minimum clearance
between doors and door jambs.
• Ensure all joints, seams, penetrations,
openings, and other sources of air
leakage throughout the building
envelope are caulked, gasketed,
weather-stripped, wrapped, or
otherwise sealed.
• Take steps to ensure the building is
termite resistant, such as installing floor
framing made of naturally durable or
preservative treated wood.27
EPA's ENERGY STAR program offers
Energy Design Guidance for new
construction projects.
• The guidance is a set of suggested
actions for building owners and design
professionals to establish energy
efficiency goals and ensure that
energy is addressed at all levels of a
construction project.
• EPA encourages using these best
practices for energy design as part of
the overall design, construction, and
operations process to translate design
intent into buildings that perform and
earn the ENERGY STAR.
Use the ENERGY STAR Building Upgrade
"Communities across the
country have recognized
the benefits of energy-wise
design. In Montpelier, Vermont,
for example, more than 300
volunteers from the community
supplied labor to construct two
new classrooms with natural
day lighting, good ventilation,
and energy-efficient design
to create a positive learning
environment."28
Manual to plan and implement building
upgrades by following the five building
upgrade stages: retro-commissioning,
lighting, supplemental load reductions,
air distribution systems, and heating and
cooling systems. Chapter 10 focuses on
issues specific to K-12 schools.
Design teams should use ENERGY STAR
Target Finder to set energy targets and
receive an EPA energy performance score
for projects during the design process.
Energy targets account for how activities,
people, and systems will affect energy
use and enables the design team to make
decisions that support the function and
optimal energy efficiency of the school
buildings. Projects that earn a score of 75
or higher are eligible for Designed to Earn
the ENERGY STAR certification.
:- Use the Federal High Performance
Sustainable Buildings Checklist, located
in ENERGY STAR'S measurement and
tracking tool Portfolio Manager, to assess
the sustainability of an existing school
building. The checklist was developed for
federal agencies to assess their existing
buildings against the Guiding Principles
for Sustainable Buildings:
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• Employ integrated assessment,
operation, and management principles;
• Optimize energy performance;
• Protect and conserve water;
• Enhance indoor environmental
quality; and
• Reduce environmental impact of
materials.
The Department of Energy has
developed the National Best Practices
Manual for Building High Performance
Schools, a resource for architects and
engineers who are responsible for
designing or retrofitting schools, and
for the project managers who work for
the design teams. The manual provides
information on school design, building
systems (e.g., lighting and electrical,
mechanical and ventilation), day
lighting, and resource-efficient building
materials, among other topics.
The International Code Council developed
the International Green Construction
Code (IgCC) to establish minimum
green requirements for new and existing
buildings. IgCC is the first model code
to include sustainability measures for
the entire construction project and its
site, from design to certification, and
is expected to make buildings more
efficient. School design teams can use
IgCC as a guide for incorporating more
high performance elements into new and
existing school buildings.
Incorporate water-efficient products into
building design and renovation plans.
EPA's WaterSense program makes finding
and selecting water-efficient products
easy and ensures consumer confidence
in those products with a label backed
by third-party, independent testing
and certification. Products bearing the
WaterSense label:
• Perform as well or better than their
less-efficient counterparts;
• Are 20% more water-efficient than
average products in that category; and
• Provide measurable water savings
results.
• Many local water utility programs offer
rebates for water-efficient products. For a
list of rebates, please visit the WaterSense
Rebate Finder website.
When replacing drinking water fixtures,
make sure the new equipment is NSF
International Certified "lead-free."
• Consider seeking third-party certification
for incorporating high-performance
design features. Three recognized
programs that emphasize building
for high-performance and better
environmental health are Leadership
in Energy and Environmental Design
(LEED) for Schools, CHPS, and Green
Globes.
• LEED for Schools is intended for use
in the design and construction phases
of school building, and encourages
project teams to use an integrated
design approach from start to finish.
Using this integrated approach, LEED
promotes improved practices in:
• Site selection and development;
• Water and energy use;
• Environmentally preferred materials,
finishes, and furnishings;
• Waste stream management;
• Indoor air quality and occupant
comfort; and
• Innovation in sustainable design and
construction.
To become LEED certified, projects
must meet all prerequisites and earn
a minimum number of points in the
six areas listed above. The number of
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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points earned determines the level of
LEED certification the project receives.
• CHPS has developed a rating system
specifically for schools. CHPS Criteria
for high-performance schools cover
seven topics under three categories:
• Strategy
- Integration
• Design
- Indoor environmental quality
- Energy
- Water
- Site
- Materials and waste management
• Performance
- Operations and maintenance
CHPS Criteria are available for
California, Colorado, Hawaii,
Massachusetts, New York, the Northeast
(New Hampshire, Rhode Island,
Connecticut, Maine, and Vermont),
Texas, Virginia, and Washington.
Schools in these states can choose from
two programs: CHPS Verified and CHPS
Designed.
• CHPS Verified provides an
independent review of projects in
California, Colorado, Connecticut,
Hawaii, Massachusetts, Texas, and
Virginia using the CHPS Criteria
to assess their high-performance
status. Projects that meet minimum
certification receive a CHPS plaque.
- CHPS PreFab provides an
independent review and
precertification of modular,
relocatable, and prefabricated
classroom modules. Schools can
use CHPS PreFab in conjunction
with CHPS Verified.
• CHPS Designed is a self-certification
process for projects in California,
Hawaii, New York, Texas, Virginia,
Washington, and the Northeast. CHPS
Designed projects receive a certificate
and use of the CHPS Designed logo.
CHPS has several resources available
to assist in planning, designing,
operating, commissioning, or
maintaining school facilities.
• The CHPS High Performance
School Best Practices Manual is a
six-volume set of best practices that
cover planning, design, maintenance
and operations, commissioning,
prefabricated classrooms, and the
CHPS Criteria.
• The CHPS Operations Report Card
benchmarks the current performance
of existing schools, provides a
report card of results, and makes
suggestions for improvement in
seven categories: energy efficiency,
thermal comfort, visual comfort,
indoor air quality, waste reduction,
water conservation, and acoustics.
• The CHPS High Performance
Products Database allows schools
and school districts to search for
products that meet CHPS and other
green building criteria (e.g., low-
emitting materials, recycled content,
and Forest Stewardship Council
Certified wood products), and deliver
environmental and health benefits to
school building occupants
Green Globes is a Web-based program
offered by the Green Building Initiative
that includes green building guidance
and third-party certification for
commercial buildings, including
schools. The Green Globes program
includes:
• A comprehensive environmental
assessment protocol (areas of
assessment include: energy, water,
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resources, emissions, indoor
environment, project management,
and site);
• Software tools that speed and simplify
online assessment;
• Best practices guidance for green
construction and operations;
• Third-party assessors with green
building expertise (e.g., green
building design, engineering,
construction, and facility
operations); and
• A rating/certification system.
New and existing buildings must achieve
35% of 1000 total points in a preliminary
self-evaluation to be eligible to seek a
Green Globes certification and rating for
their environmental sustainability and
achievements.
The National Clearinghouse for
Educational Facilities and the American
Clearinghouse on Educational Facilities
can provide information and resources
for schools undertaking construction and
renovation projects.
• The National Clearinghouse for
Educational Facilities provides
information on designing, building,
and maintaining safe, healthy, and
high-performing schools. Its database
contains 167 school facilities topics.
• The American Clearinghouse on
Educational Facilities provides
information, training, and assistance to
schools on issues related to educational
facility planning, design, financing,
construction, improvement, operation,
and maintenance.
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Proper design, maintenance, and operation
of lighting systems, ventilation systems,
thermal control systems, and acoustics
have a significant impact on school
building performance and occupant
comfort. Environmental distractions (e.g.,
poor lighting, glare, poorly controlled
temperature and humidity, and excessive
ambient noise or poor acoustics) can affect
the health, attention, and performance of
students, faculty, and school staff. Existing
schools, schools undergoing renovation,
and new schools can be enhanced by
including design elements that maximize
comfort and safety and enable building
users to focus on education.
Get Started
Conduct a walk-through of the school
building to identify areas or rooms in
greatest need for improvement. Specific
building elements to look for include:
Inefficient lighting (e.g., too dim or too
much glare);
SCHOOL DISTRICT HIGHLIGHT:
Albemarle County Public Schools
in Albemarle County, Virginia
Albemarle County Public Schools has implemented several energy efficiency measures,
including district-wide lighting upgrades. Over the past 5 years, 26 schools and two
other facilities in the district have undergone lighting retrofits. These comprehensive
upgrades, which had payback periods of 2 to 3 years, focused on replacing T12 lamps
with T5s and T8s and on installing occupancy sensors. Not every school received a
whole-building retrofit: To keep costs down, the district's internal electricians performed
the lighting retrofits for only a few rooms where appropriate. Whole-building retrofits
were contracted out and funded from the Capital Improvement Projects account in
the district's annual operating budget. Through these efforts, Albemarle County Public
Schools not only cut its long-term energy costs, but also cost-effectively improved the
safety of students, faculty, and staff members by replacing and properly disposing of old
PCB ballasts.
Albemarle County Public Schools is committed to school environmental health beyond
energy efficiency. The district hired an Environmental Compliance Manager in 2004 to
investigate, document, and follow up on indoor air quality concerns and issues, and to
develop an environmental management system. A chemical hygiene plan was established
to standardize safety procedures, guidelines, and practices for all district classrooms,
labs, and chemical storage areas, and to provide information and training to teachers and
school staff concerning specific chemical hazards and safe work practices.
Visit the Albemarle County Public Schools Environmental Management website for
more information.
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Poor acoustics and noise control
features; and
Poor and inefficient temperature control.
Although resources might not be available
to address every issue encountered on the
walk-through, simple actions can be taken
to realize immediate improvements:
* Inspect ventilation systems to ensure they
can provide a constant supply of air29
Inform teachers of trouble spots
throughout the school building and
encourage them to be flexible, and plan
lessons and activities accordingly (e.g.,
use a classroom with poor acoustics for a
study hall, not a music room).
Wash windows and skylights frequently
to maintain adequate day lighting.30
Educate teachers, staff, and students
on steps they can take to use building
systems properly, such as:
• Using lighting systems appropriately;
• Keeping ventilation intakes clear;
• Keeping windows closed when the
HVAC system is on;
• Removing obstructions from around
heating and cooling equipment; and
• Managing the HVAC system, in terms
of temperature control, humidity,
and ventilation.
Take Action
As resources allow, adopt high performance
design elements in classrooms and
throughout the school building, beginning
with specific rooms and areas identified in
the school walk-through.
Examples include:
• Install or upgrade to acoustical ceiling
tiles, lined duct work, and HVAC systems
with appropriately placed vents.29
Locate information on the school
building's acoustics and find out if
the acoustical quality meets Standard
12.60, "Acoustical Performance Criteria,
Design Requirements, and Guidelines
for Schools," of the American National
Standards Institute. Part 1 of the standard
applies to classrooms in permanent
school buildings, and Part 2 of the
standard applies to relocatable classrooms
and modular learning spaces.
Design lighting systems based on task,
school room configuration, building
layout, and surface finishes.1
Install new or upgrade existing lighting
fixtures. Lighting upgrades can improve
SCHOOL HIGHLIGHT:
The Academy for Global Citizenship in Chicago, Illinois
The Academy for Global Citizenship (AGC) is a public charter school in Chicago, Illinois
that emphasizes sustainability and environmental stewardship. AGC has developed
a Sustainability Handbook for Schools to help teachers, administrators, parents, and
community members take steps toward incorporating environmental sustainability in
their schools. The handbook offers strategies for several different environmental topics,
including energy efficiency, waste reduction, and water conservation. Each topic features
specific activities and action that schools and school districts can take, as well as success
stories, environmental health benefits, and additional resources.
Learn more about AGC and download a copy of the Sustainability Handbook for Schools.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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the school's energy efficiency, and
removing old lighting fixtures might help
keep the school free from contaminants,
including PCBs. To learn more see Proper
Maintenance, Removal, and Disposal of
PCB-Containing Ruorescent Light Ballasts:
A Guide for School Administrators and
Maintenance Personnel.
Install easy-to-operate lighting controls
and manual blinds or other window
treatments to control excessive sunlight or
glare.
• Use paint with a matte finish to reduce
excessive glare.
Inspect heating and cooling equipment
quarterly and change filters per
maintenance schedule.30
Adopt EPA's SunWise program for school
use and to inform school infrastructure
enhancements (e.g., sun-safe policies
and shade structures).
Beyond the Basics
High performance schools go beyond the
basic elements of providing good acoustics,
thermal control, adequate ventilation,
and optimal day lighting. Consider
implementing the following activities and
practices:
To determine how high performance
building upgrades are impacting
the school, consider developing and
recording measures that will demonstrate
improvements toward becoming a high
performance school.
•* Integrate lessons on high performance
design elements into the student
curricula. Visit the U.S. Green Building
Council's Center for Green Schools
website for more information.
