&EPA
United States
Environmental Protection
Agency
The EMPACT Collection
Environmental Monitoring for Public Access
& Community Tracking
-------
Environmental Protection
Agency
Office of Research and Development
Office of Environmental Information
Washington, DC 20460 "a*--
EPA/625/R-01/005
September'2001
http://www.epa,
jmely
ater Quality lrr~
our Communit
"he Jefferson Part
AM*
Environmental Monitoring for Public Access
& Community Tracking
-------
Disclaimer
This document has been reviewed by the U. S. Environmental Protection Agency (EPA) and approved
for publication. Mention of trade names or commercial products does not constitute endorsement or
recommendation of their use.
-------
CONTRIBUTORS
Dr. Dan Petersen of the U.S. Environmental Protection Agency (EPA), National Risk Management Laboratory
served as principal author of this handbook, and managed its development with support of Pacific
Environmental Services, Inc., an EPA contractor. The authors of this handbook are grateful for the involvement
and contributions of individuals involved in this project. The following contributing authors provided valuable
assistance for the development of the handbook:
George Arcement, United States Geologic Survey District Office in Baton Rouge, Louisiana
Charles Demas, United States Geologic Survey District Office in Baton Rouge, Louisiana
Dr. Quay Dorche, Louisiana University Marine Observatory Consortium, Baton Rouge, Louisiana
Vickie Duffourc, Contractor for the Jefferson Parish Environmental and Development Control Depart-
ment
Paul Ensminger, United States Geologic Survey District Office in Baton Rouge, Louisiana
Mark Perlmutter, Vaisala Inc.
Jake Peters, United States Geologic Survey District Office in Atlanta, Georgia
Andrew Puffer, U.S. Environmental Protection Agency Region 4, Gulf of Mexico Program Office
Dr. Chris Swarzenski, United States Geologic Survey District Office in Baton Rouge, Louisiana
Dr. Eugene Turner, Louisiana State University Coastal Ecology Institute, Baton Rouge, Louisiana
Dr. Nan Walker, LSU Coastal Studies Institute and Earth Scan Laboratory, Baton Rouge, Louisiana
Marnie Winter, Director of the Jefferson Parish Environmental and Development Control
Department
-------
CONTENTS
1. INTRODUCTION 1
1.1 Background 1
1.2 EMPACT Overview 2
1.3 Jefferson Parish EMP ACT Project 3
1.4 EMP ACT Metropolitan Areas 9
2. HOW TO USE THIS HANDBOOK 11
3. WATER QUALITY MONITORING 13
3.1 Time-Series Water Quality Sampling 15
3.2 Satellite/Remote Sensing Technology 37
3.3 Water Quality Field Sampling 39
4. COLLECTING, TRANSFERRING, AND MANAGING TIME-RELEVANT
WATER QUALITY DATA 43
4.1 System Overview 43
4.2 Time-Series Water Quality Sampling 45
4.3 Satellite/Remote Sensing Technology 56
4.4 Water Quality Field Sampling 63
5. PRESENTING WATER QUALITY MONITORING DATA 69
5.1 What is Data Visualization? 69
5.2 Satellite Acquisition, Processing, and Visualization Software 71
6. COMMUNICATING TIME-RELEVANT WATER QUALITY INFORMATION 79
6.1 Developing an Outreach Plan for Time-Relevant Water Quality Reporting 79
6.2 Elements of the Jefferson Parish Project's Outreach Program 85
6.3 Resources for Presenting Water Quality Information to the Public 88
APPENDIX A A-l
Glossary of Terms & Acronym List
APPENDIX B B-l
List of Authorized SeaWiFS Ground Stations/Users
-------
APPENDIX C C-l
Jefferson Parish Brochure
APPENDIX D D-l
Example Data from USGS Hydrowatch
APPENDIX E E-l
Example Data from Earth Scan Laboratories (Satellite Data - Reflectance)
IV
-------
Jnited States
Environmental Protection
Agency r~ _
Office of Research and Development
Office t>f Environmental Information
Washington, DC 20460 "^^ -
EPA/625/R-01/005
http://www.ep
jmely
ater Quality lrr~
our Communit
"he Jefferson Part
AM*
Environmental Monitoring for Public Access
& Community Tracking
-------
Disclaimer
This document has been reviewed by the U. S. Environmental Protection Agency (EPA) and approved
for publication. Mention of trade names or commercial products does not constitute endorsement or
recommendation of their use.
-------
CONTRIBUTORS
Dr. Dan Petersen of the U.S. Environmental Protection Agency (EPA), National Risk Management Laboratory
served as principal author of this handbook, and managed its development with support of Pacific
Environmental Services, Inc., an EPA contractor. The authors of this handbook are grateful for the involvement
and contributions of individuals involved in this project. The following contributing authors provided valuable
assistance for the development of the handbook:
George Arcement, United States Geologic Survey District Office in Baton Rouge, Louisiana
Charles Demas, United States Geologic Survey District Office in Baton Rouge, Louisiana
Dr. Quay Dorche, Louisiana University Marine Observatory Consortium, Baton Rouge, Louisiana
Vickie Duffourc, Contractor for the Jefferson Parish Environmental and Development Control Depart-
ment
Paul Ensminger, United States Geologic Survey District Office in Baton Rouge, Louisiana
Mark Perlmutter, Vaisala Inc.
Jake Peters, United States Geologic Survey District Office in Atlanta, Georgia
Andrew Puffer, U.S. Environmental Protection Agency Region 4, Gulf of Mexico Program Office
Dr. Chris Swarzenski, United States Geologic Survey District Office in Baton Rouge, Louisiana
Dr. Eugene Turner, Louisiana State University Coastal Ecology Institute, Baton Rouge, Louisiana
Dr. Nan Walker, LSU Coastal Studies Institute and Earth Scan Laboratory, Baton Rouge, Louisiana
Marnie Winter, Director of the Jefferson Parish Environmental and Development Control
Department
-------
CONTENTS
1. INTRODUCTION 1
1.1 Background 1
1.2 EMPACT Overview 2
1.3 Jefferson Parish EMP ACT Project 3
1.4 EMP ACT Metropolitan Areas 9
2. HOW TO USE THIS HANDBOOK 11
3. WATER QUALITY MONITORING 13
3.1 Time-Series Water Quality Sampling 15
3.2 Satellite/Remote Sensing Technology 37
3.3 Water Quality Field Sampling 39
4. COLLECTING, TRANSFERRING, AND MANAGING TIME-RELEVANT
WATER QUALITY DATA 43
4.1 System Overview 43
4.2 Time-Series Water Quality Sampling 45
4.3 Satellite/Remote Sensing Technology 56
4.4 Water Quality Field Sampling 63
5. PRESENTING WATER QUALITY MONITORING DATA 69
5.1 What is Data Visualization? 69
5.2 Satellite Acquisition, Processing, and Visualization Software 71
6. COMMUNICATING TIME-RELEVANT WATER QUALITY INFORMATION 79
6.1 Developing an Outreach Plan for Time-Relevant Water Quality Reporting 79
6.2 Elements of the Jefferson Parish Project's Outreach Program 85
6.3 Resources for Presenting Water Quality Information to the Public 88
APPENDIX A A-l
Glossary of Terms & Acronym List
APPENDIX B B-l
List of Authorized SeaWiFS Ground Stations/Users
-------
APPENDIX C C-l
Jefferson Parish Brochure
APPENDIX D D-l
Example Data from USGS Hydrowatch
APPENDIX E E-l
Example Data from Earth Scan Laboratories (Satellite Data - Reflectance)
IV
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I. INTRODUCTION
1.1 Background
Wetland loss along the Louisiana coastal zone is one of the state's
most pressing environmental problems. Although numerous factors
have contributed to this loss, perhaps the leveeing of the Mississippi
River for flood control has had the most far-reaching impact. Construction of the
levy has blocked the river's historic spring overflows and thus impeded the rush of
marsh-supporting fresh water, nutrients, and sediment to the coastal zone. [Source:
http://www.mvn.usace.army. mil/pao/dpond/davispond.htm]
Coastal Louisiana is losing, on average, between 25 and 35 square miles of land
annually that's more than one football field every 30 minutes. Louisiana has 40
percent of the Lower 48 states' coastal wetlands and 80 percent of the nation's total
wetland loss. These valuable wetlands are nursery grounds for fisheries, a buffer
that protects developed areas from storm surges, and a filtering system for
pollutants carried in urban runoff. [Source: Video News Release http://
gmpo.gov/pubinfo/empact. html]
One of the strategies for reversing this wetland loss in coastal Louisiana is to partially
restore some of the natural flow into the ecosystem. Diversion of freshwater and
sediments from the Mississippi River is expected to conserve and restore coastal
wetlands. One such project is the Davis Pond Freshwater Diversion Project. The
construction for this project began in January 1997. Freshwater diversions to the
Barataria Basin are scheduled for 2001. In order to establish a baseline prior to any
freshwater diversions, the EMPACT (Environmental Monitoring for Public
Access and Community Tracking) project team began monitoring the water quality
in Lake Salvador and Lake Cataouche (both are downstream of the diversion) in
August 1999. After freshwater diversions occur, the water quality monitoring will
continue. Analyses of pre-and post diversion water quality data will be used to
determine the effects of river water diversion on the estuary.
The Davis Pond Freshwater Diversion into the Barataria Estuary will be the largest
freshwater diversion project built to date, capable of diverting up to 10,650 cubic
feet (approximately 80,000 gallons) per second of river water. The freshwater
diversion will imitate historic spring floods by providing a controlled flow of
freshwater and nutrients into the Barataria Bay estuary. It is expected that this
diversion will restore former ecological conditions by combating land loss,
enhancing vegetation and improving fish and wildlife habitat.
However, there are many concerns that the freshwater diversion will have a negative
impact on the estuary. Some citizens are concerned about the impact that nutrient
rich river water may have on water quality and growths (blooms) of phytoplankton.
Commercial fishermen are concerned that massive amounts of river water may
deteriorate the water quality in the lakes and bays where they make their living.
INTRODUCTION
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Communities south of the diversion site are concerned that water levels will increase
and cause flooding during high wind driven tides. Scientists debate the wisdom of
introducing more nutrients into an already eutrophic system. Also all stakeholders
are interested in the changes that will occur as salinity levels are altered in the upper
estuary.
Partners in the project hope that monitoring conducted through the EMPACT
project will provide valuable before and after data of the effects of diverting
freshwater from Mississippi river into coastal areas encroached by saltwater. These
data will assist scientists and coastal managers in making informed decisions on how
to best manage freshwater flow from the diversion to diminish the likelihood of
algal blooms, which can be toxic, can contaminate seafood, and can have human
health impacts.
1.2 EMPACT Overview
This handbook offers step-by-step instructions about how to provide time-
relevant water quality data to your community. It was developed by the U.S.
Environmental Protection Agency's (EPA's) EMPACT program. The EMPACT
program was created by EPA's Office of Research and Development (ORD) to
introduce new technologies that make it possible to provide time-relevant
environmental information to the public. EMPACT is workingwith the 150 largest
metropolitan areas and Native American Tribes in the country to help communities
in these areas:
Collect, manage, and distribute time-relevant environmental
information.
Provide residents with easy-to-understand information they can use in
making informed, day-to-day decisions.
To make this and some other EMPACT projects more effective, partnerships with
the National Oceanic and Atmospheric Administration (NOAA) and the United
States Geological Survey (USGS) were developed. EPA will work closely with
these federal agencies to help achieve nationwide consistency in measuring
environmental data, managing the information, and delivering it to the public.
To date, environmental information projects have been initiated in 84 of the 150
EMPACT- designated metropolitan areas and Native American Tribes. These
projects cover a wide range of environmental issues, including water quality,
groundwater contamination, smog, ultraviolet radiation, and overall ecosystem
quality. Some of these projects were initiated directly by EPA.
Others were launched by EMPACT communities themselves. Local governments
from any of the 150 EMPACT metropolitan areas and Native American Tribes are
eligible to apply for EPA-funded Metro Grants to develop their own EMPACT
projects. The 150 EMPACT metropolitan areas and Native American Tribes are
listed in the table at the end of this chapter.
CHAPTER 1
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Communities selected for Metro Grant awards are responsible for building their
own time- relevant environmental monitoring and information delivery systems.
To find out how to apply for a Metro Grant, visit the EMPACT Web site at http:/
/www.epa.gov/empact/ apply.htm.
One such Metro Grant recipient is the Jefferson Parish - New Orleans Project. The
project provides the public with time-relevant water quality monitoring data and
impacts of water quality management activities (i.e., river water diversions) in the
New Orleans Standard Metropolitan Statistical Area (SMSA).
1.3 Jefferson Parish EMPACT Project
1.3.1 Sampling Techniques
The Jefferson Parish - New Orleans Project Team utilizes time-series water
sampling data, remote sensing/satellite data, and water quality field sampling data
to monitor impacts of freshwater diversions, such as harmful algal blooms, in the
New Orleans SMSA. The resulting information is communicated to the
community during public meetings and events and by using Internet technology,
audiovisual tools, and print media.
The time-series water sampling data are collected by an automated system, in which
a sampling unit collects hourly data and then transmits the data via Geostationary
Operational Environmental Satellites (GOES) to the USGS District Office every
four hours for storage, retrieval, and analysis. Near-real time stream flow data
available on the USGS's Louisiana District Home Page are PROVISIONAL data
that have not been reviewed or edited. Each station record is considered
PROVISIONAL until the data are reviewed, edited, and published. The data are
usually published within 6 months of the end of the year, which runs from October
through September. Coordinated water temperature, dissolved oxygen, turbidity,
salinity, water level, and fluorescence are taken to confirm remote sensing data. The
sampling unit is located in Lake Salvador, a key outfall area of the Davis Pond
Freshwater Diversion Project.
Satellite data collected by the NOAA Advanced Very High Resolution Radiometer
(AVHRR) and the Orbview-2 SeaWiFS ocean color sensor are received and
processed at the Earth Scan Lab (ESL), Coastal Studies Institute at Louisiana
State University (LSU) using SeaSpace's Terascan system. This software package
receives the data from the satellites, performs calibration, geometric correction, and
more specialized processing for the determination of temperature, reflectance
(turbidity), and chlorophyll a concentrations. Field water samples, obtained close
in time to the satellite data, are used to "surface truth" the satellite measurements
for temperature, concentration of suspended solids and chlorophyll a. Ground
truthing is the process of comparing satellite data to actual field measurements.
INTRODUCTION
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Water quality field sampling is conducted weekly from eight stations in Lake
Salvador and Lake Cataouche (a smaller lake north of Lake Salvador) to ground-
truth remote sensing (satellite) data and validate time-series water sampling data.
The LSU-Coastal Ecology Institute (CEI) analyzes the samples for chlorophyll a,
nutrients, and suspended solids. The Louisiana University Marine Observatory
Consortium (LUMCON) provides data on phytoplankton speciation including
identification of harmful algal species. The field sampling data are interpreted and
made available via the Internet (http://its2.ocs.lsu.edu/guests/ceilc).
1.3.2 EMPACT Project Team
The Jefferson Parish Project team consists of the following members and key
partners:
Drew Puffer of the Gulf of Mexico Program (GMP) is serving as
EPA project manager. His role is to provide technical support and
administrative advice, to coordinate communications with the EPA,
and to identify potential sources of funding to extend the life of the
project.
Terry Hines-Smith, GMP's public affairs specialist, works with the
project partners and stakeholders to identify and maximize their
information and public outreach resources.
Marnie Winter, Director of the Jefferson Parish Environmental and
Development Control Department, is the local project manager. Her
role is to administer grant funds and to coordinate with parish officials
to secure approval of contracts and other legal documents required for
the project. She also interacts directly with other partners on the
project team, serves as the point of contact for communications, and
acts as official parish spokesperson at media and other public outreach
events. She has secured additional support for the project through the
Jefferson Parish Government and was instrumental in leveraging
chlorophyll a and silicate monitoring from the U.S. Army Corps of
Engineers (USAGE).
Ms. Winter is being assisted by Vickie Duffourc, an environmental
specialist for a consulting firm under standing contract with the parish.
Ms. Duffourc is responsible for coordinating the various aspects of the
project, including project communications, and works under the direct
supervision of Ms. Winter.
The USGS collects water quality field samples and services the time-
series sampling unit. Jefferson Parish provides a trained environmental
technician and the parish's boat to assist the USGS with collecting
water samples and servicing the sampling unit. Dr. Chris Swarzenski
and the staff of the USGS District Office in Baton Rouge, Louisiana,
provide weekly maintenance and calibration of the data collection
CHAPTER 1
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station, QA/QC of near-real time data, technical services required to
received, transfer, and store the near-real time data set, and scientific
interpretation of data received. Jake Peters, at the USGS office in Atlanta,
also contributes through his association with the EPA Water Data and
Tools Projects. While many persons at the USGS Baton Rouge office
contribute to this project, Dr. Swarzenski is the lead investigator and
Paul Ensminger is the field service technician.
Dr. Nan Walker, LSU Coastal Studies Institute and Earth Scan
Laboratory, is responsible for acquiring, processing, and interpreting
satellite data collected by the NOAA and Orbview-2 satellites. These
data are used to assess the regional distribution of water temperature,
water quality and chlorophyll a content and changes over space and
time. She uses field measurements of suspended solids, suspended
sediments, chlorophyll a and temperature to investigate the relationships
between satellite and in-situ data for different regions in the study area.
Dr. Walker posts the satellite images and interpretive text on the Earth
Scan Laboratory LSU Web page, which is linked to the Jefferson Parish
EMPACT home page.
Dr. Eugene Turner, LSU-CEI, is responsible for analysis of water
samples and providing the resulting data in tabular and graphic form.
LSU-CEI conducts chlorophyll a and nutrient analysis on water samples
taken weekly from the project area to ground-truth satellite images.
LSU-CEI scientists interpret the water quality data and post it to LSU
Web page, which will be linked to the Jefferson Parish EMPACT home
page.
Dr. Quay Dortch, LUMCON, receives weekly water samples from the
project area and identifies harmful algal species contained in each
sample. She provides the resulting data in tabular and graphic form and
coordinates with the Louisiana Department of Health and Hospitals
regarding possible threats to human health.
As shown above, this project team consists of several distinguished coastal scientists.
The collected and analyzed data are being used to understand the physical and
biological conditions of water bodies that may be impacted by the Davis Pond river
diversion project in the future.
The project provides near-real time regional physical and biological measurements
from satellites and a monitoring station in Lake Salvador to the agencies and
organizations involved with public health, fisheries, and habitat related issues. This
information allows these entities to respond quickly to adverse environmental
conditions, make appropriate decisions to ensure economic and environmental
sustainability of the affected environment, and protect the health of commercial and
recreational users. Duringthe first year, the chlorophyll ^measurements (from field
and satellite sensors) were not being reported in real time.
INTRODUCTION
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The addition of a pressure sensor to detect water level changes in near-real time
provides early warning of increased water levels and allows diversion managers to
make appropriate decisions to minimize the introduction of more water when
flooding is likely.
1.3.3 Project Costs
To keep costs low, Jefferson Parish used nearby existing sampling stations to collect
data, used Parish personnel for data collection (when possible), and developed
strategic partnerships with members of the project team. Figure 1.1 provides the
initial budget for the Jefferson Parish's monitoringproject [Source: Water Data and
Tools: Tracking Freshwater Diversions & Algal Bloom Impacting the New
Orleans Standard Metropolitan Statistical Area Gulf of Mexico, New Orleans, LA].
The costs to conduct a water quality monitoring project similar to the Jefferson
Parish Project can vary significantly. Factors affecting the cost include, but are not
limited to, the size and location of your study area, the number and types of
parameters you want to measure, the number of personnel needed to collect and
analyze the data, the number of samples to collect, the amount of new equipment
which will need to be purchased, etc. For example, the Parish purchased only one
additional sampling station for their study because they were able to obtain data
from seven existing sampling stations located nearby. Monitoring costs for a
proposed project would be much higher if additional sampling stations are needed.
Figure 1.2 provides some typical costs for equipment and services you could expect
to incur when implementing a project similar to that of Jefferson Parish. Please note
that these costs can vary significantly for a project depending upon the number of
sampling stations required for the project and the types of services contracts that
you are able to negotiate.
CHAPTER 1
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Figure 1.1. Initial EMPACT Project Budget for Jefferson Parish
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Figure 1.2. Typical Costs For Equipment and Services
$50,000
$25,000
$60,000
$60,000
n Puchase/Setup
Sampling
Station
Maintain
Sampling
Station
nAnalyze Field
Samples
n Purchase
Services to
Analyze
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1.3.4 Jefferson Parish EMPACT Project Objectives
Overall project objectives include the following:
To provide the public with information on the physical and biological
characteristics and components of Lake Salvador and adjacent regions
as close to real time as possible.
INTRODUCTION
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To gather baseline data in the Davis Pond Diversion outfall area to
assist coastal scientists and managers in distinguishing the effects of
river water from other stressors.
To use the field data collected to investigate the satellite-derived
parameters including water temperature, water reflectance
(suspended solids) and chlororphyll a .
To provide reliable data on water quality and phytoplankton
blooms to the agencies and organizations involved with public
health, fisheries, and habitat related issues.
1.3.5 Technology Transfer Handbook
The Technology Transfer and Support Division of the EPA's ORD National Risk
Management Research Laboratory initiated development of this handbook to help
interested communities learn more about the Jefferson Parish Project. The
handbook also provides technical information communities need to develop
and manage their own time-relevant water monitoring, data visualization, and
information dissemination programs. ORD, working with the Jefferson Parish
Project team, produced this handbook to leverage EMPACT's investment in the
project and minimize the resources needed to implement similar projects in other
communities.
Both print and CD-ROM versions of the handbook are available for direct on-line
ordering from EPA's Office of Research and Development Technology Transfer
Web site at http://www.epa.gov/ttbnrmrl. You can also order a copy of the
handbook (print or CD-ROM version) by contacting ORD Publications by
telephone or mail at:
EPA ORD Publications
US EPA-NCEPI
P.O. Box 42419
Cincinnati, OH 45242
Phone: (800) 490-9198 or (513) 489-8190
Note!
Please make sure you include the title of the handbook and the EPA
document number in your request.
We hope you find the handbook worthwhile, informative, and easy to use. We
welcome your comments, and you can send them by e-mail from EMPACT's Web
site at http://www.epa.gov/empact/comment.htm.