Benefits of Day
Lighting in Schools
"Studies show that students perform
better with natural light. In addition
to educational benefits, day lighting
offers significant energy and money
savings. The school is not paying
for electricity for artificial lights. The
school also does not need to pay for
cooling as a result of the heat from
the lights. All these dollars saved can
be directed toward the teachers and
students—where the money should
be going."
—Michael Nicklas, President, Co-founder, Design
Principal at Innovative Design in Raleigh, North
Carolina, and Lead Architect for Northern
Guilford Middle School
For more information, see the
Department of Energy EnergySmart
School Case Study for Northern
Guilford Middle School.
Classrooms with the most day
lighting had a 20% faster learning
rate in math and a 26% faster learning
rate in reading during one school
year when compared to classrooms
with the least amount of day lighting.
For more information, see Windows
and Classrooms: A Study of Student
Performance and the Indoor
Environment.
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States spend more on energy than any
other school-related expense, aside from
personnel. Existing schools can achieve
higher performance by targeting energy
efficiency in school operations and
maintenance and can typically reduce
energy bills by 5% to 20% even without
significant capital investment.22'31 School
districts can use the savings from lower
energy bills to pay for building upgrades
that enhance the health and quality of the
students' learning environment. ENERGY
STAR provides a wealth of resources for
K-12 school districts interested in reducing
their utility bills, improving their energy
performance, receiving recognition, and
improving the learning environment.
ENERGY STAR certified schools use 35% less
energy than typical buildings and emit 35%
less carbon dioxide.22
Schools and school districts performing
building upgrades should ensure that the
upgrades make their facilities more energy-
efficient and healthier at the same time.
When done properly, many energy efficiency
upgrades can improve the quality of a
SCHOOL DISTRICT HIGHLIGHT:
Lakota School District in Butler County, Ohio
In an effort to upgrade its school building systems to improve the learning and teaching
environment, the Lakota School District entered into a three-phase multimillion dollar
facilities upgrade project with the Trane Corporation that will save the school district
$667,000 in annual energy costs and more than $260,000 in annual operating costs. As
a result of energy-efficient facilities upgrades, Lakota schools will receive an additional
$382,000 in rebates from the utility company, Duke Energy.
Some of the projects include:
t Mechanical and control system improvements in 9 schools.
* Plumbing retrofits in 13 buildings.
Lighting upgrades in all schools.
Phase One results have already exceeded savings projections by 15%, equal to $35,000
in savings over the original projections. Overall energy and operating cost savings are
expected to be $927,000 per year. Mike Taylor, Lakota Schools Superintendent, said, "It's
great in these tight budgetary times that we are able to improve the teaching and learning
environment while generating energy and operational savings. Because we are able to pay
for the improvements through these savings, we can focus our capital budget on other
needs in the district."
Learn more about Lakota School District's facilities upgrade project.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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school's indoor environment, protecting—
even enhancing—indoor air quality without
sacrificing energy performance. If certain
energy upgrades are not done correctly,
however, they might adversely impact indoor
air quality and cause other health concerns
for children and staff. For example, increased
energy efficiency in building construction, in
some cases, has resulted in tighter building
shells and reduced ventilation rates. EPA's
Energy Efficiency and Indoor Air Quality
in Schools working paper describes how to
enhance energy efficiency while protecting
indoor air quality.
Another way schools and school districts
can save money and conserve resources is
to become more water-efficient. Schools use
a tremendous amount of water every day in
a variety of applications, including:
Heating and cooling systems,
• Restrooms,
Drinking water fountains,
Locker rooms,
Cafeterias,
• Laboratories and classrooms, and
Outdoor playing fields and lawns.
EPA's WaterSense program provides
resources to help schools make more
water-efficient choices. WaterSense-
labeled products increase public awareness
concerning products that are independently
certified to provide water efficiency without
sacrificing performance. By adopting
and promoting water-efficient products,
services, and practices, schools and school
districts can greatly reduce annual water
and energy costs, and help reduce the stress
on natural resources.
Get Started
Conduct a walk-through of the school
building to identify areas or rooms where
energy or water efficiency upgrades
can be made. Although resources might
not be available to address every issue
encountered on the walk-through, simple
actions can be taken to realize immediate
improvements:
Understand the school district's policy/
program goals regarding energy and
water efficiency.
• Interview school personnel responsible
for energy and water use.
• Check the partner list on ENERGY
STAR'S K-12 School Districts website
to determine if the school/school
district is a partner in the ENERGY
STAR program. If not, take steps to
become an ENERGY STAR partner and
demonstrate the school's commitment
to energy efficiency.
Determine the school's energy and water
use baseline using ENERGY STAR'S
measurement and tracking tool, Portfolio
Manager. Schools also can receive an
ENERGY STAR energy-performance
score (on a 1-100 scale) that ranks their
energy performance relative to similar
buildings nationwide.
Inspect the school's plumbing system
regularly. Immediately repair plumbing
problems encountered during
inspections.
Perform periodic leak audits to
determine if leaks are occurring when
water is not being consumed. Turn off
all water-consuming appliances, take
a baseline water meter reading, avoid
water usage for two hours, and take
a second water meter reading. If the
two readings differ, a leak is occurring.
Immediately repair any leaks identified
during the leak audit.
Landscape the school grounds using
plants with low-water needs, and water
only when necessary (preferably during
cooler times of the day).
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Use a broom to clean walkways,
driveways, and entrances rather than
hosing off or using a blower to clean
these areas.
Operate and maintain all building
systems (e.g., chillers, cooling towers,
boilers, plumbing fixtures, and cafeteria
equipment) as efficiently as possible.
• Educate teachers, staff, and students on
best practices for saving energy and water
such as:
• Turn off lights and electronics when
they are not being used.
• Keep vents clear.
• Do not leave doors open to the outside
longer than necessary.
• Conserve water usage in restrooms and
locker rooms by reducing excessive
water consumption during hand
washing and showers.
Take Action
As resources allow, adopt energy- and
water-efficient technologies and practices
throughout the school building, beginning
with specific rooms and areas identified in
the school walk-through. Examples include:
Use Portfolio Manager to track energy
and water use, set goals, and measure
progress. This tool allows a school to:
• Track multiple energy and water meters
for each facility;
• Rate building energy performance
against similar buildings nationwide;
• Track greenhouse gas emissions;
« Set investment priorities; and
• Earn the ENERGY STAR. Schools
earning an ENERGY STAR energy
performance score of 75 or higher
using Portfolio Manager might qualify
for ENERGY STAR certification.
Develop an energy management plan
using ENERGY STAR Guidelines for
Energy Management. These guidelines
can help schools and school districts
improve their energy, environmental,
and financial performance.
Develop a plan to replace pre-1979
fluorescent lighting to reap significant
energy benefits and remove PCB-
containing lighting ballasts from the
school building. To learn more about
PCBs in lighting fixtures, see Proper
Maintenance, Removal, and Disposal
SCHOOL DISTRICT HIGHLIGHT:
Manitou Springs School District 14 in Manitou Springs,
Colorado
The Manitou Springs School District in Manitou Springs, Colorado developed a
sustainability management plan (SMP) through a grant provided by the Colorado
Governor's Energy Office. The 30 page plan defines what a SMP is, the school district's
mission and vision for sustainability, the SMP's goals and priorities, and the SMP's steps for
implementation. Manitou Springs's SMP is a useful model for schools and school districts
looking to develop a sustainability plan, and can serve as a foundation for addressing
environmental health activities.
Download a copy of Manitou Springs School District's Sustainability Management Plan.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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of PCB-Containing Fluorescent
Light Ballasts: A Guide for School
Administrators and Maintenance
Personnel.
Establish a summer and evening
energy policy that minimizes the use of
electricity and other forms of energy. The
policy should:
• Identify which rooms/areas of the
school building will be occupied and
limit the use of lights and electricity
accordingly.
• Establish appropriate temperature
controls when the school building is
not occupied.
• Establish procedures for ensuring
windows and doors are closed when
appropriate.
• Develop a procurement policy that
favors the purchase of ENERGY STAR
qualified products (e.g., kitchen and
office equipment, computers, and water
heaters) and WaterSense labeled products
(e.g., showerheads, toilets, and sink
faucets).
Consider launching an energy efficiency
competition to get students, faculty,
and staff excited about a new energy
management program, or to enhance
an existing program. Refer to ENERGY
STAR'S Guide to Energy Efficiency
Competitions for Buildings & Plants for
guidance on planning and launching a
competition, as well as case studies and
best practices from recent competitions.
Utilize the Low Carbon IT Campaign,
which promotes low-power "sleep"
settings on computers and provides:
• Free technical expertise on how to best
activate the settings on the school's
network;
• An estimate of the school's savings; and
• An official certificate of recognition
from EPA acknowledging the school's
efforts.
Maximize the performance efficiency of
equipment by maintaining an appliance
servicing schedule.
Replace older equipment (e.g.,
dishwashers and washing machines)
with energy-saving devices.
Install water-saving devices wherever
possible:
• Water aerators and automatic shut off
devices on faucets.
• High-efficiency showerheads and
timer shut-off devices to reduce water
use during showers.
• Sensors for outdoor sprinklers and
irrigation systems to water grounds only
when needed.
Maximize natural vegetative cover on
school grounds and maintain playing
fields with drought-tolerant grasses.
Beyond the Basics
High performance schools go beyond
conserving water and energy in their daily
operations and maintenance. Consider
implementing the following activities and
practices:
Develop and record measures specific
to the school that will demonstrate
improvements in energy and water
efficiency. Examples include:
• Cost savings on electric, water, and gas
invoices.
• Cost savings in purchasing paper
products, light bulbs, and maintenance
services for office equipment and other
electronics.
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» Cost savings through reduced water
use by installing more water-efficient
equipment.
Develop energy and water use lesson plans
and familiarize students with best practices
for saving energy and water. Lessons can
be applied in science, math, environmental
science, and other courses.
Consider investing in solar panels, green
roofs, or rain barrels. These options not
only contribute to energy and water
efficiency, but can be integrated into
classroom curricula as well.
* Install water filling stations to encourage
students to fill their own water bottles
and reduce the use of plastic water
bottles in schools.
Include information and updates
on energy and water efficiency in
newsletters, school announcements, and
other outreach material.
Kentucky Energy Efficiency Program for Schools
The Kentucky Energy Efficiency Program for Schools (KEEPS) was the brainchild of the
Kentucky Department of Energy, and began as a pilot program in 2006 with six school
districts. In 2008, Kentucky House Bill 2 (section 16) required that all school districts
participate in KEEPS by January 2010. Under the mandate, schools are required to adopt
a school board-approved energy policy and submit a copy of their energy management
policy to the state. The KEEPS program follows the Guidelines of Energy Management, the
seven-step framework developed by ENERGY STAR.
KEEPS's energy efficiency efforts promote not just energy savings, but improved
environmental health. Properly maintained HVAC systems ensure consistent temperatures
for comfort and controlled humidity levels that mitigate moisture and mold growth.
Functioning ventilation systems ensure students have an adequate supply of fresh air, and
lighting retrofits can enhance the quality of classroom lighting and remove potentially
harmful chemicals (e.g., PCBs) from the school building.
Since the mandate, all 174 school districts in Kentucky have adopted a school board-
approved energy policy. The State of Kentucky was later recognized by EPA as an
ENERGY STAR Partner of the Year for program implementation.
"We learned that initially you can have lots of savings due to facilities modifications,
etc., and utility bill analysis (huge savings of 100,000s of dollars). However, to have long
term year-to-year sustainable results, you have to have behavior modification, good
maintenance practices, and culture change."—KEEPS
Learn more about KEEPS.
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Additional Actions to Promote
Environmentally Friendly School Facilities
Many high performing schools address the three Rs in their environmental health
programming: reduce, reuse, and recycle. Consider implementing the following activities
and practices:
Provide recycling bins for plastic; office paper, newspaper and cardboard; aluminum and
tin; and glass.
Establish practices to minimize food waste from cafeteria food production.
Implement a procurement policy that emphasizes purchasing school supplies and
equipment made with recycled content (e.g., paper products, engine oil, and paints).
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acuity and Staff Training
A successful school environmental health
program relies on the active participation of all
persons involved. From school administrators
and teachers, to nurses and maintenance
personnel, all faculty and staff have a role in
protecting the school's environmental health.
As such, training is an effective way to ensure
that faculty and staff understand their roles
and how they contribute to the success and
sustainability of the program.
Training opportunities should be provided
to faculty and staff in advance of program
implementation and should address all
aspects of the school environmental health
program, not just those areas that relate
directly to the faculty and staff members'
primary responsibilities. An integrated
training curriculum should educate
trainees on:
Children's environmental health and
safety in schools;
The purpose of a school environmental
health program;
The components of the program;
The benefits for students, faculty, and
staff;
Behavior change in the classroom
(e.g., prohibiting cleaning products
from home or using unauthorized and
possibly toxic art materials); and
The policies and procedures currently in
place that support the program.
Refresher training should be offered
annually to provide updates and reinforce
the program's goals. Tying training
opportunities to continuing education units
for certification can be an incentive for
faculty and staff to participate.
The section below describes specific issues
and topics that training activities should
address for each of the five key components
of a school environmental health program.
Additional information and training material
can be found on the following websites:
• Safe Chemical Management in Schools
IAQ Tools for Schools Program
Integrated Pest Management (IPM) in
Schools
ENERGY STAR for K-12 School Districts
Green Schools Alliance0
Classroom Earthd
Practice Effective Cleaning and
Maintenance
Roles and responsibilities of program
participants (including teachers, the
health program coordinator, staff,
maintenance personnel, and any other
persons involved with implementation).
• Policies and procedures for effective
cleaning and building maintenance.
• Purchasing and using less toxic
cleaners, art supplies, and other
materials
• Resources for school cleaning and
maintenance practices
Potential environmental health risks
(e.g., allergens and irritants).
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Prevent Mold and Moisture
Roles and responsibilities of program
participants (including teachers, the
health program coordinator, staff,
maintenance personnel, and any other
persons involved with implementation).
Policies and procedures for preventing
moisture and mold.
• Mold remediation in schools.
Potential environmental health risks (e.g.,
molds).
Reduce Chemical and Environmental
Contaminant Hazards
Roles and responsibilities of program
participants (including teachers, the
health program coordinator, staff,
maintenance personnel, and any other
persons involved with implementation).
State and local purchasing, use, storage,
and disposal guidelines.
Chemical management, hazards, safety
practices, and other requirements for
handling chemicals.
The school's hazard communication
plan and familiarizing faculty and staff
with the school's emergency policies,
procedures, and points of contact.
• Purchasing and using less toxic lab
chemicals, art supplies, and other
materials.
Recognizing and treating injuries
resulting from chemical exposures or
accidents.
* How to properly use chemical safety and
personal protection equipment.
How to read an SDS and where to locate
SDSs in the school building.
Ensure Good Ventilation
• Roles and responsibilities of program
participants (including teachers, the
health program coordinator, staff,
maintenance personnel, and any other
persons involved with implementation).
The benefits of good indoor air quality.
Policies and procedures for maintaining
HVAC systems, and ensuring that
maintenance staff have the tools needed
to keep the HVAC system in good
condition.
• HVAC systems.
• Awareness of indoor asthma triggers.
Guidance for building indoor air quality.
Prevent Pests and Reduce Pesticide
Exposure
Roles and responsibilities of program
participants (including teachers, the
health program coordinator, staff,
maintenance personnel, and any other
persons involved with implementation).
Policies and procedures for effective
pesticide use.
Pesticides: topical and chemical fact
sheets.
* Educating faculty and staff about
integrated pest management in schools.
The risks of pesticide exposure.
Guidance on integrated pest
management strategies and practices.
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Student Curricula
In addition to faculty and staff, students
should understand the variety of
environmental health issues encountered
in schools and how they can contribute to
sustaining a school environmental health
program. Student involvement will enhance
their knowledge of the environmental
health issues that affect them, and will
give them a sense of ownership and
accountability in the ultimate success of the
program.
Environmental health projects can easily be
incorporated into appropriate lesson plans (e.g.,
science and health) that meet state learning
standards. Teachers should receive approval
from the school district, district curriculum and
academic directors, and the school principal,
as appropriate, for their new curricula before
introducing it in the classroom, and should
consider pilot testing the curricula before
launching on a wider scale.
In addition to adopting environmental
health curricula, schools should encourage
students to explore environmental health
topics for science fair projects, engage in
extracurricular activities that relate to the
environment or environmental health,
and participate in volunteer opportunities
that promote environmental stewardship.
Additional information and course material
can be found on the following websites:
Safe Chemical Management in Schools
IAQ Tools for Schools Program
Integrated Pest Management (IPM) in
Schools
• ENERGY STAR for K-12 School Districts
USGBC LEED for Schools
• Green Education Foundation6
Green Schools Alliance*
National Environmental Education
Foundation3
Classroom Earthh
Practice Effective Cleaning and
Maintenance
Grades K-5
Discuss with students the source of dust
and allergens, and brainstorm ways
to minimize dust and allergens in the
classroom.
Grades 6-8
* Identify common household products
(e.g., baking soda and vegetable oil)
that can be mixed into green cleaning
solutions, and have students work with
science teachers to test appropriate
recipes for homemade cleaning products.
Research safer alternatives to common
household cleaning products.
Grades 9-12
Have students conduct an informal
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inventory of cleaning products in
their homes (with an adult present, if
necessary). Identify any hazardous/
toxic substances listed on the labels and
discuss why they pose a risk to human or
environmental health.
• Encourage students to conduct research
and science projects on dust and allergens
and their impacts on human health.
Prevent Mold and Moisture
Grades K-5
• Discuss the link between moisture and
mold, and brainstorm ways to prevent
mold growth at school and at home.
Grades 6-8
Observe the growth of different kinds of
food molds.
Have students research the health effects
of mold, how to recognize various types of
molds, and ways to mitigate mold growth.
Grades 9-12
Arrange for students to accompany
facility/maintenance staff on a walk-
through of the school to identify areas
where mold and moisture are common.
Grow molds on different types of surfaces
and identify the best ways to mitigate
mold growth for each surface.
Encourage students to conduct research
and science projects on moisture and mold.
Reduce Chemical and
Environmental Contaminant
Hazards
Grades K-5
Design a game to help students recognize
symbols and words that identify products
containing hazardous substances.
Brainstorm how chemical safety can
prevent pollution at home.
Introduce the concept of the water cycle
and how different types of contaminants
can be introduced at each stage.
Green Education
Foundation
The Green Education Foundation
(GEF) is a non-profit organization
committed to creating a sustainable
future through education. GEF
provides curricula and resources to
K-12 students and teachers worldwide
with the goal of challenging youth to
think holistically and critically about
global environmental, social, and
economic concerns and solutions.
GEF couples standards-based
curricula with active participation,
acknowledging that children learn
best through hands-on activities that
enhance their critical thinking skills.
Participate in EPA's National Radon
Poster Contest or hold a school-wide
radon poster contest.
Grades 6-8
• Educate students on the proper handling,
storage, and disposal of chemicals and
chemical products.
* Have students pick a chemical/
contaminant and research its history, use,
and impact on human health and the
environment.
Create chemical safety bulletin boards,
posters, or other displays.
• Encourage students to test or monitor the
water quality at different taps throughout
the school building.
Grades 9-12
Familiarize students with chemical safety
equipment, procedures, and SDSs.
Encourage students to conduct research
projects on the health impacts associated
with exposure to environmental
contaminants.
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VOLUNTARY GUIDELINES FOR STATES
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Educate students on the importance of
testing for lead in drinking water and
incorporate appropriate lead testing
methods into laboratory curricula.
Incorporate simple toxicology lessons
into science or health classes to help
students make safer product choices.
Ensure Good Ventilation
Grades K-5
Create ABC books using indoor air
quality vocabulary words.
Create dioramas to demonstrate
mechanical air flow.
Identify and discuss the causes of indoor
air pollution.
Grades 6-8
Define the concept of the indoor
environment and list properties of the
indoor environment.
Design inventions that will prevent or fix
indoor environment problems.
Create indoor environment or indoor air
quality bulletin boards or other displays.
Grades 9-12
Solve problems using the IAQ Tools
for Schools Action Kit Problem Solving
Wheel.
Invite a member of the facility/maintenance
staff to talk with students about how an
HVAC system works. Arrange for students
to accompany facility/maintenance staff on
a building walk-through to gain hands-on
experience.
Conduct a heating and cooling audit for
the school.
Encourage students to conduct research
and science projects on HVAC systems
and good ventilation.
The National Education Association
Health Information Network has created
a series of hands-on, interactive lesson
plans geared toward grades K-12. All
lesson plans are tied to state education
standards and can be integrated into a
school district's curriculum.
Prevent Pests and Reduce
Pesticide Exposure
Grades K-5
* Identify and categorize different types of
pests.
Incorporate activity books on integrated
pest management into the curricula.
Incorporate educational activities about
pests and pest control.
Grades 6-8
Define the concepts of integrated pest
management, and discuss the different
ways integrated pest management can be
applied in school and at home.
Inspect the school for evidence of pests
or areas where pests might thrive and
suggest solutions to fix and prevent pest
problems.
• Have students research the history
of pesticides and learn how to read a
pesticide label.
Grades 9-12
Have students research school integrated
pest management programs and develop
an integrated pest management program
for their school.
Approach facility/maintenance staff
about conducting a pest monitoring
project.
• Encourage students to conduct research
and science projects on integrated pest
management and pesticides.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Endnotes
1. National Research Council. (2006). Green schools:
Attributes for health and learning. Washington,
DC: The National Academies Press. 192 pages.
2. Akinbami, L.J. (2006). The state of childhood
asthma, United States, 1980-2005. Advance Data
from Vital and Health Statistics 381,1-24.
3. Collaborative for High Performance Schools.
(2006). Maintenance & operations of high
performance schools. Retrieved 2011, from
Collaborative for High Performance Schools:
http://www.chps.net/dev/Drupal/node/39.
4. National Institute for Occupational Safety and
Health. (2003). NIOSH health hazard evaluation
report: Hilton Head Elementary School, Hilton
Head Island, South Carolina. By N. Sahakian,
Choe, K, White, S., & Jones, R. Cincinatti, OH:
U.S. Department of Health and Human Services,
Centers for Disease Control and Prevention,
National Institute for Occupational Safety
and Health. NIOSH HETA 2003-0039-2914.
September, http://www.cdc.gov/niosh/hhe/
reports/pdfs/2003-0039-2914.pdf.
5. Scheel C., Rosing, W., & Farone, A. (2001). Possible
sources of sick building syndrome in a Tennessee
middle school. Archives of Environmental Health:
An InternationalJournal, 56 (5), 413-417.
6. National Institute for Occupational Safety and
Health. (2010). Health hazard evaluation report:
Comparison of mold exposures, work-related
symptoms, and visual contrast sensitivity
between employees at a severely water-damaged
school and employees at a school without
significant water damage. By Thomas G., Burton,
N.C., Mueller, C., & Page, E. New Orleans, LA:
U.S. Department of Health and Human Services,
Centers for Disease Control and Prevention,
National Institute for Occupational Safety and
Health. September. NIOSH HETA No. 2005-0135-
3116. http://www.cdc.gov/niosh/hhe/reports/
pdfs/2005-0135-3116.pdf.
7. U.S. Environmental Protection Agency. (2003).
IAQ tools for schools program: Benefits of
improving air quality in the school environment.
Washington, DC: U.S. Environmental Protection
Agency, Office of Air and Radiation, Indoor
Environments Division. EPA402-K-02-005.
October, http://www.epa.gov/iaq/schools/pdfs/
publications/tf sprogram_brochure.pdf.
8. Velez and Broward County Grand Jury. (2002).
Interim Report of the 2002 Fall Term Grand Jury
on School Board Construction. April 23. Retrieved
June 2012, from: http://www.saol7.state.fl.us/
GrandJury2002.html.
9. Krebs, R. (2011). Costs rising for Willingboro
high school mold remediation. November 30.
Burlington County Times.
10. Brashear, G. (2011). Collins school mold clean
up costs hit $700,000. December 21. Barnegat-
Manahawkin Patch.
11. Davis, A. (2012). Mold cleanup at middle
elementary school costs over $112,400. January 6.
http://www.ShoreNewsToday.com.
12. U.S. Environmental Protection Agency. (2007).
A decade of children's environmental health
research: Highlights from EPA's science to
achieve results program. Washington, DC:
U.S. Environmental Protection Agency.
EPA/600/S-07/038. December. http://www.
epa.gov/ncer/publications/research_results_
synthesis/ceh_report_508.pdf.
13. U.S. Environmental Protection Agency. (2012).
Mercury. July. Retrieved July 2012, from U.S.
Envionmental Protection Agency: http://www.
epa. gov/hg/index. html.
14. World Health Organization. (2009). Radon -WHO
handbook on indoor radon - a public health
perspective. Retrieved 2012, from World Health
Organization: http://www.who.int/ionizing_
radiation/env/radon/en/indexl.html.
15. U.S. Environmental Protection Agency. (2012).
Drinking water in schools and child care
facilities. March. Retrieved April 2012, from U.S.
Environmental Protection Agency: http://www.
epa.gov/infrastructure/drinkingwater/schools/
index.cfm.
A-64
VOLUNTARY GUIDELINES FOR STATES
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16. U.S. Environmental Protection Agency. (2012).
National clean diesel program. March. Retrieved
April 2012, from U.S. Environmental Protection
Agency: http://www.epa.gov/cleandiesel/
basicinfo.htm.