8 CHAPTER 1
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1.4 EMPACT Metropolitan Areas
Albany-Schenectady-Troy, NY Hartford CT Raleigh-Durham-Chapel Hill, NC
Albuquerque, NM Hickory-Morganton-Lenoir, NC Reading, PA
Allentown-Bethlehem-Easton, PA Honolulu HI Reno, NV
Anchorage, AK Houston-Galveston-Brazona, TX Richmond-Petersburg, VA
Appelton-Oshkosh-Neeha, WI Huntmgton-Ahsland, WV-KY-OH Roanoke, VA
Atlanta, GA Huntsville, AL Rochester, NY
Augusta-Aiken, GA-SC Indianapolis, IN Rockford, IL
Austin-San Marcos, TX Jackson, MS Sacramento-Yolo, CA
Bakersfield, CA Jacksonville, FL Saginaw-Bay City-Midland, MI
Baton Rouge, LA Johnson City-Kingsport-Bristol, TN-VA St. Louis, MO-IL
Beaumont-Port Arthur, TX Johnston, PA Salinas, CA
Billings, MT Kalamazoo-Battle Creek, MI Salt Lake City-Ogden, UT
Biloxi-Gulfport-Pascagoula, MS Kansas City, MO-KS San Antonio, TX
Bmghamton, NY Eileen-Temple, TX San Diego, CA
Birmingham, AL Knoxville TN San Francisco-Oakland-San Jose, CA
Boise City, ID Lafayette LA San Juan-Caguas-Arecibo, PR
Boston-Worcester-Lawrence-MA-NH-ME-CT Lakeland-Winter Haven, FL San Luis Obispo-Atascadero-Paso
Brownsville-Harlmgen-San Bemto, TX Lancaster PA ' Robles, CA
Buffalo-Niagara Falls, NY Lansing- East Lansing, MI Santa Barbara-Santa Mana-Lompoc, CA
Burlington, VT ^ y s Ny_AZ Sarasota-Bradenton, FL
Canton-Mas sillon, OH Lexington' KY Savannah, GA
Charleston-North Charleston, SC Lincoln NE Scranton-Wilkes Barre-Hazleton, PA
Charleston, WV LMe Rock_North LMe Rock; AR Seatde-Tacoma-Bremerton, WA
Charlotte-Gatsoma-Rock Hill, NC-SC LQS Angeles_Rlverslde_Orange County, CA Shreveport-Bossier City, LA
Chattanooga, TN-GA Louisville, KY-IN Sioux Falls, SD
Cheyenne, WY Lubbock TX South Bend, IN
Chicago-Gary-Kenosha, IL-IN-WI Macon, GA Spokane, WA
Cincinnati-Hamilton, OH-KY-IN ^ , ,- 1V,T ^.^r^^f,^]A MA
' Madison, WI bpringtield, MA
Cleveland Akron OH A, ,,, ^ , i A,- ^-^ ^rinn-fiplrl MO
' ' McAllen-Edmburg-Mission, TX bpringtield, MU
Colorado Springs, CO Melbourne-Titusville-Palm Bay, FL Stockton-Lodi, CA
Columbia, SC Memphis, TN-AR-MS Syracuse, NY
Columbus, GA-AL Miami-Fort Lauderdale, FL Tallahassee, FL
Columbus, OH Milwaukee-Racine, WI Tampa-St. Petersburg-Clearwater, FL
Corpus Christie TX ^ r r o T-I i T\ ^M YWT T^l^rl^ OW
v ' ' Minneapolis-St. Paul, MN-WI loledo, UH
Dallas-Fort Worth, TX Mobile, AL Tucson, AZ
Davenport-Molme-Rock Island, IA-IL Modesto CA Tulsa, OK Visalia-Tulare-Porterville, CA
Dayton-Springfield, OH Montgomery, AL Utica-Rome, NY
Daytona Beach, FL Nashville TN Washington-Baltimore, DC-MD-VA-WV
Denver-Boulder-Greeley, CO ^ Lo;don_Norwlch CT_RI West Palm Beach-Boca Raton, FL
Des Momes, IA New ^^ LA Wlchlta> Ks
Detroit-Ann Arbor-Flint, MI ,T ^r1XT1 XT T T T1 . v^rV PA
New York-Northern New Jersey-Long Island, IOLJI, i n
Duluth-Supenor, MN-WI NY-NJ-CT-PA Youngs town-Warren, OH
' Nor folk-Virginia Beach-Newport News, VA-NC
Eugene-Springfield, OR Odesl'a-Midland, TXOklahoma City, OK
Evansville-Henderson, IN-KY _ . XT_ T,
Omaha, NE-IA
Fargo-Moorhead, ND-MN _ ,
6 Orlando, FL
Fayetteville, NC , _T
Pensacola, FL
Fayetteville-Springfield-Rogers, AR ^ ^ ,
^ ~ , , , * Peona-Pekm, IL
Fort Collms-Loveland, CO , , , , , , ,, , ,TT
Philadelphia-Wilmmgton-Atlantic City, PA-NT-
Fort Myers-Cape Coral, FL F 6 ' J
Fort Fierce-Port St. Lucie, FL ,-,,. ^
Phoenix-Mesa, AZ
Fort Wayne, IN ,
' Pittsburgh, PA
Fresno, CA ฐ
Grand Rapids-Muskegon-Holland, MI ^ . .' . ^^ ,
r . & . Portland-Salem, OR-WA
Greensboro-Winston-Salem-High Point, NC ^ . , _ ,, ^. . , ^T ,r.
, 5 ' Providence-Fall River-Warwick, RI-MA
Greenville-Spartanburg-Anderson, SC m
Provo-Orem, UT
Harnsburg-Lebanon-Carlisle, PA
In addition, federally recognized Native American Tribes - regardless of location in the United States -
are eligible to apply.
INTRODUCTION 9
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2. HOW TO USE THIS HANDBOOK
This handbook provides you with step-by-step information on
how to develop a program to provide time-relevant water
quality data to your community, using the Jefferson Parish Project in the
New Orleans, Louisiana area as a model. It contains detailed guidance on how to:
Design, site,
operate, and
mairiain a system
to gather time-
relevant water
quality data
Design, operate, and
mairtain a system to
retrieve, manage,
id analyze your
tim e- rel evari w ater
quality data.
Use data
visualization tools
to graphically
depict these data.
Develop a pi an to
communicate the
results of your time-
relevant water
quality m onitoring
efforts to residents in
your community.
Chapter 3 provides information about water quality monitoring - the
first step in the process of generating time-relevant information about
water quality and making it available to residents in your area. The
chapter begins with an overview of water quality monitoring in
estuariane systems and then focuses on the three monitoring
components that are part of the Jefferson Parish Project: (1) collection
of time-series physical and biological measurements at a fixed location
in Lake Salvador; (2) satellite/remote sensing technology; and (3) water
quality field sampling. The chapter also provides instructions on how to
install, operate, and maintain the time-series sampling system, how to
obtain satellite data and use these data for water quality monitoring,
and how to set up the field sampling program.
Chapter 4 provides step-by-step instructions on how to collect,
transfer, and manage time-relevant water quality data. This chapter
discusses time-series sampling equipment calibration, transferring
sampling data to the base station, managing sampling data at the base
station, and checking sampling data for quality. This chapter also
provides detailed information on satellite data acquisition, processing,
interpretation, ground-truthing, and data transfer and management. In
addition, this chapter presents details on water quality field sampling
including details on sampling, water quality parameter analyses,
phytoplankton speciation, and data transfer and management.
Chapter 5 provides information about using data visualization tools to
graphically depict the time-relevant water quality data you have
gathered. The chapter begins with a brief overview of data
visualization. It then provides a more detailed introduction to selected
data visualization tools utilized by the Jefferson Parish team. You might
want to use these software tools to help analyze your data and in your
efforts to provide time-relevant water quality information to your
community.
HOWTO USE THIS HANDBOOK
11
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Chapter 6 outlines the steps involved in developing an
outreach plan to communicate information about water
quality in your community. It also provides information
about the Jefferson Parish Project's outreach efforts. The
chapter includes a list of resources to help you develop easily
understandable materials to communicate information about
your time-relevant water quality monitoring program to a
variety of audiences.
This handbook is designed for decision-makers considering whether to implement
a time-relevant water quality monitoring program in their communities and for
technicians responsible for implementing these programs. Managers and decision-
makers likely will find the initial sections of Chapters 3,4, and 5 most helpful. The
latter sections of these chapters are targeted primarily at professionals and
technicians and provide detailed "how to" information. Chapter 6 is designed for
managers and communication specialists.
The handbook also refers you to supplementary sources of information, such as
Web sites and guidance documents, where you can find additional guidance with
a greater level of technical detail. The handbook also describes some of the lessons
learned by the Jefferson Parish team in developing and implementing its time-
relevant water quality monitoring, data management, and outreach program.
12 CHAPTER2
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3. WATER QUALITY MONITORING
T
his chapter provides information about water quality monitoring
the first step in the process of generating time-relevant information about
water quality and making it available to residents in your area.
The chapter begins with a broad overview of water quality monitoring and then
focuses on the three monitoring components that are part of the Jefferson Parish
Project: (1) time-series water quality sampling (Section 3.1); (2) satellite/remote
sensing technology (Section 3.2); and (3) water quality field sampling (Section 3.3).
The chapter also provides instructions on how to install, operate, and maintain the
sampling equipment, how to obtain satellite data and use these data for water quality
monitoring, and how to set up the field sampling program.
Readers primarily interested in an overview of water quality monitoring might want
to focus on information presented in this introductory section and the introductory
parts of Sections 3.1,3.2, and 3.3. If you are responsible for the actual design and
implementation of a water quality sampling project, you should review Subsections
3.1.1 through 3.1.8. They provide an introduction to the specific steps involved in
developing and operating a time-relevant water quality monitoring project and
information on where to find additional guidance. If you are responsible for the
designing and implementing a water quality monitoring program using satellite/
remote sensing technology, you should review Subsections 3.2.1 through 3.2.2.
They provide information on available satellite data and information on how to use
satellite data for water quality monitoring. If you are responsible for the actual
design and implementation of a water quality field sampling project, you should
review Subsections 3.3.1 through 3.3.2. They provide information on setting up
a field sampling program.
Water Quality Monitoring: An Overview
Water quality monitoring provides information about the condition of streams,
lakes, ponds, estuaries, and coastal waters. It can also tell us if these waters are safe
for swimming, fishing, or drinking. The Web site of the EPA Office of Water
(http://www.epa.gov/owow/monitoring) is a good source of background
information on water quality monitoring. (The information presented in the
following paragraphs, which is taken from the Lake Access - Minneapolis
EMPACT Manual - EPA/625/R-00/012, is summarized from the Web site listed
above.)
Water quality monitoring can consist of the following types of measurements:
Chemical measurements of constituents such as dissolved oxygen,
nutrients, metals, and oils in water, sediment, or fish tissue.
WATER QUALITY MONITORING 13
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Physical measurements of general conditions such as temperature,
conductivity/salinity, current speed/direction, water level, water clarity.
Biological measurements of the abundance, variety, and growth rates of aquatic
plant and animal life in a water body or the ability of aquatic organisms to
survive in a water sample.
You can conduct several kinds of the following water quality monitoring projects:
At fixed locations on a continuous basis
At selected locations on an as-needed basis or to answer specific questions
On a temporary or seasonal basis (such as during the summer at swimming
beaches)
On an emergency basis (such as after a spill)
Many agencies and organizations conduct water quality monitoring, including state
pollution control agencies, Indian tribes, city and county environmental offices, the EPA
and other federal agencies, and private entities, such as universities, watershed
organizations, environmental groups, and industries. Volunteer monitors - private
citizens who voluntarily collect and analyze water quality samples, conduct visual
assessments of physical conditions, and measure the biological health of waters - also
provide increasingly important water quality information. The EPA provides specific
information about volunteer monitoring at http://www.epa.gov/owow/
monitoring/vol.html.
Water quality monitoring is conducted for many reasons, including:
Characterizing waters and identifying trends or changes in water quality
over time.
Identifying existing or emerging water quality problems.
Gathering information for the design of pollution prevention or restoration
programs.
Determining if the goals of specific programs (such as river diversions) are
being met.
Complying with local, state, and Federal regulations.
Responding to emergencies such as spills or floods.
14 CHAPTERS
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EPA helps administer grants for water quality monitoring projects and provides
technical guidance on how to monitor and report monitoring results. You can find
a number of EPA's water quality monitoring technical guidance documents on the
Web at: http://www.epa.gov/owow/monitoring/techmon.html.
In addition to the EPA resources listed above, you can obtain information about
lake and reservoir water quality monitoring from the North American Lake
Management Society (NALMS). NALMS has published many technical
documents, including a guidance manual entitled Monitoring Lake and Reservoir
Restoration. For more information, visit the NALMS Web site at http://
www.nalms.org. State and local agencies also publish and recommend documents
to help organizations and communities conduct and understand water quality
monitoring. For example, the Gulf of Mexico Program maintains a Web site
(http://www.gmpo.gov/mmrc/mmrc.html) that lists resources for water quality
monitoring and management. State and local organizations in your community
might maintain similar listings. The Louisiana State University's Coastal Studies
Institute Web site also maintains a list of links for water quality information and
resources at http://www.csi.lsu.edu/.
In some cases, special water quality monitoring methods, such as remote
monitoring, or special types of water quality data, such as time-relevant data, are
needed to meet a water quality monitoring program's objectives. ^Time-relevant
environmental data are collected and communicated to the public in a time frame
that is useful to their day-to-day decision-making about their health and the
environment, and relevant to the temporal variability of the parameter measured.
Monitoring is called remote when the operator can collect and analyze data from a
site other than the monitoring location itself.
3.1 Time-Series Water Quality Sampling
The Jefferson Parish Project provides much needed baseline data on nutrient and
chlorophyll levels in the upper Barataria basin. Evaluation of historical data sets
indicate a lack of comprehensive water quality data especially in relation to
chlorophyll data. It also provides the only data from the Davis Pond Freshwater
Diversion outfall that is near-real time and easily assessable to the public via the
world wide Web. Diversions, and the possibility of diversion-related algal blooms,
are a major concern to communities in the New Orleans area, as is the growing dead
zone in the Gulf of Mexico. Using time-relevant monitoring of lake water quality
for the early detection of an algal bloom is a useful tool in providing timely
environmental information to natural resource and human health protection
agencies in Louisiana.
The Jefferson Parish Project team conducts time-relevant monitoring at one
location in Lake Salvador. At this location, the project team operates a sampling
platform, which performs time-series water quality monitoring using commercially
available monitoring sensors. The sensors transmit time-relevant water quality data
to a data acquisition system contained on the platform.
WATER QUALITY MONITORING 15
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Using wireless communication, the sampling system can both receive
programming and transmit data to a land-base station.
The time-series sampling system is installed on an existing oil pumping platform.
The data collection platform contains batteries; solar panels; telemetry equipment;
a data acquisition system (Handar 555A); and a sensor package. The specially
designed field computer provides a suite of water quality parameters from the
water below the platform. The sensor package, produced by Yellow Springs
Instruments6 (YSI6), has multisensor probes that can be customized to meet
virtually any sensor needs. The sensor package, connected to the data acquisition
system, collects data from 4 feet below the water surface at preprogrammed times.
Each hour, the time-series sampling system unit equipped with a multiprobe water
quality sensor manufactured by YSIe collects water quality data. The system
measures the following parameters:
Water level
Precipitation
Air temperature
Water temperature
Wind speed/direction
Specific conductance/Salinity
pH
Dissolved oxygen
Backscattter/Turbidity
Chlorophyll
[ a
The Jefferson Parish Project team uses a land-base station to communicate with the
sampling station via satellite interface. Time-relevant data are remotely
downloaded from the station daily. Figure 3.1 illustrates some of the basic sampling
station components and shows how the sampling system communicates with the
land-base station.
The remainder of this chapter highlights the Jefferson Parish Project. The following
subsection provides some background information on river diversion impacts and
estuarine ecology and it introduces some important concepts relevant to the study
of these topics.
3.1.1 Designing a Time-Relevant Water Quality
Monitoring Project
The first step in developing a water quality monitoring project is to define
your objectives. Keep in mind that time-relevant monitoring might not be
16 CHAPTERS
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Figure 3.1 Diagram of Basic Sampling Station Components
Time-Series Sampling Station
Satellite Interface
Base Station
D ata Upl oading/
Programming
Data Downloading
I
Database Management
M eteo rolo gical D ata
Wind Sensor
X.
Other Solar Panels
Sensors
Computer
(Handar-555
Datalogger)
Charge
Controller
Existing Oil Platform
YSI6600
Miitisensor Probe
the best method for your organization or community. For example, you would
not likely need time-relevant monitoring capability to conduct monthly monitoring
to comply with a state or federal regulation.
In order to clearly define the objectives of your particular water quality monitoring
project, you need to understand the system you are planning to monitor. This
means that you need to collect background information about the aquatic system,
such as natural occurringprocesses, system interactions, system ecology, and human
impacts on the system.
Since this particular monitoring project involves estuarine ecology and possible
impacts of freshwater diversion into estuaries, the following text boxes provides
some basic background information about these topics.
Estuarine Ecology
Estuaries are bodies of water that are balanced by freshwater and sediment influx
from rivers and the tidal actions of the oceans, thus providing transition zones
between the freshwater of a river and the saline environment of the sea. The result
of this interaction is an environment where estuaries, along with their adjacent
marshes and seagrasses, provide a highly productive ecosystem, that supports
wildlife and fisheries and contributes substantially to the economy of coastal areas.
As spawning, nursery, and feeding grounds, estuaries are invaluable to fish and
shellfish. Estuarine-dependent species constitute more than 95 percent of the
WATER QUALITY MONITORING
17
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commercial fishery harvests from the Gulf of Mexico, and many important
recreational fishery species depend on estuaries during some part of their life cycle.
Estuaries are diverse and productive ecosystems that provide a variety of valuable
resources, including fish and shellfish, recreation, transportation, and petroleum and
minerals.
Estuaries and wetland environments are intertwined. Coastal emergent wetlands
border estuaries and the coast and include tidal saltwater and freshwater marshes.
Coastal wetlands serve as essential habitat for a diverse range of species. These
wetlands are used by shorebirds, migratory waterfowl, fish, invertebrates, reptiles,
and mammals. Migrating waterfowl and migratory birds utilize these coastal
habitats. Mudflats, salt marshes, mangrove swamps, and barrier island habitats also
provide year-round nesting and feeding grounds for abundant populations of gulls,
terns, and other shorebirds. Estuaries, marshes and associated watersheds provide
habitat for many threatened and endangered species. Estuaries and wetlands
support complex food webs that provide an abundant food source for juvenile
and adult fishes (see Figure 3.2 below). In addition to providing habitat, wetlands
also improve water quality by filtering pollutants and sediment and offer a buffer
zone to protect upland areas from flooding and erosion.
Figure 3.2. Conceptual diagram of the food web in estuarine ecosystems
[Source: http://www.epa.gov/ged/gulf.htm].
Primary
' -procLicers
Marsh
plants
Primary
consumers
r^ฃfN
Secondary
consumers
Tertiary
_ consumers
Zoo plankton.
Fish,
filer feeders invertebrates,
- if Iwva
Detritus feeders and
decomposer community1
Benthb fish
Benthic
invertebrates
18
CHAPTERS
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There are usually three overlapping zones in an estuary: an open connection with
the sea where marine water dominates, a middle area where salt water and fresh
water mix, and a tidal river zone where fresh water dominates. Tidal forces cause
the estuarine characteristics to vary. Also variation in the seasonal discharge of rivers
causes the limits of the zones to shift, thus increasing the overall ecological
complexity of the estuaries. [Source: http://encarta.msn.com/fmd/
Concise.asp?z=l&pg=2&ti=761570978#sl]
Most of the world's freshwater runoff encounters the oceans in estuaries. Tides or
winds help mix the lighter, less dense fresh water from the rivers with the salt water
from the ocean to form brackish water. The salinity of brackish water is typically
2 to 10 parts per thousand (ppt), while the salinity of salt water is about35ppt. Due
mostly to changes in the river flow, the three main estuarine zones - saltwater,
brackish, and freshwater - can shift seasonally and vary significantly from one area
to another. [Source: http://encarta.msn.com/find/Concise.asp?z=l&pg =2&ti=
761570978#sl]
The chemical components of fresh (or river) water can vary greatly and produce
significant differences in estuarine nutrient cycles. Typically, the most important
compounds for estuarine life that are supplied by river water are nitrogen,
phosphorus, silicon, and iron. Seawater, which has fairly uniform chemical
components, provides sulfate and bicarbonate. With adequate nutrients and light
conditions, estuaries enable the production of phytoplankton which provides the
basis for some of the most productive habitats on earth. [Source: http://
encarta.msn.com/find/Concise.asp?z=l&pg=2&ti =761570978#sl]
River Diversion Impacts
Leveeing of the rivers for flood control has impacted the estuarine ecology by
blocking the rivers' historic spring overflows and thus impeding the rush of marsh-
supporting fresh water, nutrients, and sediment to the coastal zone. This resulted
in wetland loss along coastal zones and causes pressing environmental problems.
Diversion of freshwater and sediments from rivers is expected to conserve and
restore coastal wetlands, but citizens are concerned about the impact that nutrient
rich river water may have on water quality and growths (blooms) of phytoplankton.
The freshwater diversions imitate historic spring floods by providing a controlled
flow of freshwater and nutrients into estuaries. It is expected that this diversion will
restore former ecological conditions by combating land loss, enhancing vegetation
and improving fish and wildlife habitat.
However, there are concerns that the freshwater diversion may have a negative
impact on estuaries. Commercial fishermen are concerned that massive amounts
of river water may deteriorate the water quality in the lakes and bays where they
make their living. Communities downstream of diversion sites are concerned that
water levels will increase and cause flooding during high wind driven tides.
Scientists debate the wisdom of introducing more nutrients into already eutrophic
WATER QUALITY MONITORING 19
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systems. Stakeholders are also interested in the changes that will occur as salinity
levels are altered in the upper estuaries.
Diverting too much nutrients into estuaries, leads to excessive algae growth and
eventually oxygen depletion. In many cases, fish kills are evidence of oxygen
depleted water in the estuary. Sewage and other organic wastes that are discharged
into rivers and estuaries can overload estuaries with nutrients. These conditions can
contribute to the loss of animal and plant life, the decrease of a buffer zone from
storm surges, salt water intrusion, and ultimately the decline of the estuary and loss
of wetland. [Source: http://encarta.msn.com/fmd/Concise.asp?z=l&pg
=2&ti=761570978#sl]
River water diversions from previously leveed rivers into estuaries have shown
three potential impacts: (1) they may increase the water level in the estuary; (2) they
may increase nutrient and sediment input into the estuary; and (3) they may decrease
the salinity in the estuary. Figure 3.3 shows the possible beneficial and negative
impacts of river water diversions.
Designing the Jefferson Parish Project
The Jefferson Parish Project team's decision to collect time-relevant water quality
data was in response to the public's repeated request for publicly available real time
water quality data. Wetland loss and decline of the estuarine ecosystem raised an
interest to learn more about impacts of river water diversions from previously
leveed rivers into estuaries. The project team determined that pre-and post
diversion water quality data have to be collected in order to make assessments of
river water diversion impacts.
The project team decided to conduct time-relevant monitoring of lake water quality
to be able to detect algal blooms early and to provide timely environmental
information to natural resource and human health protection agencies. Having
time-relevant data allows entities to respond quickly to adverse environmental
conditions, make appropriate decisions to ensure economic and environmental
sustainability of the affected environment, and protect the health of commercial and
recreational users.