17. U.S. Environmental Protection Agency. (2012).
Transportation and air quality. Retrieved 2012,
from U.S. Environmental Protection Agency:
http://www.epa.gov/cleandiesel/documents/air-
pollution-excerpt-454r09002.pdf.
18. U.S. Environmental Protection Agency. (2011).
Smoke-free homes. November. Retrieved 2012,
from U.S. Environmental Protection Agency:
http://www.epa.gov/smokefree.
19. U.S. Department of Education. National Center
for Educational Statistics. (2001-2002). Common
Core of Data. Public Elementary/Secondary
School Universe Survey, http://nces.ed.gov/ccd/
pubschuniv.asp.
20. National Child Care Association sponsored study.
(2002). The National Economic Impacts of the
Child Care Sector. M.Cubed. Fall 2002.
http://www.government.cce.cornell.edu/doc/
pdf/UnitedStates.pdf.
21. Green, T.A., & Gouge, D.H. (2011). School
IPM 2015: A strategic plan for integrated pest
management in schools in the United States.
Version 2.0. 309 pp. Retrieved 2012, from: http://
www.ipmcenters.org/pmsp/pdf/USschoolsPMSP.
pdf.
22. U.S. Environmental Protection Agency, (n.d.).
ENERGY STAR forK-12 school districts. Retrieved
May 16, 2010, from ENERGY STAR: http://www.
energystar.gov/index.cfm?c=kl2_schools.
bus_schoolsk!2.
23. U.S. Green Building Council, (n.d.). Welcome to
the center for green schools at the U.S. Green
Building Council. Retrieved 2011, from the Center
for Green Schools K-12 Education: http://www.
centerforgreenschools.org/home.aspx.
24. Kats, G. (2006). Greening America's schools: Costs
and benefits. A Capital E Report http://www.
usgbc.org/ShowFile.aspx?DocumentID=2908.
25. Deloitte and Charles Lockwood. (2008). The
dollars and sense of green retrofits. Deloitte
Development LLC. October. http://www.
capitalmarketspartnership.com/UserFiles/
Admin%20The%20Dollars%20and%20Sense%20
of%20Green%20Retrofits%20by%20DeLoitte.pdf.
26. U.S. Green Building Council, (n.d.). Green schools
increase teacher retention. Retrieved 2011, from
the Center for Green Schools K-12 Education:
http://www.centerforgreenschools.org/better-
for-teaching.aspx.
27. The Alliance for Healthy Homes (n.d.). Pest-free.
Retrieved 2011, from the Alliance for Healthy
Homes: http://www.afhh.org/pol/pol_housing_
codes_pest-free.htm.
28. U.S. Department of Energy. (2002). Myths
about Energy in Schools, U.S. Department of
Energy, Office of Building Technology, State
and Community Programs, Office of Energy
Efficiency and Renewable Energy. DOE/GO-
102002-1525. February, http://www.nrel.gov/
docs/fy02osti/31607.pdf.
29. U.S. Green Building Council, (n.d.). What makes
a school green? Retrieved 2011, from the Center
for Green Schools K-12 Education: http://www.
centerforgreenschools.org/green-school-
interactive.aspx.
30. Collaborative for High Performance Schools.
(2004). Best practices manual. Retrieved 2011,
from the Collaborative for High Performance
Schools: http://www.chps.net/dev/Drupal/
node/288.
31. U.S. Department of Energy. (2010). Federal
energy management program operations and
maintenance best practices guide. Release 3.0.
Richland, WA: U.S. Department of Energy. PNNL-
19634. August, http://wwwl.eere.energy.gov/
femp/pdfs/omguide_complete.pdf.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
A-65
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Appendix B
State Case Studies
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Colorado Case Study
Colorado Coalition for Healthy Schools (CCHS):
Coalition and Coordination Group Success
Background
Colorado Connections for Healthy Schools
(CCHS) began as a result of funding
received in 2003 from the Centers for
Disease Control and Prevention (CDC) for a
Coordinated School Health initiative. CCHS
was first established to provide professional
development to schools and their partners
to help implement Coordinated School
Health efforts in Colorado's schools.
Effective 2012, Colorado Connections for
Healthy Schools became the Colorado
Coalition for Healthy Schools to reflect
the program's evolution into a statewide
coalition that addresses school health more
broadly and comprehensively.
The Program
The Coordinated School Health strategy
promoted by CCHS is an approach that
Colorado schools are encouraged to adopt.
Grant support is offered to participating
schools, and schools with successful
implementation efforts are encouraged to
act as champions and promote the strategy
to other schools within their district. As of
February 2012, over 300 schools participate,
including those in rural, mountain, and
metropolitan communities.
CCHS can be defined through a five-tier
structure:
CCHS Membership (800 members) is
responsible for identifying and aligning
goals and resources for professional
development, data, funding, and
communication.
The CDC's Coordinated School
Health strategy is recommended as
a way to improve students' health
and learning in our nation's schools.
Coordinated School Health consists
of eight components:
1. Health education
2. Health services
3. Counseling
4. Nutrition services and education
5. Physical education and activity
6. Family and community
involvement
7. Staff wellness
8. Healthy school environments
The Interagency School Health Team
has grown from content experts
leveraging resources, coordinating
activities, and sharing information to
become a steering committee for CCHS.
The Management Team provides
implementation oversight of the CDC
grant initiative, including monitoring the
School Level Impact Measures that are
measured using the School Health Profiles
school level policy and activity survey.
School District Health Coordinators (in
districts where Coordinated School Health
is implemented) promote the strategy at
the district level, provide oversight, and
are a resource for implementation to
school level health teams.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
B-1
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School Health Teams plan, coordinate,
and monitor school-based health goals
that were developed to meet students'
health needs in their respective schools.
In addition, local school health champions
and interested community partners play a
significant role in educating others about
CCHS by highlighting the connection
between student academic achievement
and health.
Several resources are available to assist
schools and school districts using
Coordinated School Health supported by
CCHS. Colorado's Roadmap to Healthy
Schools provides information to schools
and school districts on forming school
health teams, adopting school health plans,
and institutionalizing Coordinated School
Health. The Healthy School Champions
Scorecard, an online recognition tool, is
often used as an additional method to inform
a school's health assessment. The scorecard
was developed by core members of CCHS
and allows schools and school districts to
formally rate just how healthy their schools
are for students, teachers, and staff.
Program Highlights
By institutionalizing a statewide
infrastructure for school health, with
foundation support leveraging the
funding from the CDC initiative, CCHS
has evolved into a grassroots driven
multi-purpose school health coalition.
The Healthy School Champions
Scorecard has successfully encouraged
schools to showcase their efforts to
meet healthy schools criteria. In the first
year, over 100 schools completed the
scorecard to find out their healthy school
rating, and the top 15 schools were
formally recognized and received grant
recognition awards ranging from $1,000
to $5,000. This recognition has become
an annual event sponsored by state
foundations.
CCHS is championed by a core group
of partners including:
Colorado Department of
Education;
•*• Colorado Department of Public
Health and the Environment;
•* Colorado Legacy Foundation;
•* Colorado Health Foundation;
, Center for Research Strategy;
* Creative Media Solutions; and
* RMC Health.
• Partnerships, stakeholder involvement,
and interagency collaboration are
key components of CCHS and have
facilitated the incorporation of the
healthy school framework in over 300
schools throughout the state.
Lessons Learned
Building a variety of relationships that
include influential decision-makers (e.g.,
school board members) can facilitate
formation of a coalition like CCHS that
ensures support of school health efforts
in the state.
Branding your work and developing a
messaging/marketing plan is important,
as well as enlisting the talents and
interest of key stakeholders to promote
the program.
It is necessary to listen to and keep the
end user (e.g., the schools and students)
involved in the process as much as
possible.
More Information
Colorado Department of Education website:
www.cde.state.co.us/
Colorado Coalition for Healthy Schools
Schools (CCHS) website:
www.healthyschoolchampions.org/
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VOLUNTARY GUIDELINES FOR STATES
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Connecticut Case Study
Connecticut Tools for Schools Program
Background
Connecticut's Tools for Schools program
was created to address the numerous calls
the Connecticut Department of Public
Health was receiving on indoor air quality
issues, as well as several illness situations
that had arisen in schools throughout the
state. The Connecticut Department of Public
Health worked with the U.S. Environmental
Protection Agency (EPA) Region 1 to develop
a statewide Tools for Schools indoor air
quality program. After school districts
requested implementation assistance, the
Connecticut Department of Public Health
organized a resource team that evolved into a
multi-agency consortium known as CSIERT
(Connecticut School Indoor Environment
Resource Team). Currently, this team
includes 24 agencies and organizations.
The Program
Connecticut's Tools for Schools program
promotes alow-cost, problem-solving,
team-based approach to improving indoor
air quality in schools. After committing to
the program, participating schools must
establish a Tools for Schools building team,
including an administrator, school nurse,
head custodian, and a parent. The building
team receives 5 hours of training on school
indoor air quality and how to conduct a
walk-through investigation, and develops
a plan for getting started. Once a walk-
through has been conducted, the team
prioritizes a list of action steps and identifies
a timeline for completion. Connecticut state
law requires all public schools to have an
indoor air program.
Some of the 24 CSIERT agencies and
organizations include:
* Connecticut Association of Boards
of Education
•* Connecticut Education
Association
* Connecticut Association of School
Business Officials
•*• Connecticut Department of
Education
Connecticut Department of
Energy and Environmental
Protection
Connecticut Department of Public
Health
Connecticut Parent Teacher
Association
Connecticut School Building and
Grounds Association
* Connecticut School Nurses
Association
Connecticut's Tools for Schools program
has expanded since its inception to address
a variety of environmental health issues.
Its growth has been driven by the passage
of school health laws and mandates by
the state, including: anti-idling and diesel
emission reduction laws; a green cleaning
mandate for schools; a pesticides-in-
schools law; and a law requiring new
schools be constructed to high performance
(energy-efficient) standards. As of July
2011, Connecticut school districts must
implement a green cleaning program.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
B-3
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CSIERT's training and outreach efforts,
tailored to Connecticut schools' needs
and state environmental health policies,
play a critical role in Connecticut's Tools
for Schools program. CSIERT's flagship
training program is a 2part, five hour
implementation workshop for school staff
and parents that covers indoor air quality
health issues, how the Tools for Schools
program works, conducting site walk-
throughs, prioritizing indoor air quality
problems, and communication. A custodian
training workshop and a refresher training
workshop are also available. All training
opportunities are free, conducted at the
school district level, and administered
based on how mature a district's program
is (e.g., new or existing program). Although
the focus of training is indoor air quality,
CSIERT has added modules that address
green cleaning, pest management, and
diesel emission reduction strategies. CSIERT
also provides ongoing consultation with
school building teams to set priorities and
answer technical questions; offers a train-
the-trainer curriculum; gives presentations
to school systems; and conducts workshops
at statewide conferences. An on-going
evaluation program measures the impact on
schools that implement Connecticut's Tools
for Schools program.
Program Highlights
As of January 2012:
CSIERT has implemented its school
environmental health program in more
than 150 school districts across the state.
• CSIERT has conducted refresher training
for 374 schools in 64 school districts.
• CSIERT has provided training for
custodians in 607 schools in 53 school
districts.
CSIERT has conducted over 690 training
workshops for school building teams and
custodians.
Over 7880 school staff, parents, and
others have been trained.
* CSIERT has made presentations to more
than 155 Connecticut school systems.
Four full-day workshops have been
conducted using the train-the-trainer
curriculum.
Connecticut Department of Public
Health and CSIERT have published a
paper about the program, "A Statewide
Multiagency Intervention Model for
Empowering Schools to Improve Indoor
Air Quality." The paper appeared in the
September 2011 issue of the Journal of
Environmental Health.
Lessons Learned
The key to success with the CSIERT
consortium model is maintaining regular
communication between stakeholder
organizations and their members about
implementing and improving the
program.
• Sell the program to school districts.
Give a buy-in presentation to the
superintendent and executive staff
to obtain support before moving
forward with training or program
implementation.
A key part of Connecticut's program
strategy is emphasizing a team-based
model. CSIERT encourages schools to
have active five- to six-person teams,
including one parent, to mobilize staff and
implement the program. School districts
are also encouraged to develop a district-
wide indoor air quality management plan
and structure that can be integrated into
existing district efforts, such as a district
health and safety committee.
More Information
Connecticut Department of Public Health's
School Environment site: www.ct.gov/dph/
schools
Connecticut Tools for Schools Program
website: www.csiert.tfsiaq.com/index.html
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VOLUNTARY GUIDELINES FOR STATES
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Kentucky Case Study
Kentucky Green and Healthy Schools (KGHS)
Background
Kentucky Green and Healthy Schools (KGHS)
began in 2007 as a joint project between the
Kentucky Environmental Education Council
and the Kentucky Department of Education.
The voluntary program encourages
students and teachers to evaluate the built
and natural environment, with an emphasis
on conservation, waste reduction, and
environmental health.