3.1.2 Selecting Your Sampling Frequency
The sampling frequency you select for your time-relevant water quality monitoring
project depends on your project's objectives. For example:
If you want to identify existing or emerging water quality problems
such as algal blooms, you could tailor your monitoring frequency to
20 CHAPTERS
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Figure 3.3. Possible Beneficial and Negative Impacts of River Water Diversion
: .- >.,:
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WATER QUALITY MONITORING
21
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collect data often enough to determine problems early to take measures to
alleviate the problem and warn the public.
If you want to study seasonal water quality problems, you may want to
increase your monitoring frequency during seasons when water quality
problems are more predominant (i.e., low dissolved oxygen levels and
associated fish kills during summer months).
It is appropriate to experiment with different monitoring frequencies to optimize
your ability to fulfill your project's objectives.
Jefferson Parish Project Monitoring Frequency
The Jefferson Parish Project team programed its time-series sampling system to
collect water quality samples every hour. This monitoring frequency allows the
team members to see short-term changes in water quality and allows them to detect
problems early to respond quickly to adverse environmental conditions, make
appropriate decisions to ensure economic and environmental sustainability of the
affected environment, and protect the health of commercial and recreational users.
The data from the monitoring station in Lake Salvador are used to assess average
conditions and variations from these average conditions. Ancillary measurement,
including but not limited to river discharge/stage, are obtained to aid in the
determination of the cause of the variability revealed by the time-series data.
Previous studies in shallow estuarine systems of coastal Louisiana have shown that
the physical and ecological variability is closely related to changes in wind speed/
direction and river discharge.
3.1.3 Selecting Water Quality Parameters for Monitoring
The time-relevant monitoring parameters that you select depend on your project's
objectives and the time-relevant technologies available to you. The Jefferson Parish
project team chose to monitor the following eleven water quality parameters on a
time-relevant basis to fulfill the project's objectives: water level, precipitation, air
temperature, water temperature, wind speed/direction, specific conductance/
salinity, pH, dissolved oxygen, reflectance/turbidity, and chlorophyll a.
The Jefferson Parish Project team uses time-relevant measurements of the above
listed parameters as indicators for the health of the ecosystem (early detection of
algal blooms, seagrass die-offs, and fish kills) and to monitor impacts of freshwater
diversions.
Harmful Algal Blooms
Microscopic, single-celled plants (phytoplankton) serve as the primary producers
of energy at the base of the estuarine food web. Some species of phytoplankton
grow very fast, or "bloom," and accumulate into dense, visible patches
22 CHAPTERS
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near the surface of the water. Although the causes of algal blooms are not entirely
known, scientists suspect that blooms occur as a result of a combination of high
temperatures, a lack of wind, and, frequently, nutrient enrichment. Some algal
blooms are called brown tides, and, while not harmful to humans, they cause serious
ecosystem impacts due to decreases in light penetration and dissolved oxygen.
Brown tides can cause seagrass die-offs and fish kills. Some algae produce potent
neurotoxins that can be transferred through the food web, where they cause
damage, even death, to organisms from zooplankton to humans.
The most well-known harmful algal bloom (HAB) events in the Gulf of Mexico
involve blooms of Gymnodinium breve (also known as red tides). This organism
discolors the water red (although other less harmful algae can also discolor the
water red) and has been implicated in fish kills and the deaths of manatee and other
marine mammals. G. breve produces brevetoxins that cause Neurotoxic Shellfish
Poisoning (NSP). NSP induces gastrointestinal and neurological symptoms in
humans that, although debilitating, are not fatal. In addition, toxic aerosols are
formed by wave action and can produce asthma-like symptoms in humans. This
often leads to beach closures [Source: http://www.epa.gov/ged/gulf.htm].
Jefferson Parish Time-Relevant Water Quality Monitoring Parameters
Water Level. The water level is monitored to ensure that freshwater diversions
do not create or add to any local flooding problems. Early warning of an increased
water level allows diversion managers to make appropriate decisions to minimize
the introduction of more water when flooding is likely.
Precipitation. Precipitation is monitored because it affects the water level in the
estuary. Increased water level may lead to flooding, which adversely impacts coastal
communities. Both, the lack or excess, of precipitation can adversely affect
vegetation and animal life and stress the ecosystem. In addition, precipitation
increases urban runoff, which increases nutrient loads, decreases salinity, and
influences dissolved oxygen levels in the estuary.
Air Temperature. Air temperature affects the water temperature and thus air
temperature monitoring can be used to predict water temperature trends. Air
temperature has a direct effect on biological activity and the growth of terrestrial
organisms and vegetation. Extremely high or low air temperatures for extended
periods of time can adversely affect vegetation and animal life and stress the
ecosystem.
Water Temperature. Water temperature affects metabolic rates and thus has a
direct effect on biological activity and the growth of aquatic animal life and aquatic
vegetation. Generally, high temperatures (up to a certain limit) increase biological
activity and growth, while low temperatures decrease biological activity and
growth. For example, high temperatures in nutrient rich environments promote
WATER QUALITY MONITORING 23
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algal growth and may lead to algal blooms. Temperature also affects biological
activity by influencing lake water chemistry, such as the oxygen content of the water.
Warm water contains less dissolved oxygen than cold water. Low dissolved
oxygen levels in the water might not be sufficient to support some types of aquatic
life.
Wind speed/direction. Wind speed/direction is important for water mixing.
High wind speeds promote mixing of water layers, whereas low wind speeds
promote stratification of the water layers. Mixing of bottom and surface water
creates relatively uniform temperature, dissolved oxygen, salinity, and reflectance/
turbidity profiles. Algal blooms are less likely to occur at high wind speeds because
higher turbidity in the surface water layer reduces light penetration and aquatic plant
growth. In addition, wind speed and direction influence salinity and water levels
through wind-driven tides. For example, a strong southerly wind can increase the
water level in the project area by as much as 12 inches. Salinity levels in the project
area also increase during periods with strong southernly wind.
Specific Conductance/Salinity or electrical conductivity. Electrical
conductivity/salinity is an estimator of the amount of total dissolved salts or total
dissolved ions in water. Many factors influence the electrical conductivity/salinity
of lake water, including the watershed's geology, the watershed's size, wastewater
from point sources, runoff from nonpoint sources, atmospheric inputs,
evaporation rates, precipitation, fresh water diversion from rivers, tidal surges, and
some types of bacterial metabolism. Electrical conductivity/salinity is also a
function of temperature; therefore, time-series data are standardized to 25ฐC. High
amounts of precipitation and fresh water diversion from rivers decreases electrical
conductivity/salinity, while tidal surges increase electrical conductivity/salinity in the
estuary. Estuaries are characterized by gradients in salinity from near fresh water
at the mouths of the tributaries to near marine at the mouth of the estuary. Estuaries
in the Gulf of Mexico are predominantly polyhaline (salinity more than 18 ppt)
during the summer months. Electrical conductivity/salinity affects the distribution
and health of benthic animals, fish, and vegetation. Both, excessively high or low
salinities, can negatively impact the estuarine ecosystem.
pH. pH is a measure of the hydrogen ion concentration in the water. A pH of 7
is considered neutral. Values lower than 7 are considered acidic and higher than 7
are basic. Many important chemical and biological reactions are strongly affected
by pH. In turn, chemical reactions and biological processes (e.g., photosynthesis
and respiration) can affect pH. Lower pH values can increase the amount of
dissolved metals in the water, increasing the toxicity of these metals. [Source: Lake
Access - Minneapolis BMP ACT Manual - EPA/625/R-00/012]
24 CHAPTERS
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Dissolved Oxygen. Dissolved oxygen (DO) is an indicator of the
habitability of estuarine waters for marine life and it is routinely measured
by monitoring programs interested in characterizing the eutrophic state of
estuaries. DO is recognized as an indicator of the extent of eutrophication because
wide fluctuations in DO often result from increased primary productivity and may
reflect prior nutrient loading. DO concentrations may also vary because of natural
processes, such as stratification, depth, wind-induced mixing, and tidal fluxes. DO
is necessary for respiration in most aquatic animals but different biota have different
requirements for adequate DO. Hypoxia (condition where DO is less than 2 mg/
L) increases stress from other factors (e.g., contaminants) on marine organisms,
whereas anoxic conditions (DO < 0.1 mg/L) produce toxic hydrogen sulfide
which can be lethal to marine biota. Many states require DO concentrations of 4-
5 mg/L for estuaries to meet their designated use criteria. Sufficient evidence exists
that DO < 2 mg/L is extremely stressful to most aquatic organisms. Low DO is
usually observed from June through October and is primarily driven by
stratification of the water column [Source: http://www.epa.gov/ged/gulf.htm].
Additional information about hypoxia can also be found on the following USGS
Web site: http://wwwrcolka.cr.usgs.gov/midconherb/hypoxia.html.
Turbidity. Turbidity (or backscatter) describes the clarity of the water. Turbidity
is a measurement of the amounts of total suspended solids in the water. The
particles that make up the turbidity can range from mineral matter to organics. In
combination with the chlorophyll measurements, it can be determined if mineral
matter or organics dominate. Predominant orgaincs can be an indication of an algal
bloom, which could mean that algae below the zone of light penetration are
decaying and consuming oxygen, which in turn, can result in hypoxia that effects
bottom dwelling organisms. Measurements of turbidity and backscatter are
interrelated in that water with high turbidity measurements also yields high
reflectance measurements. This is the case because the more particles are present,
the more light can be scattered back to the sensor. Increased turbidity
measurements might have several adverse effects on water quality, including the
following:
Turbidity reduces light penetration, which deceases the growth of
aquatic plants and organisms. The reduced plant growth reduces
photosynthesis, which results in decreased daytime releases of oxygen in
the water.
Suspended particles eventually settle to the bottom, suffocating eggs
and/or newly hatched larva, and occupy potential areas of habitat for
aquatic organisms.
Turbidity can also negatively impact fish populations by reducing the
ability of predators to locate prey - shifting fish populations to species
that feed at the lake or ocean bottom.
WATER QUALITY MONITORING 25
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Fine participate material can affect aquatic organisms by clogging or
damaging their sensitive gill structures, decreasing their resistance to
disease, preventing proper egg and larval development, and
potentially interfering with particle feeding activities.
Increased inputs of organic particles deplete oxygen as the organic particles
decompose.
Increased turbidity raises the cost of treating surface water for thedrinking
water supply.
Chlorophyll a. Nutrient loading is just one indicator of the potential that an estuary
has to become eutrophic. Chlorophyll a can be an indicator of the first level
response to nutrient enrichment. Measurements of chlorophyll a (via fluorescence)
in the water column represent the standing stock or biomass of phytoplankton.
Blooms of phytoplankton often indicate that an estuary is undergoing
eutrophication. In some estuaries, there is a good correlation between nitrogen
loadings from various sources and concentrations of chlorophyll a. In other
estuaries, however, the relationship does not hold and it is possible, in fact, for an
estuary to receive heavy loads of nitrogen and yet not exhibit increases in
phytoplankton biomass. Other factors such as light limitation, depth of the mixing
zone, flushing rates, and contaminants may affect the growth of phytoplankton.
3.1.4 Selecting Monitoring Equipment
The time-relevant water quality monitoring equipment that you select depend on
your project's objectives. When you select your monitoring equipment, you should
carefully consider ease of use, equipment lifetime, reliability, and maintenance
requirements. You also might consider to use equipment that has been used
successfully for similar types of projects.
Jefferson Parish Equipment Components
The sampling system consists of a platform; data acquisition system (computer
system); a battery; a solar panel; telemetry equipment; and a sensor package. The
computer system allows for remote programming, data acquisition, and data
retrieval. Information about the equipment components listed below was obtained
from User's Manuals available from the Handar (now Vaisala Inc.) Web site at
http://www.vaisala.com and from the Yellow Springs Instruments, Inc. (YSI)
Web site at http://www.ysi.com. Even though the Jefferson Parish project team
uses Handar and YSI instrumentation, other manufactures provide similar
equipment. For example, satellite transmitters are also produced by Sutron (http:/
/www.sutron.com) and sensor equipment is also supplied by Hydrolab (http://
www.hydrolab.com).
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Platform. The platform, which provides the structure for the sampling system, is
an existing oil pumping platform in Lake Salvador. A picture of the platform with
the sampling system is shown in Figure 3.4. For safety reasons, the platform is
equipped with a light that is connected to a
battery, which gets charged by a solar panel. The floor of the platform has metal
grating to which the equipment on the platform is secured. The grating also allows
the Jefferson Parish team members to walk on the platform and access the
equipment.
Data Acquisition System (DAS). The Handar Model 555A is a programable
DAS that controls the sensors, data storage, telemetry, and data transmission. The
555 software governs all aspects of the DAS operation, which includes reading the
sensors, analyzing and processing the data, storage and telemetry. The user creates
its own unique program using an MS-DOS compatible computer by selecting
commands and sensor parameters from pull down menus. The program is then
stored in the nonvolatile memory of the DAS. The unit contains a data acquisition
board, serial bus, and power supply enclosed in a corrosion-resistant fiberglass resin
case. The Handar 555 unit enables the user to:
Collect, process, and store data at user-specified intervals.
Transmit data to the land-base station via wireless communication.
Program the unit from the land-base station.
Operate the unit in the field with a portable computer.
Figure 3.4. Picture of the sampling system platform taken during the January 9, 2001 site visit.
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The structure on the left of picture is the light (A) below which you see the solar panel
(B) and the box containing the battery (C). The structure to the right of the light
is the fiberglass case (D) containing the DAS, the satellite radio transmitter, and the
battery. The solar panel for the sampling system (E) is to the left of the DAS case.
Above the DAS case is the rain gauge (F)
and the satellite transmission antenna (G). The wind speed/direction sensor, which
is usually mounted above the DAS case, is not shown in the picture because it was
damaged prior to the site visit and was in the process of being replaced. The right
of the pictures shows pipes and structures (H) of the oil platform, which are not
part of the sampling system.
Battery and Solar Panel. The Handar 555A DAS model has an internal lead-acid
gel cell battery. This battery is sealed and rechargeable with a solar panel assembly.
A variety of solar panels may be used for recharging the battery as long as the
charging current is regulated not to exceed 0.3 A. Higher charging currents can
damage the battery and even cause a hydrogen gas explosion.
Telemetry Equipment. The Handar Serial Bus allows the data acquisition board
to communicate with the communications devices and the Programming Set. A
variety of communications options are available for telemetry, including
communication via telephone systems, radio, or satellite.
The Jefferson Parish project team uses a satellite radio transmitter for
communications via GOES. The GOES are satellites operated by the National
Environmental Satellite, Data and Information Service (NESDIS) of NOAA. The
GOES Satellite Radio Module consists of a 10-watt transmitter that can be set to
any of the allowable 199 domestic GOES and 33 international channels assigned
by NESDIS. The normal configuration of GOES consists of the GOES East
satellite stationed 21,700 miles above the equator at 75 degrees west longitude and
the GOES West satellite is at 135 degrees west longitude.
Data are transmitted by the data acquisition system on an assigned ultra high
frequency (UHF)-band frequency in the direction of the GOES. The GOES
repeats the message in the S-band, which is received at the NESDIS ground station
at Wallops Island, Virginia. The data are then re-broadcast to the DOMSAT
satellite, which is a low orbiting communications satellite, and then retrieved on an
eight-foot dish at the USGS office in Baton Rouge.
Sensor Package. The sensor package, YSI 6600, has multisensor probes to
measure the various water quality parameters. A picture of the sensor package and
probes is shown in Figure 3.5 below. The YSI 6600 is controlled by the Handar
555 unit. The sensors collect water quality and water level data beneath the platform.
A special cable transmits power and protocols from the Handar 555 unit to the
sensors and transmits data from the sensors to the Handar 555 unit.
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Jefferson Parish Equipment Selection
When selecting the water quality sampling equipment, the Jefferson Parish project
team worked with their local USGS office in Baton Rouge to find out which
equipment they use. The USGS district office in Baton Rouge
Figure 3.5. Picture of the YSI 6600 sensor package with multisensor probes taken during the
January 9, 2001 site visit.
already maintains and services a number of water quality sampling stations in
that area and has extensive experience with the monitoring equipment used.
Since the Jefferson Parish team contracted USGS to operate and maintain their
time-series sampling unit, they wanted to use the same equipment the Baton
Rouge USGS office is using for their other projects to facilitate the process and
reduce costs. Since other USGS offices may be using different water quality
monitoring equipment than the Baton Rouge office, you should contact your
local USGS office and find out which equipment they use, if you are contracting
USGS to operate and maintain your time-series sampling unit. The Jefferson
Parish Project team selected the Handar 555A DAS with the YSI 6600 sensor
package to collect time-relevant water quality data. This capability has
provided the Jefferson Parish Project team with new opportunities for data
collection and analysis and helps the project team to meet its objectives as
described below:
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Multiple water quality parameters can be collected simultaneously.
On demand water quality sampling can be conducted during significant
environmental events or when humans are physically unable to test on-site.
Multiple data points may be collected and received daily making water
quality testing a more efficient and economical process.
The frequent collection of water quality data enables personnel to
provide timely environmental information to the community and natural
resources and human health protection agencies.
The Jefferson Parish Project team also selected the time-series monitoring
equipment for its ease of use, warranty and Customer Service, reliability, low
maintenance requirements, and successful use for similar types of projects.
Ease of Use. Using the time-series monitoring equipment allows the project team
to collect near-real time data without having to travel out into the field to view,
upload, and process the data. This eliminates the need for frequent trips to a
monitoring site and lets the project team respond to events as they occur.
Equipment Warranty and Customer Service. The Handar 555 DAS with its
YSI 6600 multi-parameter monitoring systems is designed for long-term in situ
monitoring.
The YSI sondes are warranted for two years; all cables are warranted for one year;
and depth, dissolved oxygen, temperature/conductivity, pH, chloride, turbidity,
and chlorophyll probes are warranted for one year. Handar warrants its data
acquisition systems for five years and its telemetry systems for one year. Both YSI
and Handar have customer service agreements providing repair services for their
equipment.
Reliability. The Handar 555 DAS with its YSI 6600 multi-parameter monitoring
systems is designed to work reliably even in extreme weather conditions.
Low Maintenance Requirements. The time-series sampling system has
relatively low maintenance requirements. The YSI probes need some regular
maintenance, such as periodic cleaning, membrane changes of the dissolved oxygen
probe, and replacement of desiccant for the water level sensor. In addition, weekly
calibration of the dissolved oxygen sensor is required. Users also need to check the
batteries and the charging system of the DAS on a regular basis.
Successful Use in Similar Projects. The Jefferson Parish Project team also
selected the time-series sampling system because of its proven track record. Other
water quality monitoring projects (e.g., the Louisiana Lake Pontchartrain project
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and other local monitoring sites maintained by the USGS) use time-series sampling
systems successfully for similar types of projects.
3.1.5 Siting Monitors
The time-relevant water quality monitoring location(s) that you select depend on
your project's objectives. When you select your monitoringlocation(s), you should
carefully consider the following factors:
Will the data collected at this location (s) fulfill your project's
objectives? For example, if you would like to study the impacts
of freshwater diversions on water quality in estuaries, you need
to make sure that the monitor to collect pre- and post-diversion
data is located in a representative area downstream from the
diversion structure.
Is your community supportive of equipment installation for time-
series monitoring in the location(s) you selected?
Does the monitoring equipment at the selected location(s) present a
danger to your community? For example, is the location (s) in an area
with heavy boat, swimming, or personal water craft traffic?
Is your monitoring equipment safe at the selected location(s)? For
example, is the equipment protected from vandalism, tampering, or
weather related damage?
Are there any local, state, or federal regulations that you need to
consider in siting the monitor(s)?
Is the access to the monitor location(s) adequate?
Siting the Jefferson Parish Monitoring Location
The Jefferson Parish Project team decided to locate the time-relevant monitoring
system on an existing structure, an old oil pumping platform, located in Lake
Salvador, a key outfall area of the Davis Pond Diversion. Key project members
determined that this site met project locality needs during field reconnaissance.
3.1.6 Installing the Time-Series Sampling System
This section discusses some of the basic installation procedures for the sampling
system. The detailed installation procedures for the time-series sampling equipment
are available from the user's manuals of the individual pieces of equipment. The
user's manual for the YSI 6600 sensor package can be downloaded from the
Yellow Springs Instruments, Inc. Web site at http://www.ysi.com. The user's
manual for the data acquisition system is can be ordered from the Handar (now
WATER QUALITY MONITORING 31
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Vaisala Inc.) Web site at http://www.vaisala.com. You will need to consult these
manuals for detailed step-by-step installation guidance.
Unpacking and Inspecting the Equipment
The first step to install the time-series sampling system is to unpack and inspect the
equipment. As soon as you receive the equipment, you should follow the following
steps:
1. Remove the packing material surrounding the equipment.
2. Using the enclosed packing slip, perform an inventory of all items. If you
are missing any items, contact the manufacturer immediately.
3. Conduct a thorough visual inspection of all items. If you observe any
damage, contact the manufacturer and the carrier.
Preparing and Assembling the Equipment
The second step to install the time-series sampling system is to conduct a series of
preparation and assembly activities on land and at the sampling location. Complete
the following list of preparation and assembly activities:
Installation and preparation on land:
Calibrate your water quality monitoring sensor according to
manufacturer's instructions.
Install the sampling system base software program on your land-base
station computer.
Ensure your battery to supply power to the sampling system is charged.
Installation at the site:
Secure Handar unit on the sampling platform.
Assemble sensor package.
Install telemetry antennas and correctly point directional antennas.
Run cables along platform structure and tie cables to the structure with
tie-wraps.
Connect cables (At the lower end of a cable, allow the cable to form a
loop with the low point well below the connector on the Handar unit
panel. This lets the moisture running down the cable drip to the ground
at the low point and keeps it from running into the connectors).
Assemble the electrical system.
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Connect the Handar unit to the electrical system.
Connect the sensor package (Connect sensor cables to sensor and data
acquisition system).
Position and connect the solar panel.
Connect power supply.
Perform electrical testing to ensure proper operation.
Initialize data acquisition system.
Load data acquisition software.
Test the sensors.
Set the clock.
Set start time and interval
3.1.7 Operating the Time-Series Sampling System
This section discusses the basic steps for operating the time-series sampling system.
The procedures were summarized from the user's manual for the data acquisition
system, which can be ordered from the Handar (now Vaisala Inc.) Web site at http: /
/www.vaisala.com. You will need to refer to this manual, for detailed step-by-step
operation guidance.
Viewing and Retrieving Data
In order to examine and collect data from the DAS while it is running in the field,
connect your programming set to the DAS and use the RETRIEVE DATA
command of the ONLINE menu. If you just want to look at the most recent data
in memory to see how things are currently going, proceed as follows:
(1) Select RETRIEVE DATA command.
(2) Select ALL DATA STORES.
(3) To view the most recent items, select DISPLAY.
(4) Select either ALL data, LAST MEASUREMENTS, or
INCLUSIVE PERIOD, depending on which data you
would like to view.
(5) Press ENTER for the data to appear on the screen.
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Printing Data
If you have a printer connected to your programming set, and you want to
have a printed version of the screen display, follow the steps below:
(1) Select RETRIEVE DATA command.
(2) Select ALL DATA STORES.
(3) To print the most recent items, select PRINTER.
(4) Select either ALL data, LAST MEASUREMENTS, or
INCLUSIVE PERIOD, depending on which data you would
like to print.
(5) Press ENTER for the data to print.
Saving Data Files
The procedure for transferring data from the DAS memory to a file on the hard
disk or floppy disk in your programming set is nearly the same as for viewing and
retrieving data. If you want to save data files, proceed as follows:
(1) Select RETRIEVE DATA command.
(2) Select ALL DATA STORES.
(3) To save the data, select DISK.
(4) Choose either TEXT or BINARY format
(5) Specify a file name and a path using standard DOS
notation to store the data.
Inspecting and Changing Parameters
Parameters are numbers or characters that you provide to control program
operation. They include such items as measurement times and intervals to control
process schedules, sensor calibration information, and current values and offsets.
Initial values of all these items are required during programming, but you can change
some of them after loading the program into the data acquisition system.
Parameters that you can inspect and change in the data acquisition system are called
field accessible. To change field accessible parameters, proceed as follows:
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(1) Select ALTER PARAMETERS in the ONLINE menu.
(2) The screen displays a list of the names of all the field accessible
parameters together with their current values. Move the highlight to
one you want to change and select it by pressing ENTER
(3) If you see the message EDITING ACCESS DENIED, you cannot
change the parameter in the present mode of the DAS. Just above
this message, there will be a label, for example ALTERABLE IN STOP
MODE ONLY, that explains the restrictions on the parameter. If the
number is displayed, you can change it.
(4) After making your changes, press ENTER and you will see the list of
parameters again with the new value for the one you changed. The
change will affect all sensors and processes that use that parameter.
3.1.8 Maintaining the Time-Series Sampling System
The scheduled maintenance activities for your time-series sampling system will likely
involve cleaning and calibration of your water quality monitoring sensors and
replacement of desiccant for the water level sensor. Maintenance frequency is
generally governed by the fouling rate of the sensors, and this rate varies by sensor
type, hydrologic environment, and season. The performance of temperature and
specific conductance sensors tends to be less affected by fouling, whereas the
dissolved oxygen, pH, and turbidity sensors are more prone to fouling. The use
of wiper or shutter mechanisms on modern turbidity instruments has decreased the
fouling problem significantly. For stations with critical data quality objectives,
service intervals may be weekly or more often. Monitoring sites with nutrient-
enriched waters and moderate to high temperatures may require service intervals
as frequently as every third day. In cases of severe environmental fouling, the use
of an observer for servicing the water quality monitor should be considered. In
addition to fouling problems, physical disruptions (such as recording equipment
malfunction, sedimentation, electrical disruption, debris, or vandalism) also may
require additional site visits. The service needs of water quality monitoring stations
equipped with telemetry can be recognized quickly, and the use of satellite telemetry
to verify proper equipment operation is recommended. The USGS Web site
(http://water.usgs.gov/pubs/wri/wri004252/#pdf) is a good source for
background information on operation and maintenance of near-real time water
quality monitoring systems. (The information in this Section is summarized from
the USGS document titled "Guidelines and Standard Procedures for Continuous
Water-Quality Monitors: Site Selection, Field Operation, Calibration, Record
Computation, and Reporting". This document is available from the USGS Web
site listed above.)
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Jefferson Parish Project Maintenance Activities
Jefferson Parish team services the time-series sampling system at least once per
week to conduct routine maintenance activities. In case of physical disruptions
(such as recording equipment malfunction, sedimentation, electrical disruption,
debris, or vandalism), the Jefferson Parish team conducts additional site visits. Since
the Jefferson Parish system is equipped with satellite telemetry, proper equipment
operation can be verified at all times allowing quick identification of any service
needs of the water quality monitoring station. The following general maintenance
functions are conducted on the Jefferson Parish system:
Daily review of the sensor function by checking the transmitted data
Weekly inspection of the site for signs of physical disruption
Weekly inspection of the sensors for fouling, corrosion, or damage
Weekly change of desiccant used on the "dry" atmospheric side of the
differential transducer used for water level measurements
Check if desiccant for the water level sensor is active (active desiccant is
colored blue whereas inactive desiccant is colored pink) and replace it as
needed
Battery/power check
Routine sensor cleaning and servicing
Calibration
The Jefferson Parish project team cleans, calibrates, and inspects the monitoring
equipment according to detailed instructions provided by the equipment
manufactures. The sensors are cleaned carefully and thoroughly to remove algae
and any other organisms that foul the sensors. The pH, turbidity, and conductivity
sensors are calibrated against known standard solutions. The temperature sensor
is generally not calibrated, but the team makes comparisons of the temperature
readings by using USGS District-certified thermometers or thermistors. Although
field calibration is possible, rough water in Lake Salvador and temperature changes
in the field can complicate calibration efforts. Thus, calibration of the dissolved
oxygen sensor is conducted in the controlled environment of the USGS laboratory
to facilitate the process. The team has two dissolved oxygen sensors, which are
being switched between field use and lab calibration on a weekly basis.
The detailed maintenance requirements and procedures for the sampling
equipment are available from the user's manuals of the individual pieces of
equipment. The user's manual for the YSI 6600 sensor package can be
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downloaded from the Yellow Springs Instruments, Inc. Web site at http://
www.ysi.com. The user's manual for the data acquisition system is can be ordered
from the Handar (now Vaisala Inc.) Web site at http://www.vaisala.com.
Figure. 3.6. Picture of the antenna at the LSU Costal Studies Institute taken during the January 9,2001 site visit.
3.2 Satellite/Remote Sensing Technology
3.2.1 Available Satellite Data
Satellite image data can be used to provide regional maps of the surface or near-
surface distribution of physical and biological components/characteristics of water
bodies. Data from the NOAA Polar Orbiting Environmental Satellites (POES)
can be received directly via antenna, such as is done at the Earth Scan Laboratory,
Coastal Studies Institute at LSU. A picture of the antenna used at the LSU Coastal
Studies Institute is shown in Figure 3.6 above. The data can be viewed and analyzed
close to realtime. The Orbview-2 SeaWiFS (Sea-viewing Wide Field of View
Sensor) has a 2-week embargo on research use. A list of SeaWiFS ground stations
is provided in Appendix B. The NOAA satellites are equipped with an Advanced
Very High Resolution Radiometer (AVHRR). Orbview-2 carries the SeaWiFS
ocean color sensor.
Advanced Very High Resolution Radiometer - a broad-band, four or five
channel scanner, sensing the visible, near-infrared, and thermal infrared
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portions of the electromagnetic spectrum. Important functions of the AVHRR
include:
Deriving Sea Surface Temperatures
Deriving the Normalized Difference Vegetation Index
Deriving atmospheric aerosols over the oceans
Monitoring volcanic eruptions and supporting an operational NOAA
warning of volcanic ash in the atmosphere during eruption events
Other applications requiring high temporal resolution of daily coverage,
with moderate spectral and spatial resolution, operational stereoscopic
coverage, and calibrated thermal sensors.
[Source: http: //www.ngdc.noaa.gov/seg/globsys /avhrr3.shtml]
There are four types of AVHRR data:
High Resolution Picture Transmission (HRPT)
Global Area Coverage (GAG)
Local Area Coverage (LAC)
Automatic Picture Transmission (APT)
HRPT Data are full resolution (1-km) real time data received directly by ground
stations. GAG data are sampled onboard to represent a 4.4-km pixel, stored and
played back to a NOAA ground stations in Virginia, Alaska, and Lanion, France.
LAC data are 1-km recorded onboard and played back to the NOAA ground
stations. APT is an analog derivative of HRPT data transmitted at a lower resolution
and high power for low-cost very high frequency (VHP) ground stations. For the
Jefferson Parish EMPACT document, LSU receives HRPT data. [Source: http:/
/www.ngdc.noaa.gov/seg/globsys/avhrr3.shtml]
Sea-viewing Wide Field-of-view Sensor - a sensor that provides quantitative
data on global bio-optical properties to the Earth science community. Subtle
changes in ocean color signify various types and quantities of marine phytoplankton
(microscopic marine plants), the knowledge of which has both scientific and
practical applications.
The concentration of microscopic marine plants (or phytoplankton) can be derived
from satellite observation and quantification of ocean color. This is due to the fact
that the color in most of the world's oceans in the visible light region (wavelengths
of 400-700 nm) varies with the concentration of chlorophyll and other plant
pigments present in the water, i.e., the more phytoplankton present, the greater the
concentration of plant pigments and the greener the water.
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Since an orbiting sensor can view every square kilometer of cloud-free
ocean every 48 hours, satellite-acquired ocean color data constitute a valuable tool
for determining the abundance of ocean biota on a global scale. [Source: http://
seawifs.gsfc.nasa.gov/SEAWIFS/BACK GROUND/
SEAWIFS_BACKGROUND.html]. The SeaWiFS data have an embargo period
of at least 14 days and therefore are not available in real time on the Web site [Source:
EMPACT 1st Year Report, November 2000, Walker, et al].
The SeaWiFS Project operates a research data system, which gathers, processes,
archives, and distributes data received from an ocean color sensor. The data can
also be obtained as a "data buy" from a private contractor, Orbital Sciences
Corporation (OSC). OSC operates the SeaStar satellite which carries the SeaWiFS
sensor. [Source: http://seawifs.gsfc.nasa.gov/SEAWIFS/BACKGROUND/
SEAWIFS_970_BROCHURE.html]
3.2.2 Use of Satellite Data - Jefferson Parish Project
The LSU Coastal Studies Institute (CSI) manages the Earth Scan Laboratory (ESL)
(http://www.esl.lsu.edu). The ESL is an earth station telemetry site for the capture
of NOAA AVHRR, Orbview-2 SeaWiFS and GOES-8 digital satellite image data.
The mission of the ESL is to support research, education, and public service/
emergency response with near-real time or archived remotely sensed satellite and
aircraft data. ESL's mission also includes processing, analysis, interpretation, and
dissemination of the remotely sensed data. These satellite data are a valuable asset
for environmental management and decision making that involves environmental
conditions, such as:
Monitoring conditions of coastal and estuarine waters, their surface
temperature, turbidity (reflectance) levels, and coastal inundation for
fisheries management
Detecting river flooding in local detail for state disaster-related decision
makers.
[Source: http://antares.esl.lsu.edu/htmls/intro.html]
The Jefferson Parish project uses satellite data to monitor regional changes in
temperature, reflectance (suspended solids) and chlorophyll a in Louisiana lakes,
bays, and the coastal ocean adjacent to the Davis Pond diversion project.
3.3 Water Quality Field Sampling
The USGS District Office in Baton Rouge, Louisiana, takes weekly and special
event field samples to "surface truth" the remote sensing data and to validate the
time-series water quality sampling data. "Surface truthing" satellite data involves
WATER QUALITY MONITORING 39
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measuring reflectance and relating the digital measurements of turbidity and
fluorescence to suspended solids and chlorophyll a measurements taken from field
samples.
3.3.1 Water Quality Field Sampling and Analysis Team
The USGS District Office in Baton Rouge, Louisiana, collects water quality field
samples. Jefferson Parish provides a trained environmental technician and the
parish's boat to assist the USGS with water sample collection.
LSU-CEI is responsible for analysis of water samples and providing the resulting
data in tabular and graphic form. The LSU-CEI lab analyzes the field samples for
chlorophyll a, nutrients, suspended solids, salinity, and pH and provides graphical
summaries of each parameter within one week of laboratory analysis. The
chlorophyll a and nutrient analyses on water samples are used to surface-truth
satellite images. LSU-CEI scientists interpret the water quality and remotely sensed
data and post it to a Web site. LSU-CEI provides quarterly reports of all data (with
allowances for a one month delay in processing and Quality Assurance and Quality
Control) to the project manager at Jefferson Parish. Graphical summaries of each
parameter are updated within one week of laboratory analysis, but are subject to
subsequent QA/QC procedures. Monthly graphics of key parameters are sent to
the EMPACT manager for Jefferson Parish. A tabular summary of samples
received, status and completion are maintained as part of a routine chain-of-
custody procedure. Data are also presented on an LSU Web page, which will be
linked to the Jefferson Parish EMPACT home page.
LUMCO identifies harmful algal species contained in each sample, provides the
resulting data in tabular and graphic form, and coordinates with the Louisiana
Department of Health and hospitals regarding possible threats to human health.
3.3.2 Sampling Locations and Frequency
Water samples for lab analysis are taken weekly from seven stations in Lake
Salvador and Lake Cataouche. (Cataouche is a smaller lake to the north of Salvador.
Both lie in the direct flow path of the Davis Pond Diversion.) Collection stations
were chosen by Dr. Chris Swarzenski, a scientist with the USGS who has been
doing marsh grass research in the area for the past 15 years, to compliment and
augment monthly monitoring in the area by others (USAGE, Louisiana
Department of Natural Resources, United States Park Service, and Turner). The
coordinates and a map depicting the location of collection sites is shown in
Figure 3.7.
Additionally, samples are taken from the upper Barataria Basin to the Gulf of
Mexico during two separate collection dates during the summer months when
conditions are most conducive to phytoplankton growth. The relation between
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surface characteristics from the field samples and satellite data are described in more
detail in Section 4.
Figure 3.7. Map and Coordinates flat/long or UTM) of Water Quality Field Sampling Locations
LCI (294423, 901254) Southwesterly of platform
LC2 (294549, 901325) West of platform
LC3 (294748, 901405) Northeasterly of No. 2
LC4 (295001, 901426) Northeasterly of No. 3
LC5 (294943, 901207) Easterly of No. 4
LC 6 (294901, 901011) Southeasterly of No. 5 (in channel on east side of Couba Island)
LC 7 (294738, 901043) Northeasterly of platform
LC 8 (294608, 901116) Platform
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4. COLLECTING, TRANSfERRING, AND
MANAGING TIME-RELEVANT WATER
QUALITY DATA
In order to effectively assess water quality and the impacts of water
quality management activities, such as river diversions into estuaries, it is
necessary to monitor water quality over time (i.e., monitor pre- and post-
diversion water quality). The water quality monitoring should take into account
water quality parameters important to the local community. Conducting a
comprehensive manual sampling program that covers different times of the day,
as well as different seasons and seasonal events, presents distinct challenges. As a
result, many water quality monitoring programs, such as the Jefferson Parish
Project, rely on automated systems, in which water sampling units collect data at
programmed intervals and then transmit the data to a land-based station for
storage, retrieval, and analysis. In addition, the Jefferson Parish project relies on
remote sensing data to monitor water parameters. However, limited field
sampling still has to be conducted to "surface truth" the satellite data.
Using the Jefferson Parish Project as a model, this chapter provides you and
your community with "how-to" instructions on how to operate and
maintain such data collection systems. If you are responsible for or interested
in implementing time-series water sampling, you should carefully read the
technical information presented in Section 4.2, which discusses setting up
and using a sampling station for data collection and transfer, and managing
the data at the base station. If you are interested in using remote sensing
technology to monitor water quality parameters, you should read the
information presented in the Section 4.3. This section provides detailed
information on satellite data acquisition, processing, interpretation,
ground-truthing, and data transfer and management. Details on water quality
field sampling are discussed in Section 4.4, which provides details on sampling,
water quality parameter analyses phytoplankton speciation, and data transfer and
management. Readers interested in an overview of the system should focus
primarily on the introductory information in Section 4.1 below.
4.1 System Overview
The water quality monitoring program for the Jefferson Parish Project uses
three types of data: (1) time-series water sampling data; (2) satellite data; and
(3) water quality field sampling data. The data are collected and analyzed by
four separate entities. Time-series water sampling data and satellite data can
be accessed through links from the Jefferson Parish Web site at http://
www. jeffparish.net/pages/index.cfm?DocID = 1228.
COLLECTING, TRANSFERRING, AND 43
MANAGING TIME-RELEVANT WATER QUALITY DATA
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Figure 4.1 System Overview
GOES
-Transmit Data
- Schedule profiles
for data collection
-Transfer data
NOAAard
OJbview-2
Satellites
- S eaS pace Terascan
image reception .and
processing
NOAAand
Oiiview-2
Satellites
- Model data
- Analyse data
-Display data
-Phytoplarikton
speciation
44
CHAPTER 4
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The field sampling data are available via the Internet at http://its2.ocs.lsu.edu/
guests/ceilc/. A schematic of the main components of the data collection,
transfer, and management system for the Jefferson Parish project is presented
in the figure on the following page.
The time-series water sampling data are collected by an automated system, in
which a sampling unit collects hourly data and then transmits the data via
GOES to the USGS District Office every four hours for storage, retrieval,
and analysis. The sampling unit is located in Lake Salvador, a key outfall area
of the Davis Pond Freshwater Diversion Project.
Satellite data collected by NOAA satellites are received and processed using
SeaSpace Terascan system which operates at the Earth Scan Laboratory,
Coastal Studies Institute at LSU. This software package performs calibration,
geometric correction, and more specialized processing for the determination
of temperature, reflectance (turbidity), and chlorophyll a concentrations. Water
sampling results are used to "surface truth" satellite reflectance measurements
and to relate the digital measurements of turbidity and fluorescence to
suspended solids and chlorophyll a.
Water quality field sampling is conducted weekly from seven stations in Lake
Salvador and Lake Cataouche (a smaller lake north of Lake Salvador) to
ground-truth remote sensing data and validate time-series water sampling data.
The LSU-CEI analyzes the samples for chlorophyll a, nutrients, and suspended
solids. The LUMCON provides data on phytoplankton speciation including
identification of harmful algal species. The field sampling data are
interpreted and made available via the Internet.
4.2 Time-Series Water Quality Sampling
A data collection, transfer, and management system can benefit your
community in two ways: It enables you to automate the collection of water
quality samples, and it enables you to control the resulting data flexibly and
easily. By using the system's software, you can program your time-series water
sampling unit to collect water quality data at specified intervals. Then you
can call the sampling unit as needed for data transmission or program your
system to call for transmissions of data at specified times. Once the data
arrive, the information can be formatted and stored or otherwise prepared for
export to another database, or it can be analyzed using geographical
information system or data visualization software.
The sampling station unit is installed on a platform in the water and
programmed to collect water quality data at specified intervals. The sampling
unit has a multiprobe water quality sensor manufactured by YSI.
This YSI Model 6600 data collection station is equipped with two optical
ports for temperature and conductivity measurements plus a pressure and
COLLECTING, TRANSFERRING, AND 45
MANAGING TIME-RELEVANT WATER QUALITY DATA
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turbidity probe and dissolved oxygen and pH sensors. The data collected
by the sampling station unit is transmitted via GOES to the USGS District
Office at set time intervals and displayed on the USGS Internet home page.
The data is archived as part of the USGS national hydrologic information
system and resides in INGRES, a software developed by the USGS. Data
security is managed by established USGS procedures.
The land-based station at the USGS District Office is basically a computer
equipped with two main parts: (1) the base system software used to create
profile schedules of sampling parameters and to communicate with the
sampling station unit to transmit schedules and receive sampling data and
(2) the database management system used to format, quality check, and
store collected data.
The sampling station unit and the base station computer are equipped with
communications hardware featuring a satellite radio transmitter. This
equipment allows the sampling station unit and computer to "talk" to each
other over long distances. Because of this communication ability, the
sampling station unit becomes part of a remote data acquisition system
controlled from the land-base station. At the base station, an operator runs the
sampling station-base software to connect to the sampling station unit for data
collection and transfer.
The system's flexibility enables you to establish sampling and data transfer
protocols based on your specific monitoring needs. For example, you might
program your sampling station unit to sample every hour, 7 days a week, to
monitor general trends. You might also want to conduct sampling specific
to certain events, such as conditions conducive to algal blooms, during which
you might monitor water quality on a 30-minute basis.
The system can collect and store data for future use, or it can retrieve and
transmit collected data in near-real time. Each sampling station unit stores
collected data in its on-board computer, making the data available for
download on demand by the base station. The unit can also serve as a
temporary archive by retaining a copy of all transmitted data files. Once the unit
runs out of space, it will overwrite data as necessary, beginning with the oldest
data.
The remainder of this section provides information on how the data
collected by the sampling system are transferred to the base station, how
the data are managed, and which troubleshooting and data quality
assurance steps are taken. These steps are illustrated using the Jefferson Parish
project as an example.
How often should data be collected?
The Jefferson Parish time-series sampling station collects samples on an
hourly basis and transmits the data via GOES to the USGS District Office
46 CHAPTER 4
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every four hours. The data is then displayed on the USGS Internet home
page.
4.2.1 Data Collection Equipment Calibration
USGS members of the Jefferson Parish team perform routine, weekly
maintenance and calibration of the sensors with independent equipment. This
independent equipment is tested to ensure accuracy and reliability of the field
instrumentation. The USGS district office ensures that adequate testing is
carried out and the documented results fully characterize the performance
and capabilities of the instruments. The USGS Hydrologic Instrumentation
Facility (HIF) conducts testing, evaluation, and documentation of instrument
performance. USGS districts purchase instruments through HIF when
possible. HIF can also perform independent testing for the district offices.
The USGS Web site (http://water.usgs.gov/pubs/wri/wri004252/#pdf) is a good
source for background information on calibration and data QA/QC of
"real-time" water quality monitoring systems. Table 4.1 shows some USGS
sensor calibration requirements. USGS recommends that equipment
adjustments be made until the equipment meets their recommended
calibration criteria. Otherwise, equipment that cannot meet the calibration
criteria! should be replaced. The information in this Section is summarized
from the USGS document titled "Guidelines and Standard Procedures for
Continuous Water-Quality Monitors: Site Selection, Field Operation,
Calibration, Record Computation, and Reporting" available from the USGS
Web site listed above. The USGS guidelines referred to in this document have
evolved based on decades of experience with water-quality monitoring.
4.2.2 Transferring Your Collected Data to the Base
Station
As a first step, you will need to determine what kind of data communication
or telemetry equipment to install on your sampling station unit. Telemetry
equipment enables data to be transferred from a sampling station to a
receiving station (i.e., the base station). You can choose between a number of
telemetry equipment options including cellular telephone modem, a 900 MHz
transceiver, and a satellite radio transmitter.
Jefferson Parish Telemetry Equipment
The USGS, a key partner in the Jefferson Parish EMPACT project, uses
automated earth-satellite telemetry for the transmission of data via satellite
from the time-series sampling system located in lake Salvador. The data are
being collected on an hourly basis and transmitted via GOES. Every four
hours a data set that consist of eight hours of monitoring data are being
transmitted (one redundant data set from the past four hours and one current
four hour data set).
COLLECTING, TRANSFERRING, AND 47
MANAGING TIME-RELEVANT WATER QUALITY DATA
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Table 4.1. Sensor Calibration and Accuracy Requirements
Sensor
Temperature
USGS Recommended
Calibration Accuracy
+/-0.2ฐC
Calibration
Annual 5-point calibration over temperature
range of 0-40ฐC. Three or more 2-point
calibration checks per year for thermistors over
the maximum and minimum expected
temperature range.