The Program
KGHS is a student-centered program
that encourages students and teachers to
implement projects to improve the health,
safety, and sustainability of their school.
Schools are responsible for their own
coordination and usually a "lead teacher"
assumes responsibility for the school's
program. KGHS program activities are
completed either after school or as part
of a classroom curriculum. In addition to
student-teacher collaboration, maintenance
staff and janitors are often involved,
especially with projects concerning energy,
waste management, and green spaces.
KGHS offers nine categories for potential
projects:
Energy,
• Green spaces,
Hazardous chemicals,
Health and safety,
Indoor air quality,
Instructional leadership,
Solid waste,
Transportation, and
Water quality.
Each of the nine categories has a
corresponding list of approximately
20 questions concerning how the school
handles each particular issue. The students'
answers to these questions help them
decide what areas in the school need
improvement. Students submit their
proposed projects on the KGHS website and
the KGHS office provides tools and support
for students and teachers as they implement
their projects. KGHS also offers awards to
students (e.g., plaques, flags) as an incentive
to complete their projects.
Conducting outreach to, and
communicating with, teachers has been
the most effective way of marketing the
program. KGHS attends various teacher
conferences and publishes a newsletter with
updates and information on the program.
KGHS offers professional development
opportunities to train teachers, and can tailor
the training by content area, grade level,
or specific category if they know what the
school is interested in. In addition to teacher
training, KGHS requires schools new to the
program to complete a 30 minute website
training and sign a pledge form.
Lessons Learned
Educate and find ways to involve
students in environmental health issues
encountered at their schools.
Identify your target audiences and tailor
outreach and training to their specific
needs.
More Information
Kentucky Green and Healthy Schools
(KGHS) Program website:
www.greenschools.ky.gov
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
B-5
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Kentucky Case Study
Kentucky Energy Efficiency Program for Schools (KEEPS)
Background
The Kentucky Energy Efficiency Program
for Schools (KEEPS) was launched in 2006 as
a pilot program to test the idea of providing
on-site energy efficiency technical
assistance to school districts and higher
education institutions. The pilot program
was funded by the Kentucky Department
for Energy Development and Independence
and administered by the Kentucky Pollution
Prevention Center at the University of
Louisville J.B. Speed School of Engineering.
Active pilot participants realized substantial
cost savings through improved energy
performance.
The Program
In April 2008, Kentucky Revised Statute
160.325 was signed into law as an unfunded
mandate requiring all 174 Kentucky public
school district boards of education to enroll
in KEEPS by January 2010. The statute also
required Kentucky public school boards of
education to report data on annual energy
usage, costs, and energy saving measures
to the Kentucky Pollution Prevention Center
through KEEPS by December 1 of each
year beginning in 2011. School districts
submit this information to KEEPS using a
KEEPS Energy Management Report, which
considers 62 energy performance factors,
including energy consumption, cost,
behavior changes, number of ENERGY STAR
appliances, and current contracts for energy
efficiency, among others. A summary
of this data is compiled on an annual
basis into a KEEPS Status Report, which
is published each January and submitted
to the Legislative Research Commission
KEEPS partners with the following
organizations:
KGHS
* Kentucky National Energy
Education Development (NEED)
Project
•*• Kentucky School Boards
Association
•*• Kentucky School Plant
Management Association
KEEPS follows the seven-step
framework outlined in ENERGY
STAR'S Guidelines for Energy
Management:
Step 1: Make the commitment
Step 2: Assess performance
Step 3: Set goals
Step 4: Create an action plan
Step 5: Implement the plan
Step 6: Evaluate progress
Step 7: Recognize achievements
and the Kentucky Department for Energy
Development and Independence.
KEEPS is marketed as a fiscal program
that saves school districts money. The
program provides one-on-one meetings,
workshops, and site visits designed to
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VOLUNTARY GUIDELINES FOR STATES
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help school districts recognize energy
efficiency opportunities and potential
financial savings. This approach has proven
successful even in coal-producing counties
where environmental issues, particularly
energy efficiency, can be sensitive subjects.
The team of KEEPS regional coordinators,
engineers, and energy managers leverage
ENERGY STAR'S seven-step Guidelines for
Energy Management as the structure for
delivering program services and helping
school districts establish their energy
management programs.
KEEPS developed a series of 26 self-guided,
online Energy Management Toolkits, which
include of 229 free downloadable toolkit
resources, to provide guidance for school
district energy teams to progress through
the seven-step process at their own pace.
Several of these resources were beta-tested
by school district energy managers and
energy teams.
KEEPS engineers and energy managers
provide on-site energy efficiency
assessments and utility bill analyses
of school district facilities and provide
training to district energy managers so they
can conduct their own assessments and
analyses.
The KEEPS Awards and Recognition
Program acknowledges the success of
school district energy management
programs that reach milestones through
the seven-step ENERGY STAR energy
management framework. The progressive
awards—Stewardship, Champion, and
Leadership—are based on documented
achievements that illustrate the progress of
the energy programs.
KEEPS communications and outreach
efforts include the following:
The KEEPS website (www.kppc.org/
KEEPS) serves as the primary mechanism
to deploy information about services and
resources available, including toolkits,
recorded webinars, and publications.
Since the mandate, all 174 Kentucky
school districts have enrolled in
KEEPS and adopted school-board
approved energy policies. Of the 174
districts:
•*• 166 have been actively involved in
KEEPS leadership meetings
* 163 established energy
performance tracking standards
•*• 133 established cross-functional
energy teams that meet regularly
124 developed communication
plans to raise awareness about
district-wide energy-saving
initiatives
85 identified energy performance
goals
62 implemented energy
management action plans
* 47 have earned KEEPS energy
management awards
The KEEPS Moving Forward monthly
e-newsletter includes a "Kudos and
Newsmakers" section that highlights
success stories.
KEEPS-sponsored training, workshops,
and events offer peer-to-peer networking
and mentoring opportunities that allow
school districts to share ideas and offer
guidance on implementing best energy
management practices.
Program Highlights
In 2009, fewer than 10 Kentucky school
districts were ENERGY STAR partners.
That number has since grown to 127—an
eleven-fold increase in participation.
Kentucky has the highest percentage of
K-12 ENERGY STAR partners (73%) in the
country.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
B-7
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Of the 1,400 K-12 schools in Kentucky,
KEEPS has performed more than 190 on-
site energy assessments and identified
a total potential reduction in energy
consumption of 212,781 million Btu per
year representing avoided energy costs
of $3,306,000.
Lessons Learned
Establish a common message for your
program and clearly define the program
benefits and resources to school districts.
* Maintain frequent contact with school
districts to provide program updates,
technical assistance, and other
information of benefit.
Provide training to all program staff with
the same goals in mind.
Use feedback from participants in
pilot projects or schools and school
districts with successful programs. Their
successes and lessons learned will help
your program evolve and improve.
School districts that are made aware
of the energy and cost savings of
other districts realized through energy
management program implementation
are likely to follow suit.
To achieve long-term sustainable results,
school districts must embrace behavioral
changes that promote best energy
management practices in day-to-day
operations.
More Information
Kentucky Energy Efficiency Program for
Schools (KEEPS) website: www.kppc.org/
KEEPS
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Minnesota Case Study
Minnesota: Model Indoor Air Quality Program for Schools
Background
In 1997, a change was made to Minnesota
Statute 123B.57 requiring all schools
applying for health and safety funding to
develop a health and safety program that
includes an indoor air quality management
plan. The Minnesota Department of Health
recommended schools use EPA's Indoor Air
Quality (IAQ) Tools for Schools program as a
basis for developing their indoor air quality
plans. The 2011 Legislative Session amended
Minnesota Statute 123B.57 to require school
boards adopt a health and safety policy
that includes provisions for implementing
a health and safety program that complies
with health, safety, and environmental
regulations and best practices, including
indoor air quality management.
The Program
Minnesota's indoor air quality best practices
include having an indoor air quality
coordinator and completing three IAQ Tools
for Schools checklists (i.e., walk-through,
ventilation, and maintenance) every year.
Each school district is responsible for
identifying what indoor air quality issues
need to be addressed within the district,
and must have an indoor air quality plan
approved every year by its school board.
The Minnesota Department of Health
does not dictate what additional policies
school districts must follow, but focuses
on providing education and technical
assistance for ventilation problems, mold
and moisture, cleaning products, radon, and
building maintenance, to name a few. The
Minnesota Department of Health also offers
complete indoor air quality coordinator
trainings every year.
From 2000 to 2006, the Minnesota
Department of Health received a grant
from EPA Region 5 to fund evaluation
efforts. Each year, the agency completed
a yearly survey of every school district in
the state asking specifically about each
school's indoor air quality program and its
progress. The Minnesota Department of
Health used the data to track how many
schools were engaging in various indoor
air quality projects. In addition, the agency
completed 20 on-site reviews at randomly
selected districts to determine whether they
were developing and implementing indoor
air quality plans according to the state's
best practices. The Minnesota Department
of Health also investigated the impact of
implementing an indoor air quality program.
The agency measured allergens and CO2 (a
surrogate for ventilation rates) and surveyed
school staff about their perceptions of the
school's indoor air quality both before the
program and one year after the program
was implemented. The agency reported
measurable changes in the schools studied.
Details regarding the Minnesota Department
of Health's evaluation efforts can be found
in published reports (e.g., Tranter et al,
2009 in the Journal of Occupational and
Environmental Hygiene Vol. 6).
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Program Highlights
Since 1997, more than 90% of Minnesota's
school districts have adopted an indoor
air quality program. Minnesota has also
established several other school-specific
laws, including a mercury instrument
ban and a school bus anti-idling law.
Lessons Learned
• Every school is unique. Meet with school
officials to find out what issues they need
help addressing.
Work with state agencies and the private
sector. Each has unique expertise to
contribute toward an indoor air quality
(or environmental health) program.
Statewide training is key to successful
program implementation.
Minnesota's indoor air quality
program and school environmental
health efforts are coordinated by
the Minnesota Department of Health
in cooperation with the Minnesota
Department of Education, Minnesota
Department of Agriculture, and the
Minnesota Pollution Control Agency.
More Information
Minnesota Department of Health Indoor
Air Quality in Schools website: www.health.
state.mn.us/divs/eh/indoorair/schools/
index.html
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New Hampshire Case Study
New Hampshire Partners for Healthy Schools
Background
In 2007, the New Hampshire Department
of Education partnered with the New
Hampshire Department of Health and
Human Services, the New Hampshire
Department of Environmental Services, the
New Hampshire Coalition for Occupational
Safety and Health, and Breathe New
Hampshire to launch a Healthy Schools
Pilot Project to help schools address indoor
air quality issues. The partnership provided
technical assistance to two schools to help
implement environmental health programs
based on EPA's IAQ Tools for Schools
program.
The Program
New Hampshire's school environmental
health program builds on the successes
and lessons learned from the pilot
projects conducted in 2007. Each fall,
the program begins work with a new set
of schools, identified through the New
Hampshire Department of Education, in
need of assistance with environmental
health issues. Participating schools
form a committee made up of key staff
(e.g., principals, teachers, nurses, and
facilities managers) that is in charge of
developing work plans for their school and
encouraging buy-in at the school level.
The partnership provides free assessment,
training, technical assistance, and
mentoring to address environmental needs
identified by the schools.
Outreach and marketing has played a key
role in expanding and improving New
Hampshire's program. In the beginning,
the partnership had to aggressively market
the program so schools understood how
the program worked. The partners attended
conferences and hosted workshops and
trainings to attract interest and encourage
participation. Through their outreach and
marketing campaign the partnership has
also gained new partners, including the
New Hampshire Department of Agriculture
and insurance providers. These new
partners have enabled the program to
expand its reach to address new areas of
environmental health, including integrated
pest management, clutter, and general
safety issues.
New Hampshire's school environmental
health program has also benefited from
the passage of new state laws. Program
partners and one of the pilot schools'
principals testified at legislative hearings
for two proposed bills requiring school
boards to develop a policy to address air
quality issues in schools. Both bills passed in
2010 and now all New Hampshire schools
are required by law to complete an annual
environmental health and safety checklist.
Program Highlights
* Of the 474 schools in New Hampshire,
over 160 have turned in the
environmental health and safety
checklist for 2011.
Lessons Learned
» Seek professional opinions on school
environments to better understand the
environmental health issues you want to
address.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Develop a work plan and review it
yearly. Taking the time to think critically
about your work will help when
communicating about the program and
its benefits.
Consistently communicate with your
partners. Continuous communication
and collaboration will help keep partners
engaged and moving forward with the
program.
Gaining buy-in and support from school
administrators (e.g., superintendent and
principal) is a critical step for working
effectively with schools and school
districts.