Calibration is conducted weekly at 0.0 mg/L
and 1 00% dissolved oxygen saturation.
Dissolved Oxygen
+/- 0.3 mg/L
Specific Conductance
The greater of +/- 5
uS/cm or
+/- 3 % of the measured
value
Standards bracketing the expected full range
are used to calibrate the specific meter to the
appropriate units for particular field conditions.
The specific conductance standards are
available from the USGS Ocala Quality Water
Service Unit (QWSU).
x 0.2 pH units
Two standard buffers bracketing the expected
range of values are used to calibrate the PH
electrode, and a third is used to check for
linearity. The pH-7 buffer is used to establish
the null point, and the pH-4 or pH-1 0 buffer is
used to establish the slope of the calibration
line at the temperature of the solution. The
temperatures of the buffers should be as close
as possible to the samples being measured.
Standard buffers are available from QWSU.
Turbidity
The greater of +/- 5
NTU or
+/- 5 % of the measured
value
Conduct 3 point calibration at values of 0, 1 0,
and 1 00 NTU using standards based on either
Formazin or approved primary standards, such
as styrene divinylbenzene polymer standards.
The access to GOES to transmit information is limited to specified
users such as governmental agencies like USGS or the Corps of
Engineers. Thus, if you want to use satellite telemetry to transmit
your data from the sampling system to the base station, you may
want to enter into a cooperative agreement with an organization such
as USGS.
The GOES are operated by the NESDIS of NOAA. The GOES
Satellite Radio Module consists of a 10-watt transmitter that can be
set to any of the allowable 199 domestic GOES and 33 international
channels assigned by NESDIS. The normal configuration of GOES
consists of the GOES East The normal configuration of GOES
consists of the GOES East satellite stationed 21,700 miles above
the equator at 75 degrees west longitude and the GOES West
satellite is at 135 degrees west longitude.
48
CHAPTER 4
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Data are transmitted by the data acquisition system on an assigned
UHF-band frequency in the direction of the GOES. The GOES repeats the
message in the S-band, which is received at the NESDIS ground station at
Wallops Island, Virginia. The data are then re-broadcast to the DOMSAT
satellite, which is a low orbiting communications satellite, and then retrieved
on an eight-foot dish at the USGS office in Baton Rouge. A schematic of the
data transfer process is shown in Figure 4.2.
4.2.3 Managing Data at the Base Station
This section provides you with background information on managing data at
the base station. It discusses the basic data management steps conducted at
the base station including processing, QA/QC, distribution, and storage.
The base station software used by USGS is called ILEX, which is a
specialized software that was developed specifically for USGS by an outside
contractor. The Local Readout Ground Station (LRGS) at the USGS district
office in Baton Rouge receives data from all USGS data collection sites. By
entering specific site codes, data from specific USGS monitoring sites can be
filtered out and kept for processing.
The data received by the LRGS are processed, checked to assure they do not
fall outside the range of set thresholds, and distributed. The data are stored/
archived as part of the USGS national hydrologic information system and
resides in INGRES, a software developed by USGS. Data security is
managed by established USGS procedures. USGS is currently coordinating
with the EPA to make the archived data available in STORET, a software
used by the EPA. The data are displayed near-real time on the USGS
Hydrowatch Web site, from where they can be accessed by anyone who has
access to the Internet including Federal, State, and local agencies, academia,
industry, the public, policy-makers, and managers. Figure 4.3 shows the data
transfer to the base station and the basic data management steps taken at the
base station.
Data-Processing Procedures
To ensure time-relevant access to the data and to avoid data management
problems, the water quality monitoring data should be processed soon after
data collection and retrieval. When processing the data, no corrections should
be made unless they can be validated or explained with information or
observations in the field notes or by comparison to information from other
data sources. The USGS data processing procedures consist of six major
steps: (1) initial data evaluation, (2) application of corrections and shifts, (3)
application and evaluation of cross-section corrections, (4) final data
evaluation, (5) record checking, and (6) record review. These processing
procedures, which are described in detail in the sections below, are
summarized from the USGS document titled "Guidelines and
COLLECTING, TRANSFERRING, AND 49
MANAGING TIME-RELEVANT WATER QUALITY DATA
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en
o
Remote Data. LciUjectum bites
Ronot* Dili CoILection Sit*s
D QMS AT User
Reception Stes
AFOS Circuits
G-TS Circuis
DCS Automatic
System
Wallops Station
Gatswsy
DCS Systems
Management
Camp Spring;, MD
O
I
>
Tl
H
m
Figure 4.2 Schematic of the GOES DATA Collection System (DCS) and Data Transfer Process
Source: http ://www. osd.noaa.gov/sats/dcs/dcs-figure.htm
-------
Figure 4.3. Data Transfer and Management Diagram
Time- Series
Sampling System
Colfect data it
Specific
Tims
V
Stoje Data fat
DoTSjnload
End U ssi
^
Se ฑid C ollec tioti P lohle
Base Station Initiated
Tiansfei Data
Base Station Initiated
Base Station
Ih
Set Data C dlectian
andTiansfei
Schedule
Inc omtrig Data
DataC
QA
1
aversion
/QC
Database
(archive d)
I
rig Data
Standard Procedures for Continuous Water-Quality Monitors: Site Selection,
Field Operation, Calibration, Record Computation, and Reporting"
available from the USGS Web site at http://water.usgs.gov/pubs/wri/wri004252/
#pdf.
Initial Data Evaluation
In the initial data evaluation step, USGS checks the success of the raw field
data transfer to the office database. This provides an opportunity for initial
checks to evaluate and correct erroneous data. The raw field data may be
stored in a variety of formats, depending on the recording equipment and the
means of downloading data from the recording equipment. The conversion
of raw data from the sampling system into a standard entry format to the
USGS district database, or Automated Data-Processing System (ADAPS), is
accomplished by using an on-line computer program, or Device Conversion
and Delivery System (DECODES). After entry into ADAPS, primary data
tables and plots can be produced for review.
Application of Corrections and Shifts
The application of corrections and shifts allows USGS to adjust data to
compensate for errors that occurred during the service interval as a result
of environmental or instrumental effects. There are three types of
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51
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measurement-error corrections: (1) fouling, (2) drift, and (3) cross-section
correction. USGS only make corrections to measurements when the type and
degree of correction is known. If the deviation between the actual value and
sensor reading exceed the criterion for water quality data shifts, as shown in
Table 4.2, a correction is required. The correction is a linear interpolation over
time between sensor inspections.
Table 4.2. Criteria for Water-Quality Data Shifts
USGS-Recomm ended Shift Criteria
Measured Physical Property (Apply Shift when Deviation Exceeds
this Value)
Temperature
Dissolved Oxygen
Specific Conductance
PH
Turbidity
+ /- 0.2ฐC
+ /- 0.3 mg/L
The greater of +/- 5 uS/cm or +/- 3
of the measured value
%
x 0.2 pH units
The greater of +/- 5 NTU or +/- 5 %
of the measured value
Evaluation and Application of Cross-Section Corrections
Cross-section corrections allow USGS to adjust measurements of the
monitoring equipment to reflect conditions more accurately in the entire
cross section of the monitoring area (e.g., from bank to bank of the water
body that you are monitoring). The application of cross-section corrections
is intended to improve the accuracy and representativeness of monitoring
measurements. However, USGS only makes cross section corrections, if the
variability in the cross section exceeds the shift criteria. Corrections to the
cross section are based on field measurements taken both horizontally and
vertically in the water body cross section.
Final Data Evaluation
Final data evaluations consist of reviewing the data record, checking shifts,
and making any needed final corrections. When completed, USGS verifies
the data for publication and rates the data for quality. The data that USGS
cannot verify or that are rated as unacceptable are retained for
record-checking and review purposes but are not published in ADAPS.
However, USGS archives unacceptable or unverified data following
established USGS district policies.
Many USGS district offices have established quality-control limits for
shifting data, which are commonly referred to as "maximum allowable
limits." This means that data are not published, if the recorded values differ
from the field-measured values by more than the maximum allowable limits.
For the purpose of consistency within the USGS the limits are established
52
CHAPTER 4
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at 10 times the calibration criteria for all standard continuous-monitoring
data-gathering activities, except for more stringent requirements for DO and
turbidity. Table 4.3 below shows the maximum allowable limits for
continuous water quality monitoring sensors.
Table 4.3. USGS Recommended Maximum Allowable Limits for
Continuous Water-Quality Monitoring Sensors
. Maximum Allowable Limits for Water
Measured Physical Property
Quality sensor Values
Temperature
Dissolved Oxygen
Specific Conductance
pH
Turbidity
+/-2.0ฐC
The greater of +/- 2.0 mg/L or 20 %
+/-30%
2.0 pH units
+/-30%
After evaluating each record for maximum allowable limits, USGS applies
one of four accuracy classifications to each measured physical property on a
scale ranging from poor to excellent. The accuracy ratings are based on data
values recorded before any shifts or corrections are made and depend on how
much the recorded values differ from the field-measured values. For more
details on the USGS data publication criteria guidelines refer to the USGS
document titled "Guidelines and Standard Procedures for Continuous
Water-Quality Monitors: Site Selection, Field Operation, Calibration, Record
Computation, and Reporting" available from the USGS Web site at http://
water.usgs.gov/pubs/wri/wri004252/#pdf.
Record Checking and Record Review
In the record checking process, USGS thoroughly checks all data used in
producing the final water quality record for completeness and accuracy before
final review and publication. The hydrographer who is responsible for
computing the water quality record first reviews the record, followed by a
second check for completeness and accuracy by an experienced
hydrographer. Finally, the USGS district water quality specialist or
district-designated reviewer inspects the water quality record. In addition, all
field data are verified for accuracy and transcription from field sheets, all
shifts are checked to assure that the correct values are used for a shift, and all
dates and numbers in the station manuscript are checked for accuracy.
Near-Real Time Data QA/QC versus Non-Real Time Data QA/QC
Depending on the type of data (near-real time versus non-real time data) you
are providing to the public, you can spend different amounts of time and
effort on quality control checks. If your goal is to provide near-real time data,
there is no time for extensive manual QA/QC checks. On the
COLLECTING, TRANSFERRING, AND
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53
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other hand, if you are providing non-real time data, you have time to
perform extensive quality checks, as described in the sections above.
Performing quality checks on Jefferson Parish non-real time data can take
from a few days to weeks or months, depending on the amount of data
streaming into the project's base station.
When you are providing near-real time data, such as the data found on
the USGS Hydrowatch Web site, time for QA/QC checks is limited.
The checks that can be conducted must either be automated or can only
focus on obvious data problems, if they are done manually. The near-real
time data undergo two very basic QA/QC steps during the data
management process.
The first QA/QC step is done while the data are processed by the
DECODES software program at the USGS base station. USGS can enter
set thresholds in the DECODES software for each water quality
parameter. If the value for any given parameter falls outside the
acceptable range entered for that parameter, the data point will be
removed. For example, if a pH reading exceeding a pH of 10 is recorded,
the data point will be removed because it falls in an unacceptable range for
that particular parameter.
The second QA/QC step is taken at the base station when the data are
imported into Microsoft Access. At this point, the data undergo a brief
manual QA/QC step, at which outliers or obvious erroneous data points
are deleted manually from the database.
Storing and Archiving the Data
It is recommended that you store and archive all sample records, raw
data, quality control data, and results. A variety of media are available for
archiving data (e. g, CD- ROMs, Zip disks, floppy diskettes, and hard copy).
The server storing the data should also be backed up daily to prevent data
loss.
4.2.4 Troubleshooting
This section contains information about common troubleshooting issues.
Table 4.4 below can be used to identify the causes of some common
difficulties that may occur while operating the YSI 6600 sensor package.
The "symptom" column describes the type of difficulty that you might
experience, the "possible cause" column describes the condition that might
cause the stated symptom, and the "action" column provides simple steps
that can be followed to correct the problem. [Source: The user's manual
for the YSI 6600 sensor package, which can be downloaded from the
Yellow Springs Instruments, Inc. Web site at http://www.ysi.com
54 CHAPTER 4
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Table 4.4. Common Troubleshooting Issues and Actions
Symptoms
Dissolved
Oxygen
reading
unstable or
inaccurate
Possible Cause
Probe not properly calibrated
Membrane not properly installed or
punctured
DO probe electrodes require cleaning
Water in probe connector
Algae or other contaminant clinging to
probe
Barometric pressure is incorrect
Calibrated at extreme temperature
DO charge to high (>100):
(1) Anode polarized (tarnished)
(2) Probe left on continuously
DO charge too low (<25); insufficient
electrolyte.
DO probe has been damaged
Internal failure
Action
Follow DO calibration procedures
Follow setup procedure
Follow DO cleaning procedure
Dry connector; reinstall probe
Rinse DO probe with clean water
Repeat DO calibration procedure
Recalibrate at/near sample temperature
Enable DO charge parameter in sonde
report menu. Run sonde, if charge is over
100, recondition probe. Follow DO
cleaning procedure.
Replace electrolyte and membrane
Replace probe
Return sonde for service
pH, chloride,
ammonium,
or nitrate
readings are
unstable or
inaccurate.
Error
messages
appear
during
calibration.
Probe requires cleaning
Follow probe cleaning procedure
Probe requires calibration
Follow calibration procedures
pH probe reference junction has dried out
from improper storage
Soak probe in tap water or buffer until
readings become stable
Water in probe connector
Dry connector; reinstall probe
Probe has been damaged
Replace probe
Calibration solutions out of spec or
contaminated
Use new calibration solutions
Internal failure
Return sonde for service
Level Sensor
unstable or
inaccurate
Desiccant is spent
Replac e de s ic cant
Level sensor hole is obstructed
Follow level sensor cleaning procedure
Level sensor has been damaged
Return sonde for service
Internal failure
Return sonde for service
Conductivity
unstable or
inaccurate.
Error
messages
appear
during
calibration
Conductivity improperly calibrated
Follow recalibration procedure
Conductivity probe requires cleaning
Follow cleaning procedure
Conductivity probe damaged
Replace probe
Calibration solution out of spec or
contaminated
Use new calibration solution
Internal failure
Return sonde for service
Calibration solution or sample does not
cover entire sensor
Immerse sensor fully
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55
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Table 4.4. Concluded - Common Troubleshooting Issues and Actions
Symptoms
Installed
probe has no
reading
Possible Cause
Sensor has been disabled
Water in probe connector
Probe has been damaged
Report output improperly set
Internal failure
Action
Enable sensor
Dry connector; reinstall probe
Replace probe
Set up report output
Return sonde for service
Temperature
unstable or
inaccurate
Water in connector
Probe has been damaged
Dry connector; reinstall probe
Replace probe
Turbidity
probe
unstable or
inaccurate.
Error
messages
appear
during
calibration
Probe requires cleaning
Probe requires calibration
Probe has been damaged
Water in probe connector
Follow probe cleaning procedure
Follow calibration procedure
Replace probe
Dry connector; reinstall probe
Calibration solutions out of spec
Use new calibration solutions
Wiper is not turning or is not
synchronized
Activate wiper. Assure rotation. Make
sure set screw is tight.
Wiper is fouled or damaged
Clean or replace wiper
Internal failure
Return probe for service
4.3 Satellite/Remote Sensing Technology
4.3.1 Data Acquisition
As mentioned earlier, LSU receives two different satellite data streams; NOAA
AVHRR and Orbview-2 SeaWiFS. AVHRR satellite data are available to
anyone who has the capability to receive it. NOAA does not charge any fee
for an entity to establish and operate a station to receive AVHRR data nor
does NOAA require station operators to make themselves known to NOAA.
However, NOAA recommends that operators subscribe to NOAA's mail outs
and make use of its on-line bulletin board. NOAA maintains an office to
support potential operators of HRPT at the following address:
Coordinator, Direct Readout Services
NOAA/NESDIS
Washington, DC 20233
HRPT ground stations can be constructed using commercial equipment for
under $100,000. However, some radio amateurs have constructed systems for
$100s using personal computers, surplus antennas, and circuit boards.
[Source: http://www.ngdc.noaa.gov/seg/globsys/avhrr3 .shtml]
56
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If your project is not considered "research," the SeaWiFS data can be
purchased from Orbimage, since they own the commercial rights to
SeaWiFS. Note that Orbimage refers to SeaWiFS data as OrbView-2. If your
project is considered research, you may apply to become a
NASA-Authorized SeaWiFS user. To become an Authorized SeaWiFS data
user, you must read the SeaWiFS Dear Colleague 'Letter and Appendices to gain
an understanding of the terms of the user agreement. The applicant must
then submit a short proposal, which includes the title of the project, a
scientific rationale for the request, the processing level of the data required,
and plans for the publication/dissemination of the results or data access. The
applicant must print, sign, and complete a hard copy of the Research Data Use
Therms and Conditions Agreement. The applicant must mail the proposal and
original hard copy of the form to:
Dr. Charles R. McClain
SeaWiFS Project
NASA/GSFC Code 970.2
Building 28, Room W108
Greenbelt, MD 20771
Additional procedures for requesting data should be followed if the applicant
desires to become an authorized SeaWiFS Direct Readout Ground Station or
an authorized SeaWiFS Temporary Real-Time User or Station. There are
not any specific deadlines for receipt of proposals to obtain SeaWiFS data.
[Source: http://seawifs.gsfc.nasa.gov/SEAWIFS/LICENSE/checklist.html]
Once approved as an authorized user, you can receive data for free from the
Goddard Distributed Active Archive Center (DAAC) after the data is at least
two weeks old. If your project is considered research and your organization
wants to receive HRPT SeaWiFS data, you can apply to become an
authorized SeaWiFS Ground Station. Current SeaWiFS users who want to
get data in real-time from an existing SeaWiFS Ground Station, can apply to
become an authorized SeaWiFS Temporary Real-Time User. [Source: http://
seawifs .gsfc .nasa.gov./SEAWIFS/ANNOUNCEMENTS/getting_data.html]
LSU is an authorized SeaWiFS Direct Readout Ground Station and has
applied for and received authorization to become a Temporary Real-Time
User Station. However, since the data must be held for two weeks prior to
publication, the SeaWiFS data are not placed on the LSU Web site.
If a new user wants a turnkey operation to obtain SeaWiFS data, SeaSpace
TeraScan SeaWiFS systems can be purchased. [Note that you must still obtain
a decryption device and decryption key from NASA to read the data.]
The TeraScan SeaWiFS system can be configured to support
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land-based, shipboard, or portable applications and is comprised of the
following components:
Polar Orbiting Tracking Antenna (1.2 m and 1.5 m)
Global Positioning System (GPS) Antenna/Receiver
Telemetry Receiver
SGP Interface Unit (SGPI)
Workstation
Uninterruptible Power Supply (UPS)
TeraScan Software
The specifications for the TeraScan SeaWiFS system are described below
Antenna
Specifications
Reflector Diameter
Input Frequency
Acquisition Elevation
Input Bandwidth
Down converter Gain
Azimuth Range
Elevation/Azimuth Tracking
Temperature Rs
Maximum Wind For
Radome Dimension
Antenna/Radome Weight
Antenna Shipping Weight
1 .2 m Antenna
1 .2 m (4 ft)
1691 - 1714 MHz
8 degrees
30 dB minimum LNA Gain
<0.8 dB
15 MHz
22 dB minimum
0 to 90 degrees
ฑ265 degrees
6 degrees per second
0.5 degrees
-30 C (-22 F) - without heater
to 70 C(158F)
0 to 100%
1 61 km/hr (1 00 mph)
1 .55 m (61 ") diameter by 1.67
m (65.90") high
95kg (2101bs)
227 kg (5 00 Ibs)
1 .5 m Antenna
1 .5 m (5 ft)
1691 - 1714 MHz
5 degrees
30 dB minimum LNA Gain
<0.8 dB
15MHz
22 dB minimum
0 to 1 80 degrees
ฑ 265 degrees
6 degrees per second
0.5 degrees
-30 C (-22 F) - without heater to 60 C
(140 F)
0 to 100%
161 km/hr (100 mph)
1.88 m (73.88")diameterby 1.82m
(71. 94") high
131 kg (290 Ibs)
273 kg (600 Ibs)
GPS
Satellites tracked: 8
Satellites used in a solution: 4
Positional Accuracy: ฑ100 m (330 ft)
System Time Accuracy: + 0.1 second
Receiver
Model:
IF input frequency range:
Demodulator Type:
HR-250
128 - 145 MHz
PSK-PLL
58
CHAPTER 4
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IF input frequency range: 128 - 145 MHz
Demodulator Type: PSK-PLL
Bit rate: 665.4 Kbps
Bit error rate: Within 1 db of theoretical
Programmable IF input frequency selection
Workstation
Type: Sun ULTRA-10
Processor: 440 MHz
Memory: 128 MB RAM
Internal Hard Drive Capacity: 18 GB
Internal CD-ROM Capacity: 644 MB
Monitor Size: 21"
Display Resolution: 1280 x 1024 x 24 bit
LAN Types: 10/100 BaseT
External DAT 4 mm Tape Storage: 24 GB compressed
Modem: 56 Kbps
Operating System: Solaris 7
Keyboard and mouse
PCI Frame Synchronizer
PCI SCSI Controller
PCI Serial Multiplexer
UPS
Output Power Capacity 1400 VA
Dimensions: 0.18 m (7") W x 0.23 m (9") H x 0.42 m (18") D
Options
Antenna Pedestal
Antenna Heater
Color Printer
100 m (330 ft) Antenna Control and Signal Cable
For more information about the TeraScan SeaWiFS system refer to their Web
site, the source of this information, at http://www.seaspace.com/ main
product_line/seawifs/seawifs.html.
4.3.2 Data Processing
Acquisition and processing of the satellite data are performed using the
SeaSpace TeraScan image reception and processing system operated at the
LSU Earth Scan Laboratory (http://www.esl.lsu.edu). This software
performs calibration, geometric correction, and additional specialized
processing for the determination of temperature, reflectance (turbidity), and
chlorophyll a.
COLLECTING, TRANSFERRING, AND 59
MANAGING TIME-RELEVANT WATER QUALITY DATA
-------
AVHRR - Dr. Nan Walker and Adele Hammack (LSU-CSI) view satellite imag-
ery from the NOAA satellites daily (at least 8 times per day) and processes
these images with specialized software to produce color-enhanced imagery of
water temperature and turbidity (reflectance). At the end of each month, Dr.
Walker provides a written description of the more interesting images taken dur-
ing the month to assist the public in interpreting the turbidity and temperature
changes that are visible in the satellite images.
For the EMPACT project, sea surface temperatures (SST) are computed, in
either Celsius or Fahrenheit, with NOAA AVHRR satellite data using a
modification of the MCSST technique described by McClain et al (1985).
Surface reflectance is computed in percent albedo with NOAA AVHRR sat-
ellite data using a modification (Walker and Hammack, 2000) of the Stumpf
atmospheric correction technique (1992). The technique corrects for incom-
ing solar irradiance, aerosols, sunlight and Rayleigh scattering.