More Information
New Hampshire Health School
Environments Program website: www.
nhhealthyschoolenvironments.org/index.
html
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Rhode Island Case Study
Rhode Island: Financing Without Funding
Background
Rhode Island has passed several laws that
address environmental health in schools:
In 1964, the Rhode Island Department of
Health and the Rhode Island Department
of Elementary and Secondary Education
(RIDE) collaborated on legislation entitled
Rules and Regulations for School Health
Programs. The legislation prescribes
minimum requirements to maintain safe
and healthy schools in Rhode Island, and
contains statutory requirements relating
to environmental health issues including
asbestos, pesticide use, and lead. The law
has been amended several times, most
recently in January 2009.
• In 2007, Rhode Island passed a set
of school construction regulations
that require all schools receiving
construction funding to implement an
indoor air quality management plan.
These regulations also require the use
of the Northeast Collaborative for High
Performance Schools protocol, which has
a strong focus on indoor air quality.
Rhode Island General Law §16-21-7
requires all Rhode Island schools have
a school health program that adheres
to the All school health programs must
be approved by the Commissioner of
Elementary and Secondary Education
and the Director of Health.
The Program
Rhode Island began its school health
program in 2007 in response to the school
construction regulations that were passed.
The program is modeled after EPA's IAQ
Tools for Schools program and places an
emphasis on indoor air quality. Rhode Island
uses the Northeast Collaborative for High
Performance Schools protocol to address
environmental health in school construction
and design. The protocol identifies 18 indoor
environmental quality prerequisites
that address issues such as ventilation,
chemical management, and integrated pest
management. Rhode Island encourages
schools to use the National Collaborative
for High Performance Schools operations
manual and report card to implement and
evaluate their school health programs.
In addition, schools are required to form
green teams comprised of school personnel
to oversee program implementation and
environmental education efforts.
Rhode Island's school health program
operates without support from grant
funding. As a result, RIDE has developed a
multi-stakeholder, community approach to
implement and sustain the program without
formal funding. RIDE has teamed up with
the Rhode Island Department of Health, the
NEED project, non-profit organizations,
universities, and private sector businesses
to create outreach materials and provide
training. For example:
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
B-13
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• NEED works with Rhode Island schools
to develop place-based energy programs.
• Several non-profits, including the
Apeiron Institute and Small Feet, provide
direct support to the schools' green
teams.
» The University of Rhode Island Energy
Fellows program helps school districts
complete ENERGY STAR'S Portfolio
Manager.
RIDE has hired interns to develop a
variety of outreach and educational
materials to help schools and school
districts implement their school health
programs.
With a broad coalition of stakeholders,
RIDE has helped plan an annual
sustainable schools summit to promote
healthy learning environments and
to provide resources to integrate
sustainability practices into school
curriculum and culture.
RIDE is committed to sustaining Rhode
Island's school health program through
on-going communication efforts. The
agency holds workshops and forums for
school districts and meets with districts on
a daily basis to discuss program progress
and relevant concerns. RIDE is also heavily
involved in school renovation work and
construction discussions.
Program Highlights
As of January 2012, ten school districts
have committed to implementing Rhode
Island's school health program.
Lessons Learned
The broad-based support made possible
through community collaboration has
enabled RIDE program staff to do a lot
with little or no budget.
Members of a school green team
can include:
•*• School administrators
* Teachers
* School facilities staff
* School nurses
Students
•*• Parents
*• Community-based health
professionals
•*• Business representatives
Be willing to learn from stakeholders
and collaborating organizations.
Their networks can lead to additional
organizations and programs that are
willing to contribute.
Provide venues and methods for
communicating with stakeholders and
the community (i.e., forums, meetings,
and listservs).
Use a "green team" concept to bring
together relevant school staff and
community members to create a sense
of ownership and ensure a sustainable
program.
More Information
Rhode Island Department of Elementary
and Secondary Education (RIDE)—Funding
School Construction: www.ride.ri.gov/
Finance/Funding/construction/default.aspx
Rhode Island's Coordinated School Health
Program (CSHP): http://www.ride.ri.gov/
HighSchoolReform/CSH/default.aspx
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Washington Case Study
Washington School Environmental Health and Safety
Program (SchEH&S)
Background
The State of Washington pioneered school
environmental health and safety, adopting
the State Board of Health Rule for Primary
and Secondary Schools in 1955. This rule
established minimum environmental
health and safety standards for education
facilities (e.g., siting, lighting, ventilation,
noise, heating, and safety), and requires
local health jurisdictions (LHJs) to review
and approve plans for new and remodeled
schools and conduct pre-opening
inspections. LHJs also were required to
inspect schools annually until 1971 when
the rule was amended to require "periodic"
inspections. Now the frequency of
inspections depends on local resources.
In the mid-1990s, the Washington State
Department of Health and the Office of
the Superintendent of Public Instruction
brought together LHJs, state and federal
agencies, school associations, school
administrators, nurses, risk managers,
and facility maintenance and operations
staff from school districts across the state
to develop one set of guidelines on health
and safety rules and best practices for
K-12 schools: the Health and Safety Guide
for K-12 Schools in Washington (2000,
2003, 2012). At the same time, tighter
school construction and lower ventilation
rates, in addition to construction issues
around the state, raised concerns about
mold problems and indoor air quality. The
Washington Department of Health worked
with its partners to obtain EPA IAQ Tools
for Schools grants; conduct indoor air
quality and mold trainings for school and
LHJ staff; and produce the School IAQ Best
Management Practices Manual (1995, 2003)
and Responding to IAQ Concerns in our
School (2005).
The Program
Washington's Department of Health School
Environmental Health and Safety (SchEH&S)
Program activities revolve around three
key themes: (1) partnerships; (2) technical
assistance and training; and (3) workshops
and outreach.
/
Washington Department of Health
School Environmental Health and
Safety partners include:
•* Council of Educational Facilities
Planners International
* Northwest Pediatric Environmental
Health Specialty Unit
* Office of the Superintendent of
Public Instruction
it Washington Association of
Maintenance and Operations
Administrators
* Washington Association of School
Administrators
* Washington Association of School
Business Officials
it Washington Education Association
* Washington State Parent Teachers
Association
* Washington State School
Directors' Association
Washington State University
Extension and Energy Programs
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
B-15
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Partnerships
The Department of Health SchEH&S
Program has fostered partnerships with
state and federal agencies, school-centered
organizations, and risk managers. It
participates on key committees such
as the Office of the Superintendent of
Public Instruction's School Facilities
Technical Advisory Committee and School
Safety Center Advisory Committee. The
program also provides liaisons between
state agency workgroups and schools.
One such collaboration involves working
with the Urban Pest Education Strategy
Team to provide resources and training
on integrated pest management. Another
successful collaboration is with the Office
of the Superintendent of Public Instruction
and school groups on the Washington
Sustainable Schools program, which includes
promoting voluntary guidelines for school
construction that address energy efficiency,
environmental sustainability, water use,
natural day lighting, and indoor air quality.
Technical Assistance and Training
The Department of Health SchEH&S
Program provides technical assistance
to LHJs and school staff (e.g., risk
managers, maintenance and operations,
custodians, nurses, and administrators) on
environmental health and safety issues.
The program works with school nurses and
custodians to implement best practices
for infection control in schools, including
proper hand washing, cleaning, and
disinfecting. The program supports and
promotes King County's Local Hazardous
Waste Management Rehab the Lab Program,
as well as other efforts made by state
agencies and Educational Service Districts
to provide technical assistance and training
on safe chemical management, lab safety,
and chemical cleanouts in schools. The
Department of Health SchEH&S Program
also provides interpretation and technical
support on the State Board of Health school
rule and the Health and Safety Guide forK-12
Schools in Washington guidance.
Workshops and Outreach
The Department of Health SchEH&S
Program promotes school environmental
health and safety through presentations
to, and participation in, various school and
public health associations. The program
holds annual fall workshops around the
state that bring LHJs and school staff
together to network and receive information
on school environmental health and
safety. The program is a partner in the
Washington State CDC funded Coordinated
School Health Program, another means
of disseminating environmental health
information to schools. Newsletters,
listservs, and the Department of Health
SchEH&S website are also used as outreach
tools to reach target audiences.
Program Highlights
• Through education and training, schools
have become more knowledgeable
concerning ventilation and indoor air
quality. As a result, there has not been a
major school shut down for some time.
Lessons Learned
Work with and develop partnerships with
a variety of agencies and organizations
to enhance program implementation and
reach schools more effectively.
Provide training and outreach to
schools empowers them to deal with
environmental health issues before they
have a negative impact on the school
environment.
Use a variety of ways to disseminate
environmental health information to
schools, school districts, and school groups
to ensure you reach all target audiences.
More Information
Washington Department of Health
School Environmental Health and
Safety website: www.doh.wa.gov/
CommunityandEnvironment/Schools/
EnvironmentalHealth.aspx
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Wisconsin Case Study
Wisconsin Green and Healthy Schools
Background
In 2002, the Wisconsin Department of
Natural Resources adopted a model that
integrated many of its existing school
environmental health and safety programs
as a way to streamline its work with schools.
The result was a voluntary, web-based
certification program designed to directly
support all Wisconsin K-12 schools striving
for healthy, safe, and environmentally
friendly learning environments.
The Program
The Wisconsin Department of Natural
Resources launched its Green Schools
program in 2003, and in 2004 teamed
up with the Wisconsin Department of
Public Instruction to create the Wisconsin
Green and Healthy Schools program.
School participants complete a three
step certification process covering
areas including: waste and recycling,
energy, water, facilities, healthy lifestyle,
transportation, indoor air quality, chemical
management, integrated pest management,
and community involvement. As part of
the certification process, schools conduct
comprehensive environmental audits of
their facilities and practices, and identify
actions the school can take to become
greener and healthier. Once a school
has fulfilled the minimum criteria of the
program and has made improvements to
areas identified in the audit, the school can
apply to become a Wisconsin Green and
Healthy School. Schools can continue to
improve by participating in the Reaching
Higher step, which entails completing
assessments and taking actions in topic
areas not addressed in the original Green
and Healthy Schools application.
The Wisconsin Green and Healthy Schools
program offers a series of workshops to assist
school staff, teachers, and administrators
with adopting the program in their schools.
The workshops provide an in-depth
introduction to the program, connect area
resources (e.g., businesses, non-profits, and
local government) with schools, and help
individual schools develop a plan for making
their school green and healthy. The program
also promotes school participation through
its website and newsletters, highlighting the
flexibility and self-pacing of the program and
some of the program's benefits (e.g., energy
and money savings and improved student
learning and health).
Program Highlights
The Wisconsin Green and Healthy
Schools program has 140 participating
schools. Of those, 32 have completed
all three steps of the program and 4 are
participating in the Reaching Higher step.
Lessons Learned
The partnership between the Wisconsin
Department of Natural Resources and
the Wisconsin Department of Public
Instruction brings credibility to the
program and makes schools more willing
to participate.
• Integrating many schools programs into
one overarching program is appealing to
schools with limited funding and resources.
Promote the benefits of program
involvement. Emphasizing cost and energy
savings is important in a tight economy.
More Information
Wisconsin Green and Healthy
Schools program website: dnr.wi.gov/
greenandhealthyschools
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Appendix C
Additional Information
and Resources
-------
Additional Information and Resources
EPA Children's Health
Protection and Programs
EPA Region 8's Clean, Green, and Healthy
Tribal Schools website
EPA's Children's Environmental Health and
Disease Prevention Research Centers (with
the National Institute of Environmental
Health Sciences) website
EPA's Children's Health Protection website
EPA's Healthy School Environments website
EPA's Healthy School Environment
Resources website
EPA's Indoor Air Quality (IAQ) National
Schools Network website
EPA's Indoor Air Quality (IAQ) School
Champions website
EPA's Regional Office Contacts
K-12 School Compliance,
Policies, and Standards
Energy Independence & Security Act of
2007
EPA Region 2's Environmental Compliance
and Best Management Practices: Guidance
Manual for K-12 Schools
National Institute for Occupational Safety
and Health's (NIOSH) Safety Checklist
Program for Schools
Occupational Safety and Health
Administration's Principal Emergency
Response and Preparedness Requirements
and Guidance
Rehabilitation Act of 1973 section 504,
subpart D: Preschool, Elementary, and
Secondary Education
Beyond Pesticides' State and Local School
Pesticide Policies
Campus Environmental Resource Center
(Campus ERG) is a library of resources
that support campus environmental
performance improvement and help
visitors better understand environmental
regulations. Although Campus ERG
is designed for use by colleges and
universities, K-12 school districts might find
some of its resources helpful.
Environmental Law Institute website
Environmental Law Institute's Green
Cleaning in Schools: Developments in State
Policy website
Environmental Law Institute's Indoor
Environments and Green Buildings Policy
Resource Center
Disclaimer for External Websites
Any NON-FEDERAL websites or Web links included in this document are provided for
informational purposes only. The U.S. Environmental Protection Agency (EPA) does
not endorse any of these entities or their services. In addition, EPA does not guarantee
that any linked, external websites referenced in this document comply with section 508
(accessibility requirements) of the Rehabilitation Act.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
C-1
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Environmental Law Institute's School
Indoor Air Quality: State Policy Strategies
for Maintaining Healthy Learning
Environments (available for download)
The National Association of State Boards
of Education State School Healthy Policy
Database is a comprehensive set of laws
and policies from the 50 states on more
than 40 school health topics. The policies
in the database are organized into six broad
categories: curriculum and instruction,
staff, health promoting environment,
student services, accommodation, and
coordination/implementation.
National Conference of State Legislatures'
Environmental Health Legislation and
Statutes Databases
Assessment Tools
EPA's Healthy School Environments
Assessment Tool (HealthySEATv2)
Centers for Disease Control and
Prevention's (CDC) School Health Profiles
Rhode Island's Northeast Collaborative
for High Performance Schools High
Performance Scorecard
National or State Awards
Programs
U.S. Department of Education Green Ribbon
Schools Recognition Award
Florida's Governor Serve to Preserve Green
Schools Award
Texas's Green Ribbon Schools Program
Practice Effective
Cleaning and
Maintenance
EPA's Design for the Environment
program helps consumers, businesses, and
institutional buyers identify cleaning and
other products that perform well, are cost
effective, and are safer for the environment.
A list of products that meet Design for the
Environment's stringent criteria for health
and environmental safety can be found on
the Design for the Environment Product
Web page.
EPA's Design for the Environment website
EPA's Environmentally Preferable
Purchasing Program: Cleaning
EPA's Greening Your Purchase of Cleaning
Products: A Guide for Federal Purchasers
EPA's IAQ Tools for Schools Action Kit
EPA's Safe Chemical Management in
Schools Green Cleaning Fact Sheet
CDC/NIOSH's Prevention of Occupational
Asthma website
California Department of Public Health's
Cleaning for Asthma Safe Schools Project
Illinois Green Cleaning Legislation's Public
Act 095-0084
Missouri's Green Cleaning Guidelines and
Specifications for Schools
New York's Green Cleaning Program website
New York's Green Cleaning Program
Approved Green Cleaning Products List
The Collaborative for High Performance
Schools (CHPS) Best Practices Manual for
Maintenance and Operations: available for
download on the CHPS website.
Healthy Schools Campaign Green Clean
Schools website
Healthy Schools Network's Cleaning for
Healthy Schools Toolkit
National Clearinghouse for Educational
Facilities' Resource List for School Cleaning
and Maintenance Practices
U.S. Green Building Council's Leadership
in Energy and Environmental Design
for Existing Buildings: Operations and
Maintenance addresses whole-building
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VOLUNTARY GUIDELINES FOR STATES
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cleaning and maintenance issues (including
chemical use) and exterior maintenance
programs.
Green Seal is a non-profit organization
that develops life-cycle based sustainability
standards for products, services, and
companies and offers third-party
certification for those that meet the criteria
in the standard.
Ecologo was founded in Canada in 1988
and is a North American environmental
standard and certification mark. Ecologo's
standards address multiple environmental
attributes throughout the life cycle of a
product or service, and have been verified
by a third-party auditor.
Prevent Mold
and Moisture
EPA's Flood Cleanup website
EPA's Molds and Moisture website
EPA's Mold Remediation in Schools and
Commercial Buildings website
CDC's Mold website
University of Connecticut Health Center's
Guidance for Clinicians on the Recognition
and Management of Health Effects Related
to Mold Exposure and Moisture Indoors
Reduce Chemical and
Environmental
Contaminant Hazards
EPA's fact sheet: Lead in Drinking Water
Coolers
EPA's Guidance on Assessing Outdoor Air
Near Schools
EPA's Guidance on Testing Schools and
Child Care Facilities for Lead in the Drinking
Water
EPA Region 8's Hazardous Waste
Management for School Laboratories and
Classrooms
EPA Region 8's Idle Free Schools Toolkit
EPA Region 8's Pollution Prevention
Measures for Safer School Laboratories
EPA's 3Ts for Reducing Lead in Drinking
Water manual
EPA's Academic Laboratories Rule
EPA's Asbestos in Schools website
EPA's Clean School Bus USA website
EPA's Community Action for a Renewed
Environment Program
EPA's Current Drinking Water
Regulations website
EPA's Design for the Environment Labeled
Products and Partners
EPA's Drinking Water in Schools and Child
Care Facilities website
EPA's Environmentally Preferable
Purchasing Program
EPA's Guidance and Tools for Drinking
Water in Schools and Child Care Facilities
EPA's Hazardous Waste website
EPA's IAQ Reference Guide
Appendix G: Radon
EPA's IAQ Tools for Schools Action Kit
EPA's Lead website
EPA's List of Drinking Water Contaminants
and their Maximum Contaminant Levels
EPA's Mercury website
EPA's Mercury in Schools Case Studies
EPA's National Clean Diesel
Campaign website
EPA's National Idle-Reduction
Campaign website
EPA's National Primary Drinking Water
Regulations website
EPA's Polychlorinated Biphenyls (PCBs)
website
EPA's PCB in Caulk Schools Fact Sheet
EPA's Proper Maintenance, Removal, and
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Disposal of PCB-Containing Fluorescent
Light Ballasts: A Guide for School
Administrators and Maintenance Personnel
EPA's Radon website
EPA's Radon in Schools website
EPA's Reduce Exposure to Environmental
Tobacco Smoke website
EPA's Safe Chemical Management in
Schools website
EPA's Safe Chemical Management in
Schools Workbook: Building Successful
Programs to Address Chemical Risks in
Schools
EPA's Smoke-Free Homes website
EPA's Toolkit for Safe Chemical
Management in K-12 Schools
EPA's Wastewater Management website
AIRNow's Air Quality Index website
AIRNow's School Flag Program
Agency for Toxic Substances and Disease
Registry's ToxFAQs website
Consumer Product Safety Commission/
NIOSH's School Chemistry Laboratory
Guide
NIOSH's Hazardous Waste Self-Inspection
Checklist for Schools
Occupational Safety and Health
Administration's Occupational Exposure to
Hazardous Chemicals in Laboratories Standard
Colorado regulations for inventory
of laboratory chemicals: RULES AND
REGULATIONS GOVERNING SCHOOLS IN
THE STATE OF COLORADO 6 CCR 1010-6
King County, Washington's Local Hazardous
Waste Management Program Resources for
Schools
King County, Washington's Local Hazardous
Waste Management Program School
Chemical List
King County, Washington's Rehab the Lab
Less Toxic Chemistry Labs
Maryland's Science Safety Manual
Chemicals: Managing, Handling, and
Disposing
Nebraska's Department of Environmental
Quality School Chemicals and Disposal
Guidance
San Antonio, Texas's Northeast Independent
School District Air Quality Health Alert
Program
Washington D.C.'s Ballou High School
Mercury Spill Case Study
Ensure Good
Ventilation
EPA's Guidance for Indoor Air Quality in
Large Buildings
EPA's Asthma Webpage: Asthma Triggers
EPA's IAQ Tools for Schools website
EPA's IAQ Tools for Schools Action Kit
EPA's IAQ Tools for Schools: Benefits of
Good Indoor Air Quality
EPA's IAQ Tools for Schools: Case Studies
EPA's IAQ Tools for Schools: Framework for
Effective Indoor Air Quality Management
EPA's IAQ Tools for Schools: Heating,
Ventilation, and Air Conditioning Systems
EPA's IAQ Tools for Schools: School
Advanced Ventilation Engineering Software
EPA's Ozone Generators that Are Sold as Air
Cleaners website
EPA's Residential Air Cleaners: A Summary
of Available Information website
Charlotte-Mecklenburg Schools' Indoor
Air Quality Program and Environmental
Stewardship Initiative
Connecticut's Indoor Air Quality Law
Connecticut's Tools for Schools Program
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Indiana's Department of Health School
Indoor Air Quality Policy
Lakota School District's Facilities Upgrade
Case Study
New Jersey's Public Employee Occupational
Safety and Health Indoor Air Quality
Standard
Texas's Voluntary Indoor Air Quality
Guidelines for Government Buildings
(including public schools)
American Society of Heating, Refrigerating,
and Air Conditioning Engineers' Standard
62.1-2010: Ventilation for Acceptable Indoor
Air Quality
Asthma and Allergy Foundation of
America's State Honor Roll of Asthma and
Allergy School Policies
National Education Association Health
Information Network's: K-12 Indoor Air
Quality Lesson Plans
Prevent Pests and Reduce
Pesticide Exposure
EPA's Integrated Pest Management (IPM) in
Schools website
EPA's Pesticides A Backyard Activity Book
for Kids on Integrated Pest Management
website
EPA's Pesticides Children are at Greater Risk
from Pesticide Exposure website
EPA's Pesticides Information for Kids,
Students, and Teachers website
EPA's Pesticides Topical and Chemical Fact
Sheets website
California's School Integrated Pest
Management website
Florida's School Integrated Pest
Management website
Los Angeles Unified School District's
Integrated Pest Management Policy
Monroe County, Indiana's School Integrated
Pest Management Model
New Jersey's School Integrated Pest
Management website
North Carolina's School Integrated Pest
Management website
Pennsylvania's School Integrated Pest
Management website
Texas A&M's School Integrated Pest
Management website
Washington State University's School
Integrated Pest Management website
New Construction
and Renovation
EPA's Healthy School Environment
Resources: Financing
EPA's IAQ Design Tools for Schools website
EPA's IAQ Design Tools for Schools:
Controlling Pollutants and Sources
EPA's IAQ Design Tools for Schools: High
Performance Schools
EPA's IAQ Tools for Schools Renovation and
Repair website
EPA's Lead Renovation, Repair, and Painting
website
EPA's Lead Safe Certification Program
EPA's Renovation, Repair, and Painting Rule
EPA's Smart Growth and Schools
EPA's Voluntary School Siting Guidelines
EPA's WaterSense website
EPA's WaterSense Label
EPA's WaterSense Labeled Products
EPA's WaterSense Rebate Finder
EPA's ENERGY STAR for K-12 School
Districts website
EPA's ENERGY STAR Building Upgrade Manual
EPA's ENERGY STAR Designed to Earn the
ENERGY STAR
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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EPA's ENERGY STAR Energy Design
Guidance
EPA's ENERGY STAR Federal High
Performance Sustainable Buildings
Checklist
EPA's ENERGY STAR Target Finder
U.S. Department of Energy's Federal Energy
Management Program: Guidance for
Sustainable Design
U.S. Department of Energy's National
Best Practices Manual for Building High
Performance Schools
U.S. Green Building Council's Center for
Green Schools
U.S. Green Building Council's Leadership
in Energy and Environmental Design for
Schools
Collaborative for High Performance Schools
(CHPS) website
Collaborative for High Performance Schools'
CHPS Designed
Collaborative for High Performance Schools'
CHPS Operations Report Card
Collaborative for High Performance Schools'
CHPS Verified
Collaborative for High Performance Schools'
CHPS Verified for Prefabricated Classrooms
Collaborative for High Performance Schools'
High Performance Products Database
Collaborative for High Performance Schools'
High Performance School Best Practices
Manual
Green Building Initiative website
Green Building Initiative's Green Globes
Program
International Code Council website
International Code Council's International
Green Construction Code
The Alliance for Healthy Homes' Provisions
found in model codes that address pest
prevention and control
American Clearinghouse on Educational
Facilities website
National Clearinghouse for Educational
Facilities website
National Green Schools Coalition
National Center for Educational Statistics'
Facilities Information Management: A Guide
for State and Local Education Agencies
National Center for Educational Statistics'
Forum Guide to Facilities Information
Management: A Resource for State and
Local Education Agencies
NSF International's Low Lead Plumbing
Products Guide
Sheet Metal and Air Conditioning
Contractors' National Association's IAQ
Guidelines for Occupied Buildings Under
Construction
Enhancing Classroom
Comfort
EPA's Proper Maintenance, Removal, and
Disposal of PCB- Containing Fluorescent
Light Ballasts: A Guide for School
Administrators and Maintenance Personnel
EPA's SunWise Program website
Department of Energy EnergySmart Schools
Case Study's Northern Guilford Middle
School, Greensboro, North Carolina
U.S. Green Building Council's Center for
Green Schools What Makes a School Green?
Virginia's Albemarle County Public Schools
website
Standard 12.60, "Acoustical Performance
Criteria, Design Requirements, and
Guidelines for Schools," of the American
National Standards Institute Part 1:
Permanent Schools
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Standard 12.60, "Acoustical Performance
Criteria, Design Requirements, and
Guidelines for Schools," of the American
National Standards Institute Part 2:
Relocatable Classrooms
Windows and Classrooms: A Study of
Student Performance and the Indoor
Environment, California Energy
Commission, Heschong Mahone Group, Inc.