Dr. Walker uses a commercial software package suite called TeraScan, which
is produced by SeaSpace. You can find SeaSpace's Web site at http://
www.seaspace.com. The TeraScan software suite includes software for data
acquisition and scheduling called TeraCapCon and TeraTrack. TeraMaster &
TeraPGS are used for product generation. TeraVision is used for developing
images to visualize satellite data. TeraPGS is used to distribute data images
according to user specifications. The image processing of temperature and
reflectance is a multi-step process and is outlined below.
Calibrate visible and thermal infrared data from count values to science
units.
Screen the data for image quality.
Calculate temperatures and reflectances.
Navigation/registration images to project on a rectangular map.
Scale temperatures and reflectances.
Produce GIF images of temperatures and reflectances.
Post images on LSU Web site (http://www.esl.lsu.edu/research/
empact.html).
[Source: EMPACT 1st Year Report, Satellite Remote Sensing of Surface Wa-
ter Temperature, Surface Reflectance, and Chlorophyll a Concentrations:
Southeastern Louisiana, Nan D. Walker, Adele Hammack, and Soe Myint,
November 2000.]
60 CHAPTER 4
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SeaWiFS - The Orbview-2 satellite broadcasts SeaWiFS data in real time to the
GSFC HRPT Station as well as other stations. LSU receives the SeaWiFS data in
real-time via their satellite. LSU uses the SeaSpace TeraScan software suite
to process (calibrate and atmospherically correct) and visualize the SeaWiFS data.
The software is based upon the SeaDAS software used by NASA. The NASA
OC2 algorithm is used to estimate chlorophyll a concentrations with the 490
and 555 nm bands (O'Reilly et al., 1998).
[Source: EMPACT 1st Year Report, Satellite Remote Sensing of Surface Water
Temperature, Surface Reflectance, and Chlorophyll a Concentrations:
Southeastern Louisiana, Nan D. Walker, Adele Hammack, and Soe Myint,
November 2000.]
4.3.3 Data Interpretation
Wind measurements from monitoring stations are used to interpret the image
patterns and to write the monthly text that is provided on the LSU Web site.
The hourly time-series measurements at the Lake Salvador monitoring
station are obtained from the USGS and used to interpret the satellite data.
[Source: EMPACT 1st Year Report, Satellite Remote Sensing of Surface Water
Temperature, Surface Reflectance, and Chlorophyll a Concentrations:
Southeastern Louisiana, Nan D. Walker, Adele Hammack, and Soe Myint,
November 2000.]
4.3.4 Ground Truthing
Ground truthing is a process of comparing and correlating satellite data to
actual field measurements. Ground truthing of sea temperatures in the
Jefferson Parish project showed very similar results when comparing satellite
and field measurements of surface sea temperatures taken at the eight
sampling points shown in Figure 3.7. The linear regression of the
temperature data-sets using 173 data points show a strong statistical linear
correlation with an R2 of 0.951. However, the satellite reflectance values, when
compared to YSI turbidity field measurements, were not very similar (R2 =
0.43). The differences are thought to result from several factors. For
example, the satellite reflectance measurements were made at 580-680 nm and
are related to light reflected from near the water surface by suspended material
in the water column. The YSI probe measures backscatter from particles
suspended in the water column (4 feet below the surface) in the 830-890 nm
region. Other factors, which affect the satellite reflectances and YSI backscatter
results, include the concentration of inorganic and organic material, type of
inorganic sediment (clay, silt, and sand), and additional pigments (e.g., from other
chlorophyll and colored dissolved organic matter).
COLLECTING, TRANSFERRING, AND 61
MANAGING TIME-RELEVANT WATER QUALITY DATA
-------
[Source: EMPACT 1st Year Report, Satellite Remote Sensing of Surface Water
Temperature, Surface Reflectance, and Chlorophyll a Concentrations:
Southeastern Louisiana, Nan D. Walker, Adele Hammack, and Soe Myint,
November 2000.]
The mapping of chlorophyll a with SeaWiFS in coastal regions requires
extensive collection of water samples to validate the technique and develop
regional algorithms if necessary. The SeaWiFS radiance data is collected in 6
visible channels which can be used to map suspended solids, suspended
sediments and chlorophyll a. On April 26, 2000, a SeaWiFS ground truth
experiment was conducted in Barataria Bay and the coastal ocean, seaward of
the bay. The satellite-derived chlorophyll a estimates using SeaWiFS were
very similar to the chlorophyll a concentrations of the field samples.
A cubic regression model yielded the best relationships between field and
satellite data, with a an R2 of 0.92. However, the correlation was not as strong
for chlorophyll values measured in Lakes Cataouche and Salvador, probably
due to higher concentration of colored dissolved organic matter.
Turbidity was estimated from two SeaWiFS channels (555 nm and 670 nm).
Regression analysis revealed that the 670 nm channel yielded the highest
statistical relationship between the satellite and field measurements. (R2 of
0.84 - nonlinear power relationship).
[Source: EMPACT 1st Year Report, Satellite Remote Sensing of Surface Water
Temperature, Surface Reflectance, and Chlorophyll a Concentrations:
Southeastern Louisiana, Nan D. Walker, Adele Hammack, and Soe Myint,
November 2000.]
4.3.5 Data Transfer
As discussed earlier, the LSU ESL receives the NOAA AVHRR and SeaWiFS
satellite data. Through a sequence of processing steps computations are made of
surface temperature, surface reflecance and chlorphyll a. GIF images are posted
on the LSU Web site in quasi real-time.
The GSFC EOS DAAC is responsible for the distribution of SeaWiFS data
to all approved SeaWiFS data users.
4.3.6 Data Management
The NOAA AVHRR temperature and reflective imagery is provided on the
LSU Web site usually the same day the data are received (i.e., almost
real-time). Dr. Walker provides interpretive text with the imagery to assist
the public in understanding the image pattern.
The GSFC EOS DAAC is responsible for permanently archiving and
distributing the SeaWiFS data. LSU processes the SeaWiFS data as they are
62 CHAPTER 4
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received; however because the data have a 14 day embargo period, they are
not available in real-time nor are they posted on the LSU Web site.
4.4 Water Quality Field Sampling
Water samples for lab analysis are taken weekly from eight stations in Lake
Salvador and Lake Cataouche. (Cataouche is a smaller lake to the north of
Salvador (Figure 3.7). Both lie in the direct flow path of the Davis Pond
Diversion.). Collection stations were chosen by Dr. Chris Swarzenski, a scientist
with USGS, who has been doing marsh grass research in the area for the past 15
years to compliment and augment monthly monitoring in the area by others
(USAGE, Louisiana Department of Natural Resources, United States Park
Service, and Turner).
Additionally samples are taken from the upper Barataria Basin to the Gulf of
Mexico during two separate collection dates during the summer months when
conditions are most conducive to phytoplankton growth. These weekly and
special event samples are to "surface truth" the satellite reflectance
measurements and to relate the digital measurements of turbidity and
fluorescence to suspended solids and chlorophyll a. These water samples
provide baseline information on variations in water quality in the study region
before the opening of the Davis Pond Diversion.
4.4.1 Water Quality Analyses
The LSU-CEI laboratory analyzes the field water samples for the following
parameters: (1) water salinity; (2) pigments (chlorophyll a and phaeophytin
a); (3) suspended load (sediment and organic); (4) carbon (total, inorganic,
and total organic carbon); and (5) nutrients (Ammonium, Nitrate, Nitrite,
Phosphate, and Silicate). The analytical techniques used to conduct the water
quality analyses are described below.
Salinity/Conductivity
Salinity or conductivity of each sample is measured upon return to the
laboratory using a Haake-Buchler Digital Chloridimeterฎ [http://
www.analyticon.com/manurefy.html]. This device measures the amount of
chloride in the sample by titrating it with silver. Salinity measurements are
necessary to interpret the circulation and bulk impacts of the freshwater
diversion.
pH
A Corning Model pH-30 waterproof pH meter is used to measure pH of the
samples upon return to the laboratory [http://wwwscienceproducts.corning.com].
The pH measurements are necessary to convert the total carbon dioxide
measurements to alkalinity.
COLLECTING, TRANSFERRING, AND 63
MANAGING TIME-RELEVANT WATER QUALITY DATA
-------
Chlorophyl a and Pheo-Pignients
Chlorophyll a containing plankton are concentrated from a volume of water
by filtering at a low vacuum through a glass fiber filter (GFF). The pigments
are extracted from the phytoplankton using a solution of 60% Acetone and
40% dimethyl sulfoxide (DMSO). The samples are allowed to steep for 2 to
24 hours (maximum) to extract the chlorophyll a. The samples are then
centrifuged to clarify the solution. The fluorescence is then measured before
and after acidification with 0.1 N HC1. The fluorescence readings are then
used to calculate the concentration (in ug/1) of chlorophyll a and pheophytin a in
the sample extract. This procedure is a modification of EPA method 445.0 (Arar
and Collins 1992) in which DMSO is used in lieu of grinding for extraction of the
pigments.
Suspended Load
The suspended load is determined by filtering a known volume of water
through a combusted (550 C) and pre-weighed glass fiber filter (Whatman
Type GF/F or equivalent). The filters are dried (at 60 C) then re-weighed to
determine total suspended load in mg/1. The filters are then combusted at
550 C, cooled, then re-weighed to determine organic suspended load (APHA,
1992). The sediment or non-organic suspended load is determined by
subtracting the organic suspended load from the total suspended load.
Carbon
Total carbon (TC) is measured by employing High Temperature Catalytic
Oxidation (HTCO) using a Shimadzuฎ TOC-5000A analyzer [http://
www.ssi.shimadzu.com]. The machine operates by combusting the water sample
(at 680 centigrade) in a combustion tube filled with a platinum-alumina
catalyst. The carbon in the sample is combusted to CO2, which is detected by a
non-dispersive infrared gas analyzer (NDIR) that measures the total amount of
carbon in the sample. Inorganic carbon (1C) is analyzed by first treating the
sample with phosphoric acid (to remove organic carbon) and then performing
the above analysis to obtain the total amount if inorganic carbon in the sample.
Total organic carbon (TOG) is obtained by subtracting the 1C value from the TC
value.
Nutrients
The water samples are analyzed for nutrients with a Technicon
Auto-Analyzer II [http://www.labequip.com] using the methods listed in Table
4.5 for each nutrient:
64 CHAPTER 4
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Table 4.5. Methods and Detection Limits for Nutrient Analyses
Nutrient Limit Method Detection
Nitrate-Nitrite
Nitrite
Ammonia
Silicate
Phosphorus
EPA Method 353.2
EPAMethod 353.2
EPA Method 350.1
Technicon Method 1 86-72W/B
EPAMethod 365.2
0.05 mg/l
0.05 mg/l
0.01 mg/l
0.03 mg/l
0.01 mg/l
4.4.2 Phytoplankton Identification
Water samples are also sent to Louisiana University Marine Observatory
Consortium (LUMCON) where the harmful algal species present in the sample
are identified by Dr. Quay Dortch. The Gulf of Mexico Program is currently
providing funds to support this research.
Prior experience in counting phytoplankton in Louisiana coastal waters shows
that the phytoplankton range in size from 1 ^ to greater than 100 jj, with the
tiny phytoplankton often dominating the biomass. Traditional methods of
counting phytoplankton have missed or underestimated these small
phytoplankton, whereas the more recently developed epifluroescence
methods can be used to count both small and large phytoplankton. Table 4.6
shows common phytoplankton groups counted in each size fraction.
Methods other than the epifluroescence method, such as differential
interference contrast (DIG) or scanning electron microscope (SEM), can also
be used for identification when necessary.
The method for preserving and counting phytoplankton is adapted from
Murphy and Haugen (1985), Shapiro and Haugen (1988), and Shapiro et al.
(1989). In this method, one hundred milliliters of seawater are preserved with
50% glutaraldehyde to a final concentration of 0.5% (by volume) and
refrigerated until samples are processed. One aliquot of sample is filtered
through a 3 jam polycarbonate filter and onto a 0.2 jam polycarbonate filter
without prior staining. The 3 jam filter is discarded and the 0.2 jam filter
retained (0.2 to 3 jam size fraction). Another aliquot of sample is filtered through
an 8 jam polycarbonate filter and then a 3 jam filter; both filters are retained
(3 to 8 and >8 jam size fractions). Before filtration this aliquot is made up to 25
ml with filtered water of approximately the same salinity and stained with 0.05 ml
proflavine monohydrochloride (Sigma P-4646, 1.5 g/liter in distilled,
deionized water). If possible, all samples are filtered without vacuum, but
if necessary, <100 mm vacuum is applied. All filters are transferred
to slides and mounted with low fluorescence, low RFA
COLLECTING, TRANSFERRING, AND
MANAGING TIME-RELEVANT WATER QUALITY DATA
65
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Table 4.6. Common Phytoplankton Groups Counted in each Size Fraction
0.2-3 um
Phytoplankton Groups
Coccoid cycmobacteria -- mostly Synechococcus
Autotrophic eukaryotes
Heterotrophic eukaryotes
3-8 um
Photosynthetic flagellates and non-flagellates
Heterotrophic flagellates and non-flagellates
Cryptomonads
Athecate dinoflagellates
Diatoms
Coccoid cyanobacteria
> 8 um
Diatoms
Dinoflagellates
Ciliates
Cryptomonads
Colonial cyanobacteria
Colonial, freshwater chlorophytes
Coccoid cyanobacteria 1
Many coccoid cyanobacteria occur in aggregates, especially when suspended
particulate matter concentrations are high, which do not break up during size
fractionation.
epi-fluorescence microscope [http://www.olympus.co.jp] with blue and green
excitation (excitation filters BP-490 and BP-545, barrier filters O-515 and
O-590, and dichromatic mirrors DM500 and DM580, respectively). The 0.2
and 3 um pore size filters are counted immediately at lOOOx. The 8 um pore
size filters are stored frozen and counted as soon as possible. Three different
counts are made on the 8 um filters, using different magnification and counting
different areas of the filter, in order to adequately count small, abundant
organisms, as well as large, rarer organisms. To avoid counting an organism more
than once they are separated according to length. Phytoplankton is identified to
the nearest possible taxon and the previous table describes the types of organisms
usually observed in each size fraction. It is possible for some groupings of taxa
and even individual species, to be present in more than one size fraction, if the size
of colonies or individuals varies considerably or if they occurred both singly
and in aggregates of sediment, organic matter and cells. The 0.2 and 3 um filters
are discarded after counting, because they quickly become uncountable; 8 um
filters are archived frozen at Louisiana Universities Marine Consortium.
4.4.3 Data Transfer and Management
The personnel collecting the water samples complete a field documentation
form, of which one copy is kept on file by Jefferson Parish and one copy
66
CHAPTER 4
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accompanies the samples to the lab. These water samples are delivered to the
LSU-CEI laboratory within 6 hours of collection and are stored on ice or in
a refrigerator until analyzed for corruptible analytes. The LSU-CEI
laboratory has existing QA/QC plan approved under EPA project
X-9996097-01. The processing for Chlorophyll a begins within 12 hours of
sample delivery, and usually within 1 hour. The dissolved nutrient samples
are stored frozen until analysis, usually within 2-4 weeks (sample analysis is
more economical if done in batches of >50 samples).
Sub-samples of the water samples are sent to LUMCON immediately after
sample collection for identification of harmful algal species. The Gulf of
Mexico Program is currently providing funds to support this research. Project
funds are used to interpret this data set and make it available to the public via
the Internet; interpretive text is written or reviewed by Dr. Dortch.
LSU-CEI provides quarterly reports of all data (with allowances for a one
month delay in processing and QA and QC) to the project manager at Jefferson
Parish. Graphical summaries of each parameter, averaged for each lake, are
updated within one week of laboratory analysis, but are subject to
subsequent QA/QC procedures. Monthly graphics of key parameters are sent
to the EMPACT manager for Jefferson Parish. A tabular summary of
samples received, status and completion are maintained as part of a routine
chain-of-custody procedure. Data are also presented on an LSU Web page linked
to the Jefferson Parish EMPACT home page.
Jefferson Parish disseminates the monthly graphics of key parameters to the
Jefferson Parish Marine Fisheries Advisory Board, the Davis Pond
Freshwater Diversion Advisory Committee, Louisiana Department of Health
and Hospitals and other stakeholders as requested, for their review and
feedback.
Plots of the weekly field water sampling data from August 19, 1999 through
August 17, 2000 are available on the LSU-CEI Web site at http://its.ocs.lsu.edu/
guests/ceilc/.
The EPA is in the planning stages to make such data available through their
EMPACT website [http://www.epa.gov/empact]. Currently, the EMPACT
website has a link to the Jefferson Parish website.
COLLECTING, TRANSFERRING, AND 67
MANAGING TIME-RELEVANT WATER QUALITY DATA
-------
5. PRESENTING WATER QUALITY
MONITORING DATA
Once your water quality monitoring network is in place and
you have collected or received the resulting data, you
can provide your community with time-relevant water quality
information using data visualization tools to graphically depict this
information. Using data visualization tools, you can create graphical
representations of water quality data that can be downloaded on Web sites
and/or included in reports and educational/outreach materials for the
community. The types of data visualization software used by the Jefferson
Parish EMPACT team are Microsoft Excel and SeaSpace's TeraScan
satellite imagery software.
Section 5.1 provides a basic introduction and overview to data visualization
and is useful if you are interested in gaining a general understanding of data
visualization. Section 5.2 contains an introduction to the software data
visualization tools used on the Jefferson Parish EMPACT project. You
should consult Section 5.2 if you are responsible for choosing and using data
visualization software to model and analyze your data.
5.1 What is Data Visualization?
Data visualization is the process of converting raw data to images or graphs
so that the data are easier to comprehend and understand. A common
example of data visualization can be seen when you watch the weather report
on television. The electronic pictures of cloud cover over an area or the
location and path of an impending hurricane are examples of satellite data
that have been visualized with computer software. Displaying data visually
enables you to communicate results to a broader audience, such as residents
in your community. A variety of software tools can be used to convert data
to images. Such tools range from standard spreadsheet and statistical software
to more advanced analytical tools such as:
Satellite imaging software products
Geographic Information Systems (GIS)
Computer Models
Statistical techniques
By applying such tools to water quality data, you can help residents in your
community gain a better understanding of factors affecting the water quality
in area lakes or nearby estuaries (e.g., chlorophyll a or turbidity). Once you
begin using satellite data visualization tools, you will be impressed with their
ability to model and analyze your data. You can then use the visualized data
for a variety of purposes such as:
PRESENTING WATER QUALITY MONITORING DATA 69
-------
Exploring trends in lake elevation, chlorophyll concentration,
pH, dissolved oxygen concentration, salinity, specific
conductance, turbidity, and water temperature.
Studying spatial patterns of sea-surface temperature.
Studying spatial patterns of near-surface reflectance.
Making resource management decisions.
Supporting public outreach and education programs.
There are a number of commercially available data visualization tools that
allow you to graphically represent real-time satellite data. Section 5.2 focuses
on the software tools which were used to visualize the satellite data in the
Jefferson Parish EMPACT project. These software tools are listed in Table
5.1 below.
Table 5.1. Software Tools to Visualize Satellite Data
Tool Group
SeaSpace's TeraScan
Software Suite
http://www.seaspace.com
TeraCapCon
TeraTrack
TeraMaster
TeraScan Product
Generation System
(TeraPGS)
TeraVision
Primary Uses
Enables the user to program the system for
automatic capture, archiving, and processing
of the satellite data.
Reports the information related to a satellite
pass capture; reports information that can be
used for diagnosing reception problems;
insures quality control performance.
Views, creates, or modifies a data set that
defines an area of the earth's surface in terms
of map projection (shape), extends, and pixel
resolution.
Automatically generates and distributes
products according to user specifications.
Displays and manipulates data images and
overlays.
Database and Spreadsheet
Software
Microsoft Access
Microsoft Excel
Displays raw data (parameters) from Lake
Salvador in tables.
Creates 1 - to 7-day summary hydrographs of
various Lake Salvador data .
Allows to Investigate correlations or trends in
water quality variables.
70
Many computer users are familiar with Microsoft Access (a database software) and
Excel (a spreadsheet software). For this reason, the remainder of this chapter will
only focus on the satellite imagery software. OTIT D n
CrHAH I trx b
-------
5.2 Satellite Acquisition, Processing, and
Visualization Software
There are various vendors which offer satellite data visualization software. The
USGS also posts visualized satellite data on their Web site. This section
discusses only the satellite data acquisition, processing, and visualization
software used for the Jefferson Parish EMPACT project.
As mentioned earlier, the Jefferson Parish Project utilized the SeaSpace's
TeraScan software suite. This software can be used to acquire, process,
visualize and disseminate the AVHRR and SeaWiFS satellite data. Provided
below is a description of the TeraScan software suite. More information
about this software can be found on SeaSpace's Web site (http://
www.seaspace.com).
TeraCapCon
TeraCapCon is the graphical user interface (GUI) that provides automatic,
"hands-off' scheduling and archiving of satellite data. With TeraCapCon, the
user can define the autoscheduling parameters that govern the daily acquisition
(or capture) of the satellite data. Such parameters include the following:
Which satellites to select for data collection,
The minimum satellite elevation at the satellite's highest point
relative to the receiver,
The minimum sun elevation,
The time of day when the data are to be collected,
The number of days of passes to be obtained,
Whether or not the data should be archived on tape,
Specify which processing script to run on the data.
These autoscheduling parameters can be easily edited. In addition, the user can
view the upcoming swath of the pass from a polar orbiting satellite. Figure 5.1
is a screen shot from the TeraCapCon software.
PRESENTING WATER QUALITY MONITORING DATA 71
-------
Figure 5.1. TeraCapCon Screen Shot
Scheduted _) Aut-Sctwc _] Qnlins
Sutus Salel
s*-..
s*
s*
s*
s*
S"
s<
s*
sซ
s*
s*
s*
noflS-J5 hrpt l^^-'li-'lS 00;O7t*
noa*-lฃ3_inฃe9t
-'trciuua Procipea,
I 5* noao-15 hrpt 1999/11/16 11:25*30 12t50 Ov;B2 ftetZBO Prija ftrcluya Proc:
0 Spuw Covemg* I ft] Schedule ln-Vซw I a Edi! Sk-Kedulsd I % EditPnSMM 0
[Image Courtesy of SeaSpace Corporation].
TeraTrack
TeraTrack is the GUI that reports information used for diagnosing reception
problems and insuring quality control performance. Such information related to
the satellite pass capture includes signal strength, lag time between the actual pointing
direction of the antenna and the commanded pointed direction. The software
also displays the functionality of the receiver, synchronizer, and frame
synchronizer. Figure 5.2 is a screen shot from the TeraTrack software, which
provides satellite pass information, antenna information, and receiver
information.
72
CHAPTERS
-------
Figure 5.2. TeraTrack Screen Shot
Satins
DuraEro NfeSP8*!
117 -9 ZS W NHBftig
"if
,3! At
I OF
Lmei
I JEW
0
RBCff^l F>! T.'nr
9
rmm? Sync
nMHMH
IB ll/ffl :. ^: .:
[Image Courtesy of SeaSpace Corporation].
TeraMaster
TeraMaster is a GUI for viewing, creating, or modifying a data set that defines
an area of the earth's surface in terms of map projection (shape), extents, and
resolution. This data set is referred to as a master. The user can specify a
master area anywhere in the world by using the computer mouse or entering
latitudes and longitudes into the data fields. Figure 5.3 is a screen shot of the
TeraMaster software.
PRESENTING WATER QUALITY MONITORING DATA
73
-------
Figure 5.3. TeraMaster Screen Shot
Center Lai JJ35 6.3BN
Center Lori i 97 36.47 W
Center Lon 1190 5.41 W
Area Width
Area Height
Rotation Ij)
[Image Courtesy of SeaSpace Corporation]
TeraScan Product Generation System (TeraPGS)
TeraPGS automatically generates and distributes products (TeraScan data sets
and picture products) according to the specifications provided by the user. The
picture products can be produced in any of the following formats:
JPEG
TIFF
74
CHAPTERS
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MARTA-PCX
GIF
PNG
PostScript
TeraPGS has three primary components: (1) the GUI, (2) the product generation
(processing) scripts, and (3) the distributor.
TeraPGS - GUI: The GUI allows the user to create, edit and store product
definitions. These product definitions can dictate which TeraScan data set to
use and the type of picture representations to be generated from the data. The
software has a "dry run" feature, which allows the user to test product definitions
by generating and displaying the product locally prior to being sent to a delivery
destination (e.g., Web site, database, or archive). The types of definition
parameters include the following:
Data selection by telemetry and variable, by time window, by geographic
coverage, and by minimum sun elevation.
Options for picture products.
Data unit, palette, and enhancement selection.
Delivery destinations and times.
Notification of delivery success and/or failure.
Figure 5.4 is a screen shot of the TeraPGA - GUI.
TeraPGS - Product Generation (Processing) Scripts: The processing
script generates either data sets or picture products according to the product
definitions prescribed via the GUI. The software automatically logs the
processing progress and notifies the user (via e-mail) in the event of a failure.
PRESENTING WATER QUALITY MONITORING DATA 75
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Figure 5.4. TeraPGS - GUI Screen Shot
[Image Courtesy of SeaSpace Corporation]
TeraPGS - Distributor: The distributor is a server that manages the delivery
of the products (e.g., data sets or pictures). The distributor's features include:
Delivery of up to 50 products simultaneously to multiple users.
Delivery of both data sets and picture products via FTP, copy, or remote
copy.
Data delivery retry options.
Figure 5.5 is a screen shot from the TeraPGS' Distributor software.
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Figure 5.5. TeraPGS - Distributor Screen Shot
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[Image Courtesy of SeaSpace Corporation]
TeraVision
TeraVision displays and manipulates data as images and overlays. Data can be
presented as overlay images such as coast lines, contours, vectors, and stream
plots. To enhance the user's understanding of the data, the software allows
them to add a legend or to label areas of interest (e.g., sampling stations and
lakes.) The software also has data analysis tools for generating and displaying
histogram plots, profile plots, Skew-T diagrams, and scatter plots. To look for
trends, LSU uses TeraVision to sequence visualized data of the same area at
different times. Such trend analyses assist LSU when interpreting the data.
Images can be enhanced via color palettes, convolution filters, and histogram
PRESENTING WATER QUALITY MONITORING DATA
77
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equalization and printed to any color or black-and-white PostScript Level 2
printer. Figure 5.6 is a screen shot of the TeraVision software.
Figure 5.6. TeraVision Screen Shot
[Image Courtesy of SeaSpace Corporation]
Training
SeaSpace offers basic hands-on, instructor-led training courses for its TeraScan
software. Such courses include a 4-day Scientific Training Program, a 3-day
Operational/Forecasting Training Program, and an Operational program
consisting of 2 half day sections. SeaSpace also offers customized training upon
request. For more information about TeraScan training see the following Web
site: http://www.seaspace.com/service/support/training.shtml.
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6. COMMUNICATING TIME-RELEVANT
WATER QUALITY INFORMATION
In addition to designing and implementing a time-relevant water quality
monitoring system, you will also want to consider how and what types of data
to communicate to the community. This chapter is designed to help you
develop an approach for communicating pertinent water quality information to
people in your community, or more specifically, your target audience. This chapter
provides the following:
The steps involved in developing an outreach plan.
Guidelines for effectively communicating information.
Resources to assist in promoting community awareness.
The outreach initiatives implemented by the Jefferson Parish Team.
6.1 Developing an Outreach Plan for Time-
Relevant Water Quality Reporting
Your outreach program will be most effective if you ask yourself the following
questions:
Who do you want to reach? (i.e., Who is your target audience?)
What information do you want to distribute or communicate?
What are the most effective mechanisms to reach my target
audience?
Developing an outreach plan ensures that you have considered all important
elements of an outreach project before you begin. The plan itself provides a
blueprint for action. An outreach plan does not have to be lengthy or complicated.
You can develop a plan simply by documenting your answers to each of the
questions discussed below. This will provide you with a solid foundation for
launching an outreach effort.
Your outreach plan will be most effective if you involve a variety of people in its
development. Where possible, consider involving:
A communications specialist or someone who has experience
developing and implementing an outreach plan.
Technical experts in the subject matter (both scientific and policy).
Someone who represents the target audience (i.e., the people
or groups you want to reach).
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA 79
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Key individuals who will be involved in implementing the
outreach plan.
As you develop your outreach plan, consider whether you would like to invite any
organizations to partner with you in planning or implementing the outreach effort.
Potential partners might include shoreline and lakeshore property owner
associations, local businesses, environmental organizations, schools, boating
associations, local health departments, local planning and zoning authorities, and
other local or state agencies. Partners can participate in planning, product
development and review, and distribution. Partnerships can be valuable
mechanisms for leveraging resources while enhancing the quality, credibility, and
success of outreach efforts. Developing an outreach plan is a creative and
iterative process involving anumber of interrelated steps, as described below. As
you move through each of these steps, you might want to revisit and refine the
decisions you made in earlier steps until you have an integrated, comprehensive,
and achievable plan.
What Are Your Outreach Goals?
Defining your outreach goals is the initial step in developing an outreach
plan. Outreach goals should be clear, simple, action-oriented statements about
what you hope to accomplish through outreach. Once you have established your
goals, every other element of the plan should relate to those goals. Here were some
project goals for the Jefferson Parish EMPACT project:
To provide the public with a weekly, or more frequent "weather
report" on freshwater diversions and their impact on water
quality and algal blooms in area water bodies.
To gather baseline data in the Davis Pond Diversion outfall area
to assist coastal scientist and managers in distinguishing the effects
of river water from other ecosystem stressors.
To use the data collected to confirm remote sensing data and
calibrate the predictive ability of remote sensing data.
To provide ground-truthed remotely sensed data on water
quality and phytoplankton blooms to the agencies and
organizations involved with public health, fisheries, and habitat
related issues.
Whom Are You Trying To Reach?
Identifying Your Audience(s)
The next step in developing an outreach plan is to clearly identify the target
audience or audiences for your outreach effort. As illustrated in the Jefferson
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Parish project goals above, outreach goals often define their target audiences (e.g.,
the public, coastal scientists, fisheries, etc.). You might want to refine and add to
your goals after you have defined your target audience (s).
Target audiences for a water quality outreach program might include, for example,
the general public, local decision makers and land management agencies, educators
and students (high school and college), special interest groups (e. g., homeowner
associations, fishing and boating organizations, gardening clubs, and lawn
maintenance/landscape professionals). Some audiences, such as educators and
special interest groups, might serve as conduits to help disseminate information to
other audiences you have identified, such as the general public.
Consider whether you should divide the public into two or more audience
categories. For example: Will you be providing different information to
certain groups, such as citizens and businesses? Does a significant portion of
the public you are trying to reach have a different cultural or linguistic
background from other members? If so, it likely will be most effective to
consider these groups as separate audience categories.
Profiling Your Audience (s)
Once you have identified your audiences, the next step is to develop a profile
of their situations, interests, and concerns. Outreach will be most effective if
the type, content, and distribution of outreach products are specifically
tailored to the characteristics of your target audiences. Developing a profile
will help you identify the most effective ways of reaching the audience. For
each target audience, consider:
What is their current level of knowledge about water quality?
What do you want them to know about water quality? What
actions would you like them to take regarding water quality?
What information is likely to be of greatest interest to the
audience? What information will they likely want to know once
they develop some awareness of water quality issues?
How much time are they likely to give to receiving and
assimilating the information?
How does this group generally receive information?
What professional, recreational, and domestic activities does this group
typically engage in that might provide avenues for distributing outreach
products? Are there any organizations or centers that represent or serve
the audience and might be avenues for disseminating your outreach
products?
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA 81
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Profiling an audience essentially involves putting yourself "in your audience's
shoes." Ways to do this include consulting with individuals or organizations who
represent or are members of the audience, consulting with colleagues who have
successfully developed other outreach products for the audience, and using your
imagination.
What Do You Want To Communicate?
The next step in planning an outreach program is to think about what you
want to communicate. In particular at this stage, think about the key points,
or "messages," you want to communicate. Messages are the "bottom line"
information you want your audience to walk away with, even if they forget
the details.
A message is usually phrased as a brief (often one-sentence) statement. For
example:
The freshwater diversion this week had a effect on Lake
Salvador.
Salinity levels at the sampling station in Lake Salvador are
dropped below ppt.
The Hydrowatch site allows you to track daily changes on Lake
Salvador.
Outreach products will often have multiple related messages. Consider what
messages you want to send to each target audience group. You may have
different messages for different audiences.
What Outreach Products Will You Develop?
The next step in developing an outreach plan is to consider what types of
outreach products will be most effective for reaching each target audience.
There are many different types of outreach: print, audiovisual, electronic,
events, and novelty items. The table below provides some examples of each
type of outreach product.
The audience profile information you assembled earlier will be helpful in
selecting appropriate products. A communications professional can provide
valuable guidance in choosing the most appropriate products to meet your
goals within your resource and time constraints. Questions to consider when
selecting products include:
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How much information does your audience really need? How much does
your audience need to know now? The simplest, most effective, most
straightforward product generally is most effective.
Is the product likely to appeal to the target audience? How much time
will it take to interact with the product? Is the audience likely to make
that time?
Print Audiovisual Electronic Events Novelty Items
Bro chure s
Educational
curricula
Newsletters
Posters
Question-and-
answer sheets
Editorials
Fact sheets
Newspaper and
magazine articles
Press releases
Utility bill inserts
or stuflers
Cable television
programs
Exhibits
Kiosks
Public service
announcements
(radio)
Videos
E-mail messages
Web pages
Subscriber list
servers
Briefings
Fairs and festivals
One-on-one
meetings
Public meetings
Community days
Media interviews
Press conferences
Speeches
Banners
Buttons
Floating key
chains for boaters
Magnets
Bumper stickers
Coloring books
Frisbee discs
Mouse pads
Golf tees
How easy and cost-effective will the product be to distribute or, in
the case of an event, organize?
How many people is this product likely to reach? For an event,
how many people are likely to attend?
What time frame is needed to develop and distribute the product?
How much will it cost to develop the product? Do you have
access to the talent and resources needed for development?
What other related products are already available? Can you build
on existing products?
When will the material be out of date? (You probably will want to
spend fewer resources on products with shorter lifetimes.)
Would it be effective to have distinct phases of products over
time? For example, an initial phase of products designed to raise
awareness/ollowed by later phases of products to increase
understanding.
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA
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How newsworthy is the information? Information with inherent
news value is more likely to be rapidly and widely disseminated by
the media.
How Will Your Products Reach Your Audience?
Effective distribution is essential to the success of an outreach strategy.
There are many avenues for distribution. The table below lists some
examples.
EXAMPLES OF DISTRIBUTION AVENUES
"Your mailing list
Partners' mailing list
Phone/Fax
E-mail
Internet
TV
Radio
Print media
Hotline that distributes products upon request
Journals or newsletters of partner organizations
Meetings, events, or locations (e.g., libraries,
schools, marinas, public beaches, tackle shops,
and sailing clubs) where products are made
available
You need to consider how each product will be distributed and determine who
will be responsible for distribution. For some products, your organization might
manage distribution. For others, you might rely on intermediaries (such as the
media or educators) or organizational partners who are willing to participate in the
outreach effort. Consult with an experienced communications professional to
obtain information about the resources and time required for the various
distribution options. Some points to consider in selecting distribution channels
include:
How does the audience typically receive information?
What distribution mechanisms has your organization used in the past for
this audience? Were these mechanisms effective?
Can you identify any partner organizations that might be willing to
assist in the distribution?
Can the media play a role in distribution?
Will the mechanism you are considering really reach the
intended audience? For example, the Internet can be an effective
distribution mechanism, but certain groups might have limited
access to it.
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How many people is the product likely to reach through the
distribution mechanism you are considering?
Are sufficient resources available to fund and implement
distribution via the mechanisms of interest?
What Follow-up Mechanisms Will You Establish?
Successful outreach may cause people to contact you with requests for more
information or expressing concern about issues you have addressed.
Consider whether and how you will handle this interest. The following
questions can help you develop this part of your strategy:
What types of reactions or concerns are audience members likely to
have in response to the outreach information?
Who will handle requests for additional information?
Do you want to indicate on the outreach product where people can go
for further information (e. g., provide a contact name, number, or
address, or establish a hotline)?
What Is the Schedule for Implementation?
Once you have decided on your goals, audiences, messages, products, and
distribution channels, you will need to develop an implementation schedule.
For each product, consider how much time will be needed for development
and distribution. Be sure to factor in sufficient time for product review.
Wherever possible, build in time for testing and evaluation by members or
representatives of the target audience in focus groups or individual sessions so
that you can get feedback on whether you have effectively targeted your
material for your audience. Section 6.3 contains suggestions for presenting technical
information to the public. It also provides information about online resources that
can provide easy to understand background information that you can use in
developing your own outreach projects.
6.2 Elements of the Jefferson Parish Project's
Outreach Program
The Jefferson Parish team uses a variety of mechanisms to communicate
time-relevant water quality information - as well as information about the
project itself - to the affected commercial and recreational users of Lake
Salvador and other nearby water bodies. The team uses the Parish Web site
as the primary vehicle for communicating time-relevant information to the
public. Their outreach strategy includes a variety of mechanisms
(e.g.,Internet, brochures, presentations at events, and television) to provide
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA 85
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the public with information about the Jefferson Parish project. Each element of
the project's communication program are discussed below.
Bringing together experts. The EMPACT project stakeholders are made up of
a variety of organizations that provide input on the information generated from
the project and how it is communicated. These stakeholders are identified below.
Jefferson Parish Marine Fisheries Advisory Board
Davis Pond Freshwater Diversion Advisory Committee
Barataria-Terrebonne National Estuary Program (BTNEP)
Lake Pontchartrain Basin Foundation
SMSA Parishes
Nearby State Agencies
Local academic community
Brochure. The Jefferson Parish Environmental & Development Control
Department published a brochure highlighting current projects overseen by
the Coastal Zone Management (CZM) Program. The EMPACT project was
announced in the brochure. The team distributed the CZM brochures
through local libraries and during community events. Appendix C contains
a reproduction of the brochure.
Newspaper. Shortly after the time-series sampling system became
operational, two newspaper articles were run announcing the monitoring
effort. The articles described the types of data to be collected, how the data
were relevant to the community, how the data would be used, and where the
public could access the data.
Survey. To determine specific issues of concern in the surrounding
communities, the Jefferson Parish team used information already collected
by BTNEP, one of the team members. To increase public awareness for the
estuary's importance and problems, and to encourage residents, users, and
decision makers to become more involved in the promotion and protection
of the estuary, BTNEP held a series of eight public workshops in 1998. These
workshops provided citizens with information about the program and
allowed them to address any specific issues of concern. The Jefferson Parish
team used this information to find out what was important to the
communities regarding their wetlands. Also the team was able to determine
their target audience:
Commercial and recreational users of Lake Salvador.
Residents of communities that could be impacted by diversion related to
flooding.
Louisiana citizens concerned about coastal erosion, hypoxia in the Gulf,
eutrophication, and algal blooms.
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Web site. The Jefferson Parish Web site can be accessed at http://
www.jeffparish.net. The EMPACT project is discussed at http://
www.jeffparish.net/pages/index.cfm?DOCID= 1228. The Web site is the main
avenue used by the team for disseminating the water quality information. The site
has a static page which describes the Jefferson Parish EMPACT project. On the
left side of the site, there are links to the USGS Hydrowatch site, which displays
near-real time data from the time-series sampling system at Lake Salvador. An
example of the results measured by the time-series sampling system is provided in
Appendix D. The Web site also has a link to the Earth Scan Laboratory's Web site.
An example of the reflectance results taken from satellite data is provided in
Appendix E. The site also has links to learn more about the Davis Pond Diversion
Project and the EPA's EMPACT program.
Piggybacking on existing events. The Jefferson Parish team has found some
opportunities to promote the EMPACT project at other events. For
example, BTNEP hosted a one-day Forum to discuss their Estuary Program.
The team had the opportunity to give a power point presentation concerning
the EMPACT project. The team also provided a poster presentation and
handed out an information sheet about the project.
Developing the Lake Access Web Site
Experience Gained and Lessons Learned
The Jefferson Parish team uses a private contractor to manage their
EMPACT Web site (http://www.jeffparish.net/pages/index.cfm?
DOCID=1228). The team is considering ways to make the Web site more
effective. Currently the site has only information about the EMPACT
project and links to the data via Earth Scan and Hydrowatch. Because the
information on the Jefferson Parish Web site is not routinely revised or
changed, the team is concerned that individuals interested in the near-real
time water quality data are going directly to the Earth Scan and/or
Hydrowatch Web sites. As a result, the team does not know how many
people are accessing data generated by the Jefferson Parish EMPACT project.
The team is considering revising the Jefferson Parish site to store "live" data
to attract users back to the Web site.
The Jefferson Parish Project team recommends that you design your Web site
to include live changing data (e.g., daily) so that users will always find
something new and different when they visit your site. The team also
recommends that you set up procedures for notifying the project team when
changes are made to your site. Such procedures could include providing your
Web Master with a list of individuals (and their e-mail addresses) to contact
when the site is modified (e.g., site has moved to a new address or new features
are available).
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA 87
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Some of the local entities interested in the Lake Salvador data do not have Internet
connectivity. As a result they do not have access to any of the near-real time data.
At present, the team encourages them to visit their local library so they can access
the Web site. The team is considering other avenues to relay the information to
interested parties who do not have Internet access.
6.3 Resources for Presenting Water Quality Information
to the Public
As you develop your various forms of communication materials and begin to
implement your outreach plan, you will want to make sure that these
materials present your information as clearly and accurately as possible.
There are resources on the Internet to help you develop your outreach
materials. Some of these are discussed below.
How Do You Present Technical Information to the
Public?
Environmental topics are often technical in nature and full of jargon, and
water quality information is no exception. Nonetheless, technical
information can be conveyed in simple, clear terms to those in the general
public not familiar with water quality. The following principles should be
used when conveying technical information to the public:
Avoid using jargon,
Translate technical terms (e.g., reflectance) into everyday language the
public can easily understand,
Use active voice,
Write short sentences,
Use headings and other formatting techniques to provide a clear and
organized structure.
The following Web sites provide guidance regarding how to write clearly and
effectively for a general audience:
The National Partnership for Reinventing Government has a guidance
document, Writing User-friendly Documents, that can be found on the
Web at http://www.plainlanguage.gov.
The American Bar Association has a Web site that provides links to on-
line writing Iabs(http://www.abanet.org/lpm/bparticlell463_front.
shtml). The Web site discusses topics such as handouts and grammar.
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As you develop communication materials for your audience, remember to tailor
your information to consider what they are already likely to know, what you want
them to know, and what they are likely to understand. The most effective approach
is to provide information that is valuable and interestingto the target audience. For
example, the local fishers in the Lake Salvador area are concerned about some of
the potential effects (e.g., changes in salinity and algae blooms) of the Davis Pond
freshwater diversion. Also when developing outreach products, be sure to consider
special needs of the target audience. For example, ask yourself if your target
audience has a large number of people who speak little or no English. If so, you
should prepare communication materials in their native language.
The rest of this section contains information about resources available on the
Internet that can assist you as you develop your own outreach projects. Some
of the Web sites discussed below contain products, such as downloadable
documents or fact sheets, which you can use to develop and tailor your
education and outreach efforts.
Federal Resources
EPA's Surf Your Watershed
http://www.epa.gov/surf3
This Web site can be used to locate, use, and share environmental information on
watersheds. One section of this site, "Locate Your Watershed," allows the user to
enter the names of rivers, schools, or zip codes to learn more about watersheds in
their local area or in other parts of the country. The EPA's Index of Watershed
Indicators (IWI) can also be accessed from this site. The IWI is a numerical grade
(1 to 6), which is compiled and calculated based on a variety of indicators that point
to whether rivers, lakes, streams, wetlands, and coastal areas are "well" or "ailing."
EPA's Office of Water Volunteer Lake Monitoring: A Methods Manual
http://www.epa.gov/owow/monitoring/volunteer/lake
EPA developed this manual to present specific information on volunteer lake
water quality monitoring methods. It is intended both for the organizers of
the volunteer lake monitoring program and for the volunteer(s) who will
actually be sampling lake conditions. Its emphasis is on identifying
appropriate parameters to monitor and listing specific steps for each selected
monitoring method. The manual also includes quality assurance/quality
control procedures to ensure that the data collected by volunteers are useful
to States and other agencies.
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA 89
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EPA's Non Point Source Pointers (Fact sheets)
http: / / www.epa.go v/owow/np s /facts
This Web site features a series of fact sheets (referred to as "pointers) on nonpoint
source pollution (e.g., pollution occurring from storm water runoff). The pointers
covers topics including: programs and opportunities for public involvement in
nonpoint source control, managing wetlands to control nonpoint source pollution,
and managing urban runoff.
EPA's Great Lakes National Program Office
http://www.epa.gov/glnpo/about.html
EPA's Great Lakes National Program Office Web site includes information
about topics such as human health, visualizing the lakes, monitoring, and
pollution prevention. One section of this site (http://www.epa.gov/glnpo/
gl2000/lamps/index.html) has links to Lakewide Management Plans (LaMP)
documents for each of the Great Lakes. A LaMP is a plan of action developed
by the United States and Canada to assess, restore, protect and monitor the
ecosystem health of a Great Lake. The LaMP has a section dedicated to public
involvement or outreach and education. The program utilizes a public
review process to ensure that the LaMP is addressing their concerns. You
could use the LaMP as a model in developing similar plans for your water
monitoring program.
U. S. Department of Agriculture Natural Resource Conservation Service
http://www.wcc.nrcs.usda.gov/water/quality/frame/wqam
Under "Guidance Documents," there are several documents pertaining to
water quality that can be downloaded or ordered. These documents are listed
below.