October 2003
Energy and
Water Efficiency
EPA Region 1's Solar Power website
EPA Region 3's Rain Barrels website
EPA's Green Roofs website
EPA's Proper Maintenance, Removal, and
Disposal of PCB-Containing Fluorescent
Light Ballasts: A Guide for School
Administrators and Maintenance Personnel
EPA's WaterSense website
EPA's WaterSense Educational Materials
EPA's WaterSense Kids website
The ENERGY STAR information for
purchasing and procurement is designed
to assist procurement officials in smart
purchasing decisions. Read about how
the United States Air Force implemented
ENERGY STAR purchasing and other
measures to save $15 million annually.
Review other case studies and the key
benefits of purchasing ENERGY STAR-
qualified products.
Energy Efficiency and Indoor Air Quality
in Schools: A joint EPA working paper
from ENERGY STAR and Indoor Air Quality
(September 2003)
EPA's ENERGY STAR for K-12 School
Districts website
EPA's ENERGY STAR Guidelines for Energy
Management
EPA's ENERGY STAR Guide to Energy
Efficiency Competitions for Buildings & Plants
EPA's ENERGY STAR Kids Webpage
EPA's ENERGY STAR Low Carbon IT
Campaign
EPA's ENERGY STAR Portfolio Manager: An
Overview
Department of Energy's Energy Efficiency
and Renewable Energy K-12 Lesson Plans
and Activities
Department of Energy's EnergySmart
Schools Guide to Operating and
Maintaining EnergySmart Schools
Colorado's Manitou Springs School District
Sustainability Management Plan
Kentucky's Energy Efficiency Program for
Schools
Newtown, Pennsylvania's Council Rock
School District Case Study
Alliance for Water Efficiency's Promoting
the Efficient and Sustainable Use of Water/
Schools K-12 Introduction
The International Facility Management
Association Sustainability website contains
resources and information for facility
management professionals on energy and
water conservation, indoor environmental
quality, purchasing, and waste/recycling.
Training and
Curricula
EPA's ENERGY STAR program provides no-
cost training on a variety of topics related
to energy efficiency in buildings, including
K-12 schools. Visit energystar.webex.com
to view the continuously updated list and
schedule of upcoming trainings.
Classroom Earth is an online resource
designed to help high school teachers
include environmental content in their
daily lesson plans. Its resource library
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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offers websites, videos, and sample lesson
plans. The website also features grants and
funding opportunities, success stories, and
professional development opportunities.
The Green Education Foundation provides
curriculum and resources for K-12 students
and teachers.
The National Environmental Education
Foundation is a complementary
organization to EPA, extending its ability
to foster environmental knowledge across
all segments of the American public. The
foundation's programs offer opportunities
to incorporate environmental health lessons
into student curricula.
The National Energy Education
Development project provides resources
to educate teachers and students on
the science of energy, renewable and
nonrenewable sources of energy,
electricity, transportation, and efficiency
and conservation, among other topics. The
National Energy Education Development's
website offers curriculum guides and
resources for teachers, as well as activities
and information for students.
Other Resources
EPA's Food Waste website
CDC's Coordinated School Health website
CDC's 2006 School Health Policies and
Programs Study overview
NIOSH's Health Hazard Evaluation Program
Pediatric Environmental Health Specialty Units
The President's Task Force on Environmental
Health Risks and Safety Risks to Children's
Coordinated Federal Action Plan to Reduce
Racial and Ethnic Asthma Disparities
United States Department of Agriculture
Cooperative Extension Offices are good
resources for educational materials.
Chicago, Illinois's Academy for Global
Citizenship website
Chicago, Illinois's Academy for Global
Citizenship: Sustainability Handbook for
Schools
Colorado's Coalition for Healthy
Schools website
Colorado Springs, Colorado School District
11 ENERGY STAR Case Study
Illinois Department of Public Health's
Healthy Schools for Healthy Learning
website
Kentucky's Green and Healthy Schools
website
Maryland's Association of Environmental
and Outdoor Education
Minnesota Department of Health's School
Related Initiatives and Programs
Minnesota's Statute 123B.57 Capital
Expenditure; Health and Safety
New Hampshire's Partners for Healthy
Schools website
Rhode Island's Department of Elementary
and Secondary Education website
Washington's School Environmental Health
and Safety website
Wisconsin's Green and Healthy Schools
Program
The Green Schools Alliance is a non-profit
organization created by schools for schools to
address environmental and climate challenges
through the implementation of sustainable,
energy-smart solutions. The Green Schools
Alliance offers programs and resources to help
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schools set goals, measure progress, share best
practices, and inspire change. The alliance's
website features a Web page for students that
offers ways to take action on environmental
issues facing their schools.
The Healthy Schools Campaign has
developed an Action and Resource
Guide for Healthy Schools. While the
guide is intended for Illinois schools, the
information within can help schools in
other states address environmental health
issues.
Kats, G. (2006). Greening America's
schools: Costs and benefits. A Capital E
Report http://www.usgbc.org/ShowFile.
aspx?DocumentID=2908.
National Research Council. (2011). Climate
change, the indoor environment, and health.
Washington, DC: The National Academies
Press. 286 pages.
National Research Council. (2006). Green
schools: Attributes for health and learning.
Washington, DC: The National Academies
Press. 192 pages.
Frumkin, H., Geller, R.J., Rubin, I.L., &
Nodvin, J.T. (Eds). (2006). Safe and Healthy
School Environments. New York: Oxford
University Press. 480 pages.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Appendix D
Frequently Asked Questions
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Frequently Asked Questions
Why is the U.S. Environmental
Protection Agency (EPA) developing
school environmental health
program guidelines?
The Energy Independence and Security
Act of 2007, signed into law in December
2007, amended the Toxic Substances
Control Act, 15 U.S.C. 2601 et seq., by adding
a requirement for EPA, in consultation
with relevant federal agencies, to develop
voluntary guidelines to help states establish
and implement environmental health
programs in K-12 schools.
Protecting children's health and advancing
environmental justice are critically
important goals for EPA, as reflected in
EPA's strategic plan.1 A child's developing
organ systems are often more sensitive to
environmental stressors, and children are
frequently more heavily exposed to toxic
substances in the environment than adults2
Children in minority, low-income, and
other underserved populations, as well as
children with disabilities, might experience
higher exposures to multiple environmental
contaminants where they live, learn, and play
and could be placed at a disproportionate risk
for associated health effects.3
What is the difference between these
guidelines and the School Siting
Guidelines?
The School Siting Guidelines present
recommendations for evaluating the
environmental and public health risks and
benefits of potential school locations that
might be considered during the school
siting process. The School Siting Guidelines
take into account:
1. The special vulnerabilities of children
to hazardous substances or pollution
exposure in any case where the
potential for contamination at a
potential school site exists,
2. The modes of transportation available
to students and staff,
3. The efficient use of energy, and
4. The potential use of a school at the site
as an emergency shelter.
The Voluntary Guidelines for States:
Development and Implementation of a
School Environmental Health Program are
intended to assist states in establishing and
implementing school environmental health
programs. These guidelines contain a model
K-12 school environmental health program
that takes into account, with respect to
school facilities:
Indoor air quality problems resulting
from inadequate ventilation; mold
and other allergens; chemicals and
pesticides commonly found in schools;
contaminants such as radon and diesel
exhaust that could enter schools from
outside; and specific hazards like
elemental mercury, lead paint, and
polychlorinated biphenyls;
Drinking water issues;
Safety hazards related to improperly
stored or managed chemicals;
Natural day lighting;
Acoustics; and
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Other issues relating to the health,
comfort, productivity, and performance
of building occupants.
Both guidelines are voluntary and
are intended as resources for states,
communities, school districts, schools,
and school stakeholders in their efforts
to improve the environmental health and
conditions of school facilities and to protect
the health of children and school staff.
What do the guidelines cover?
These guidelines recommend six steps
that states can take to build or enhance a
sustainable school environmental health
program and provide extensive resources
for states to share with schools and school
districts to promote healthy learning
environments for children and staff. The
guidelines:
Provide states with guidance for
developing and implementing effective
policies for school environmental
health programs;
• Summarize the cost savings and health
benefits associated with adopting a school
environmental health program; and
• Provide links to numerous resources
to help states establish, implement,
and sustain comprehensive state
environmental health programs for
schools.
Do the guidelines establish
benchmarks to assess the progress
of schools toward adopting
environmental health programs?
No, the guidelines outline general actions
that states can take to implement and
sustain a state environmental health
program for schools. Every state is unique
and will encounter different environmental
health issues, types and levels of resources,
and decision-making structures. Specific
benchmarks will vary for each state
based on the agencies involved, available
resources, and existing policies.
Why are issues such as near-
roadway pollution, traffic flow on
school grounds, vapor intrusion,
nutrition and food handling, or
chemicals in building structures not
covered in the guidelines?
The guidelines focus primarily on
the indoor environment and address
environmental health impacts with
respect to school facilities as outlined by
the Energy Independence and Security
Act of 2007. Information on steps that
schools and school districts can take to
address additional children's health risks
can be found on EPA's Healthy School
Environments website.
How can the guidelines help schools
and school districts that have already
adopted EPA's Indoor Air Quality
(IAQ) Tools for School Program or a
Coordinated School Health strategy?
These guidelines build on the foundation
established by well-documented strategies
and existing federal programs, such as EPA's
IAQ Tools for Schools program and the
Centers for Disease Control and Prevention
Coordinated School Health strategy,
and provide examples of best practices
from existing state environmental health
programs for schools. Schools and school
districts already implementing the IAQ
Tools for Schools program or a Coordinated
School Health strategy can use these
guidelines to build on this foundation to
expand their current environmental health
activities.
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How do the guidelines relate to
other federal programs like the U.S.
Department of Education Green
Ribbon Schools recognition award?
EPA developed the guidelines in
consultation with multiple federal
departments and agencies including the
Department of Education, the Centers
for Disease Control and Prevention, the
Agency for Toxic Substances and Disease
Registry, the Department of Agriculture,
the Department of Defense, the Bureau of
Indian Education, and the White House
Council on Environmental Quality.
The activities in these guidelines are
consistent with the goals outlined in
the resource efficiency, healthy school
environment, and environmental
curriculum pillars of the U.S. Department
of Education Green Ribbon Schools
recognition award.
EPA stresses life stages as related
to environmental health risks. Why
don't the guidelines differentiate
between exposures to kindergarten
students vs. high school students?
Although environmental exposures and health
risks can vary among children at different
life stages, all children deserve a healthy
environment in which to leam and play.
By following the recommendations in the
guidelines, states can help provide a safe and
healthy school environment for all children.
Do the guidelines apply to preschool
facilities, day care centers, and other
child care facilities/learning centers?
The guidelines are primarily intended to be
used as a resource for states in establishing
environmental health programs for
schools. The practices recommended in the
guidelines can be applied, with appropriate
adaptation, to a wide range of school-
related institutions, including child care
and early learning centers. EPA believes
the recommendations in the guidelines
represent a set of best practices for a wide
range of settings where children spend time.
Are these guidelines relevant or
applicable to schools owned or
operated by federal agencies?
For example, do the voluntary guidelines
have relevance or applicability to schools
for children in Indian Country owned
or operated by the U.S. Department of
Interior's Bureau of Indian Affairs/Bureau
of Indian Education or stateside schools
owned or operated by the U.S. Department
of Defense for children of military
personnel?
Yes. The guidelines provide relevant
recommendations for managing and
operating federally owned or operated
schools in an environmentally healthy
manner.
Will EPA offer any funding for states
to implement the guidelines?
In 2012, EPA made available to states a
limited funding opportunity to support
implementation of healthy schools
programs as outlined in the guidelines.
Although future funding opportunities are
uncertain, these guidelines demonstrate
how every state can take steps to improve
the school environment, and ensure that
children and staff have healthy places to
learn, work, and play.
DEVELOPMENT AND IMPLEMENTATION OF A SCHOOL ENVIRONMENTAL HEALTH PROGRAM
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Endnotes
1. U.S. Environmental Protection Agency. (2010).
EPA strategic plan. Retrieved 2012, from U.S.
Environmental Protection Agency: www.epa.gov/
planandbudget/strategicplan.html.
2. American Academy of Pediatrics Council on
Environmental Health. (2003). Developmental
toxicity: Special considerations based on age and
developmental state. In Etzel, R., & S. Balk (Eds.),
Pediatric Environmental Health (Second ed., pp.
9-36). Elk Grove Village, IL: American Academy
of Pediatrics Council on Environmental Health.
3. U.S. Environmental Protection Agency. (2003).
America's children and the environment:
Measures of contaminants, body burdens,
and illnesses. U.S. Environmental Protection
Agency. EPA240-R-03-001. February.
http://yosemite.epa.gov/ochp/ochpweb.
nsf/content/ACEreport3_19final.htm/$File/
ACEreport2_21final.pdf.
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United States
Environmental Protection
Agency
Office of Children's Health Protection (1107A)
EPA-100-K-12-007
www.epa.gov/schools
October 2012
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