A Procedure to Estimate the Response of Aquatic Systems to Changes in
Phosphorus and Nitrogen Inputs
Stream Visual Assessment Protocol
National Handbook of Water Quality Monitoring
Water Quality Indicators Guide
Water Quality Field Guide
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Education Resources
Project WET (Water Education for Teachers)
http: / /www.montana.edu/wwwwet
One goal of Project WET is to promote awareness, appreciation, knowledge,
and good stewardship of water resources by developing and making available
classroom-ready teaching aids. Another goal of WET is to establish state- and
internationally-sponsored Project WET programs. The WET site has a list of
all the State Project WET Program Coordinators.
Water Science for Schools
http://wwwga.usgs.gov/edu/index.html
The USGS's Water Science for School Web site offers information on many
aspects of water and water quality. The Web site has pictures, data, maps, and
an interactive forum where you can provide opinions and test your water
knowledge. Water quality is discussed under "Special Topics."
Global Rivers Environmental Education Network (GREEN)
http://www.earthforce.org/green
The GREEN provides opportunities for middle and high school-aged youth
to understand, improve and sustain watersheds in their community. This site (http:/
/www.igc.apc.org/green/resources.html) also includes a list of water quality
projects being conducted across the country and around the world.
Adopt- A-Watershed
http://www.adopt-a-watershed.org/about.htm
Adopt- A- Watershed is a school-community learning experience for students
from kindergarten through high school. Their goal is to make science
applicable and relevant to the students. Adopt-A-Watershed has many
products and services available to teachers wishing to start an Adopt-A-
Watershed project. Although not active in every state, the Web site has a list
of contacts in 25 States if you are interested in beginning a project in your
area.
National Institutes for Water Resources
http://wrri.nmsu.edu/niwr/niwr.html
The National Institutes for Water Resources (NIWR) is a network of 54
research institutes throughout each of the 50 States, District of Columbia, the
Virgin Islands, Puerto Rico, and Guam/Federated States of Micronesia. Each
institute conducts research to solve water problems unique to their area and
establish cooperative programs with local governments, state agencies, and
industry.
COMMUNICATING TIME-RELEVANT WATER QUALITY DATA 91
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Other Organizations
North American Lake Management Society (NALMS) Guide to Local
Resources
http://www.nalms.org/
This Web site provides resources for those dealing with local lake-related
issues. NALMS's mission is to forge partnerships among citizens, scientists,
and professionals to promote the management and protection of lakes and
reservoirs. NALMS's Guide to Local Resources (http://www.nalms.org/
resource/lnkagenc/links.htm) contains various links to regulatory agencies,
extension programs, research centers, NALMS chapters, regional directors,
and a membership directory.
The Watershed Management Council
http://watershed.org/wmc/aboutwmc.html
The Watershed Management Council (WMC) is a nonprofit organization
whose members represent a variety of watershed management interests and
disciplines. WMC membership includes professionals, students, teachers,
and individuals whose interest is in promoting proper watershed
management.
Gulf of Mexico Program
http://gmpo.gov
The EPA established the Gulf of Mexico Program (GMP). Their mission is
to provide information and resources to facilitate the protection and
restoration of the coastal marine waters of the Gulf of Mexico and its coastal
natural habitats. The GMP's Web site has links to existing coastal projects,
has links to educator and student resources, and provides near-real time
oceanic data.
The Barataria - Terrobonne National Estuary Program (BTNEP)
http://www.btnep.org
BTNEP is the result of a cooperative agreement between the EPA and the
State of Louisiana under the National Estuary Program. The program's
charter was to develop a coalition of government, private, and commercial
interests to identify problems, assess trends, design pollution control,
develop resource management strategies, recommend corrective actions, and
seek implementation commitments for the preservation of Louisiana's
Barataria and Terrebonne basins.
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APPENDIX A
GLOSSARY OF TERMS & ACRONYM LIST
GLOSSARY OF TERMS AND ACRONMYM LIST A-1
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ADAPS: Automated Data - Processing System.
Algae: Simple single-celled, colonial, or multi-celled aquatic plants. Aquatic algae
are (mostly) microscopic plants that contain chlorophyll and grow by photosyn-
thesis. They absorb nutrients from the water or sediments, add oxygen to the water,
and are usually the major source of organic matter at the base of the food web.
Algal blooms: Referring to excessive growths of algae caused by excessive nutrient
loading.
Anoxia: Absence of oxygen in water.
APT: Automatic picture transmission.
AVHRR: Advanced very high resolution radiometer.
BTNEP: Barataria-Terrebonne National Estuary Program.
CEI: Coastal Ecology Institute.
Chlorophyll: Green pigment in plants that transforms light energy into chemical
energy by photosynthesis.
CO2: carbon dioxide.
CSI: Coastal Studies Institute.
CZM: Coastal Zone Management.
DAAC: Distributed Active Archive Center.
A-2 APPENDIX A
-------
DAS: Data acquisition system.
dB: decibel
DECODES: Device Conversion and Delivery System
DIG: Differential interference contrast.
Dissolved oxygen (DO): The concentration of oxygen
dissolved in water, usually expressed in milligrams per liter,
parts per million, or percent of saturation (at the field tem-
perature). Adequate concentrations of dissolved oxygen are
necessary to sustain the life of fish and other aquatic organ-
isms and prevent offensive odors. DO levels are considered a
very important and commonly employed measurement of
water quality and indicator of a water body's ability to sup-
port desirable aquatic life. Levels above 5 milligrams per liter
(mg O2/L) are considered optimal and fish cannot survive for
prolonged periods at levels below 3 mg O2/L. Levels below 2
mg O2/L are often referred to as hypoxic and when O2 is less
than 0.1 mg/, conditions are considered to be anoxic.
DMSO: Dimethyl sulfoxide.
DO: Dissolved oxygen.
DOMSAT: Domestic satellite. A DOMSAT system utilizes
a geosynchronous satellite to re-broadcast satellite data received
at a central reception and preprocessing center.
DVT(s): Data visualization tools.
EMPACT: Environmental Monitoring for Public Access and
Community Tracking.
EPA: U.S Environmental Protection Agency.
ESL: Earth Scan Laboratory
Estuary: A semi-enclosed coastal area, where seawater mixes
with fresh water from rivers.
Eutrophication: The process by which surface water is en-
riched by nutrients (usually phosphorus and nitrogen) which
leads to excessive plant growth.
GLOSSARY OF TERMS AND ACRONMYM LIST A-3
-------
ft: feet.
FTP: File transfer protocol.
GAG: Global area coverage.
GFF: Glass fiber filter.
GIS: Geographic information systems.
GMP: Gulf of Mexico Program.
GOES: Geostationary operational environmental satellites.
GPS: Global positioning system.
GREEN: Global Rivers Environmental Education Network
GUI: Graphical user interface.
ug/1: micrograms (10~6 grams)/liter.
uS/cm: microsiemens per centimeter.
HAB: Harmful algal bloom.
HC1: hydrochloric acid.
HRPT: High resolution picture transmission.
HTCO: High temperature catalytic oxidation.
Hypoxia: Physical condition caused by low amounts of dissolved oxygen in water
(i.e., less than 2 mg/1.)
1C: Inorganic carbon.
IWI: Index of Watershed Indicators
A-4 APPENDIX A
-------
J
K
Kbps: kilobytes per second.
kg: kilogram.
km: kilometer.
km/hr: kilometers per hour.
Ibs: pounds.
L: liter
LAC: Local area coverage.
LaMP: Lakewide Management Plans
LNA: Low noise amplifier.
LRGS: Local readout ground station
LSU: Louisiana State University
LSU-CEI: Louisiana State University Coastal Ecology Institute.
LUMCON: Louisiana University Marine Observatory Consortium.
M
m: meters.
mg: milligrams
mg/L: milligrams/liter
mph: miles per hour.
MHz: Megahertz.
GLOSSARY OF TERMS AND ACRONMYM LIST A-5
-------
NALMS: North American Lake Management Society.
NASA: National Aeronautics and Space Administration.
NDIR: Non-dispersive infrared gas analyzer.
Near-real time: Refers to data current enough to be used in day-to-day decision-
making These data are collected and distributed as close to real time as possible.
Reasons for some small time delays in distributing the collected data include the
following: (1) the time it takes to physically transmit and process the data, (2)
delays due to the data transmission schedule (i.e., some collected data are only
transmitted in set time intervals as opposed to transmitting the data continu-
ously), and (3) the time it takes for automated and preliminary manual QA/QC.
NESDIS: National Environmental Satellite, Data and Information Service.
NIWR: National Institute for Water Resources.
NOAA: National Oceanic and Atmospheric Administration.
nrn: Nanometer, 10~9 meter.
NSP: Neurotoxic shellfish poisoning.
NTU: Nephelometric turbidity unit.
Nutrient loading: The discharge of nutrients from the watershed into a receiv-
ing water body (e.g., wetland). Expressed usually as mass per unit area per unit
time (kg/ hectare/ yr or Ibs/acre/year).
ORD: Office of Research and Development.
Organic: Refers to substances that contain carbon atoms and carbon-carbon
bonds.
OSC: Orbital Sciences Corporation.
PC: Personal computer.
PCI: Peripheral component interconnect.
A-6 APPENDIX A
-------
pH scale: A scale used to determine the alkaline or acidic
nature of a substance. The scale ranges from 1 to 14 with 1
being the most acidic and 14 the most basic. Pure water is
neutral with a ph of 7.
Parameter: Whatever it is you measure - a particular physi-
cal, chemical, or biological property that is being measured.
Photosynthesis: The process by which green plants convert
carbon dioxide to sugars and oxygen using sunlight for en-
ergy.
POES: Polar orbiting environmental satellites.
ppt: parts per thousand.
Quality Assurance/Quality Control (QA/QC): QA/QC
procedures are used to ensure that data are accurate, precise,
and consistent. QA/QC involves established rules in the field
and in the laboratory to ensure thatsamples are representa-
tive of the water you are monitoring, free from contamina-
tion, and analyzed following standard procedures.
QWSU: Quality Water Service Unit.
Remote Monitoring: Monitoring is called remote when the
operator can collect and analyze data from a site other than
the monitoring location itself.
Salinity: Measurement of the mass of dissolved salts in wa-
ter. Salinity is usually expressed in ppt.
SeaWiFS: Sea-viewing Wide Field-of-view Sensor. The
SeaWiFS is an Earth-orbiting ocean color sensor flown on
the Orbview-2 satellite that provides quantitative data on glo-
bal ocean bio-opticals properties to the science community.
[Source: http://seawifs.gsfc.nasa.gov/SEAWIFS/BACK-
GROUND/ SEAWIFS_BACKGROUND.html]
SCSI: Small Computer System Interface (pronounced
"scuzzy")
GLOSSARY OF TERMS AND ACRONMYM LIST A-7
-------
SEM: Scanning electron microscope.
SMSA: Standard metropolitan statistical area.
Specific Conductance: The measure of how well water can conduct an electrical
current. Specific conductance indirectly measures the presence of compounds
such as sulfates, nitrates, and phosphates. As a result, specific conductance can be
used as an indicator of water pollution. Specific conductivity is usually expressed
in ปS/cm.
SST: Sea surface temperatures.
Surface Truthing: Relating the digital measurements of a parameter (e.g., turbid-
ity and fluorescence) to field sample measurements for the same or a similar pa-
rameter.
Suspended solids: (SS or Total SS [TSS]). Organic and inorganic particles in
suspension in a water mass.
TC: Total carbon.
Time-relevant environmental data: Data that are collected and communicated
to the public in a time frame that is useful to their day-to-day decision-making
about their health and the environment, and relevant to the temporal variability
of the parameter measured.
TOG: Total organic carbon.
Turbidity: The degree to which light is scattered in water because of suspended
organic and inorganic particles. Turbidity is commonly measured in NTU's.
UHF: Ultra high frequency, 300 to 3000 megahertz.
UPS: Uninterruptible power supply.
USGS: United States Geologic Survey.
USAGE: United States Army Corps of Engineers.
VHP: Very high frequency, 88 to 216 megahertz.
A-8 APPENDIX A
-------
w
WET: Water Education for Teachers.
WMC: Watershed Management Council.
YSIฎ: Yellow Springs Instruments*
GLOSSARY OF TERMS AND ACRONMYM LIST A-9
-------
APPENDIX B
LIST OF AUTHORIZED SEAWIFS GROUND
STATIONS/USERS
LIST OF AUTHORIZED SEAWIFS GROUND STATIONS/USERS B-1
-------
Name/Telephone No. Affiliation Address
Andrew B. Archer
303. 790. 8606, ext. 3136
Dr. Robert Arnone
601.688.5268
Mr. B. Edward Arthur Jr.
228.688.5265
Dr. Max P. Bleiweiss
505.678.3504
Robert A. Kamphaus
757.441.6206
Dr. Francisco Chavez
831.775.1709
Prof. Duane E. Waliser
631.632.8647
Dr. Kevin Engle
907.474.5569
Rafael Fernandez-Sein
787. 834. 7620, ext. 2263
Dr. Pierre Flament
808.956.6663
Mr. Scott M. Glenn
908. 932. 6555, ext. 544
Dr. Frank E. Hoge
757.824.1567
Antarctic Support Association
Naval Research Lab/Stennis
Space Center
Naval Research Lab/Stennis
Space Center
US Army Research Laboratory
NOAA Ship Ron Brown
Monterey Bay Aquarium
Research Institute
Institute for Terrestrial And
Planetary Atmosphere
Institute of Marine Science
University of Puerto Rico
University of Hawaii at Manoa
Institute of Marine and Coastal
Sciences
NASA/GSFC Wallops Flight
Facility
61 Inverness Dr. East, Suite 300
Englewood, CO 801 12
Code 7243
Building 1 105
Stennis Space Center, MS 39529
Code 7340
Stennis Space Center, MS 39529-
5004
AMSRL-IS-EW
White Sands Missile Range, NM
88002-5501
NOAA Ship Ron Brown
Atlantic Marine Center
43 9 W. York Street
Norfolk, VA 235 10-1 1 14
P.O. Box 628
7700Sandholdt Rd.
Moss Landing, CA 95039-0628
MSRC/Endeavor Hall #205
State University of New York
Stony Brook, NY 1 1 794-5000
University of Alaska Fairbanks
Fairbanks, AK 99775-7220
NASA-URC Tropical Center for Earth
and Space Studies
University of Puerto Rico at Mayaguez
Road 108, Km 1.0 Miradero
PO Box 9001
Mayaguez, PR 00680-9001
1 000 Pope Road
Honolulu, HI 96822
Marine Science Building
Rutgers, The State University
71 Dudley Road
New Brunswick, NJ 08901-8521
Code 972
Building N-159
Wallops Island, VA 23337
B-2
APPENDIX B
-------
Name/Telephone No. Affiliation Address
Dr. Michael Laurs
808.942.1279
Mr. Ronald J. Lynn
619.546.7084
John M. Morrison
919.515.7449
Thomas L. Mote
701.777.3164
Dr. Frank E Muller-Karger
813.553.3335
Dr. Norman B. Nelson
805.893.5303
Dr. Torben N. Nielsen
808.956.5896
Albert J. Peters
402.472.4893
Dr. John N. Porter
808.956.6483
Mr. Raymond C. Smith
Greg Stossmeister
303.497.8692
Dr. Byron D. Tapley
Dr. Andrew Thomas
207.581.4335
Nan D. Walker
225-388-2395
Dr. Kirk Waters
843.740.1227
Hawaii Regional Coastwatch
Node
NOAA/La Jolla
Department of Marine Earth
and Atmospheric Science
Department of Space Studies
Department of Marine Science
University of California, Santa
Barbara
University of Hawaii/HIGP
University of Nebraska
University of Hawaii
University of California, Santa
Barbara
University Corporation for
Atmospheric Research
UT Center for Space Research
University of Maine
Louisiana State University
NOAA Coastal Service Center
National Marine Fisheries Service
Honolulu Laboratory
2570 Dole Street
Honolulu, HI 96882
National Marine Fisheries Service
PO Box271
La Jolla, CA 92007
North Carolina State University
1 125 Jordan Hall
Box 8208
Raleigh, NC 27695-8208
University of North Dakota
Grand Forks, ND 58202-9008
University of South Florida
140 7th Avenue S.
St. Petersburg, FL 33701
ICESS, Ellison Hall
Santa Barbara, CA 931 06
1 680 East-West Road
Post619E
Honolulu, HI 96816
1 13 Nebraska Hall
Lincoln, NE 68588-051 7
Hawaii Institute of Geophysics and
Planetology
2525 Correa Rd.
Honolulu, HI 96822
University of California Santa Barbara
Ellison Hall, 6th Floor
Santa Barbara, CA 931 06
PO Box 3000, UCAR
Boulder, CO 80307-3000
3925 West Broker Lane
Suite 200
Austin, TX 78759-5321
School of Marine Sciences
University of Maine
5741 Libby Hall, Room 218
Orono, ME 04469-5741
Coastal Studies Institute
Howe-Russell Geoscience Complex
Louisiana State University
Baton Rouge, LA 70803
2234 South Hobson Ave.
Charleston, SC 29405-231 4
LIST OF AUTHORIZED SEAWIFS GROUND STATIONS/USERS
B-3
-------
APPENDIX C
JEFFERSON PARISH BROCHURE
JEFFERSON PARISH BROCHURE C-1
-------
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-------
APPENDIX D
EXAMPLE DATA FROM USGS HYDROWATCH
EXAMPLE DATA FROM USGS HYDROWATCH D-1
-------
1/11/01 1/12/01 1/13/01 1/14/01 1/15/01 1/16/D1 1/17/01 1/18/01 1/19/01
4.00 ~ j 4.00
2.00
00:00
2.00
00:00
00:00 00:00 00:00 00:00 00:00 00:00 00:00
PROVISIONAL DATA - SUBJECT TO CHANGE UPON FINAL REVIEW
D-2
APPENDIX D
-------
APPENDIX E
EXAMPLE DATA FROM EARTH SCAN LABORATORY
(Satellite Data - Reflettante)
EXAMPLE DATA FROM EARTH SCAN LABORATORY E-1
-------
E-2
APPENDIX E
-------
-------
EMPACT - Sunwise Program Handbook - Cover
Research and Development
Environmental Information
EPA/625/C-02/008
www.epa.gov/empact
July 2002
Community-Based Ultraviolet
Radiation (UV) Risk Education
The SunWise Program Handbook
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EMPACT - Sunwise Program Handbook
Community-Based
UV Risk Education
The SunWise Program Handbook
M P
T
Environmental Monitoring for Public Access
& Community Tracking
Continue ป
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EMPACT - Sunwise Program Handbook
Community-Based
UV Risk Education
The SunWise Program Handbook
M P
T
Environmental Monitoring for Public Access
& Community Tracking
Continue ป
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EMPACT - Sunwise Program Handbook - Table of Contents
Contents
1.0 INTRODUCTION
1.1 What is EPA's SunWise Program?
1.2 What is the Purpose of This Handbook
1.3 EMPACT Metropolitan Areas
2.0 HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION
2.1 What is UV Radiation?
2.2 How Does the Ozone Layer Block UV Radiation?
2.3 How Does UV Radiation Affect Your Skin, Eyes, and Immune System?
2.4 Are Some People More Prone to the Effects of UV Radiation?
2.5 Recognizing the Signs of Skin Cancer
2.6 Why Are Children and Teenagers Most Vulnerable to Overexposure?
2.7 What are the Environmental Threats from UV Radiation?
3.0 WHAT IS THE UV INDEX?
3.1 How Is the UV Index Calculated?
4.0 RAISING AWARENESS IN THE COMMUNITY
4.1 Developing an Effective Outreach Program
Step 1: What Are You Trying To Accomplish?
Step 2: Who Are You Trying To Reach?
Step 3: What Do You Want To Communicate?
Step 4: Who Will Lead the Effort?
Step 5: How Will You Fund Your Outreach Program?
Step 6: How Will You Measure Success?
Step 7: What Outreach Tools and Community Events Will You Need To Communicate Your Messages?
Step 8: How Will You Distribute Your Products?
4.2 Successful UV Risk Education Programs
4.3 Communicating UV Risk Education Information to the Community
Writing for the Public
Know Your Audience
Clinical Information and Photographs
Essential UV Risk and Sun Protection Messages: Sample Text for Outreach Products
Appendix A
List of Resources
Appendix B
Case Studies of UV Risk Education Programs
Appendix C
Examples of Successful SunWise Programs
Appendix D
How Is the UV Index Calculated?
Appendix E
Examples of UV Monitoring Networks and Scientific Studies in the United States
Appendix F
Frequently Asked Questions
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EMPACT - Sunwise Program Handbook - Table of Contents
Appendix G
Glossary
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EMPACT - Sunwise Program Handbook - Acknowledgements
Acknowledgments
The development of this handbook was managed by Dr. Dan Petersen (U.S. Environmental Protection Agency). While
developing this handbook, we sought the input of many individuals. Gratitude is expressed to each person for their
involvement and contributions.
Ms. Debbie Brennan, Central Middle School, Tinley Park, Illinois
Ms. Dottie Fundakowski, Center for Creative Learning, Rockwood School District, Missouri
Dr. Alan Geller, Boston University Medical Center
Ms. Lannie Hagan, University of Colorado at Boulder's (CU's) Science Explorer Program, Boulder,
Colorado
Ms. Betty Lacey, Montgomery County Medical Society Alliance of Dayton, Ohio
Mr. Greg Morrison, Goddard Middle School, Glendora, California
Mr. Kevin Rosseel, U.S. Environmental Protection Agency, SunWise Program, Washington, DC
Dr. Mona Sariaya, Centers for Disease Control and Prevention
Mr. Craig Sinclair, Anti-Cancer Council of Victoria, Australia
Disclaimer
This document has been reviewed by the U.S. Environmental Protection Agency (EPA) and approved for publication.
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EMPACT - Sunwise Program Handbook - Chapter 1
1.0 INTRODUCTION
The sun is necessary for life, and while some exposure to sunlight is enjoyable, too much can be dangerous. There is
increased concern that, due to the depletion of the ozone layer, more of the sun's rays are reaching Earth than ever
before. Overexposure to ultraviolet (UV) radiation can lead to adverse health effects, such as blistering sunburns, skin
cancer, eye problems, and premature aging of the skin. More than 1 million people in the United States are diagnosed
with skin cancer each year, making it the most common form of cancer in the country. In fact, 90 percent of skin
cancers are linked to sun exposure.1
Skin cancer and other health risks are largely preventable,
however. Communities have access to a host of tools to help
understand the risks from overexposure to the sun and how to
protect themselves from harmful UV radiation. One of the most
useful tools is the UV Index, which is a daily forecast of the
level of UV exposure for a particular area of the country.
This handbook is designed to provide you with instruction and
guidance on how to inform your community about the risks
posed by overexposure to UV radiation and the steps that
residents can take to reduce these risks. You will also learn
more about the UV Index and how it can be incorporated into a
successful sun protection education program. This handbook
was developed by the U.S. Environmental Protection Agency's
(EPA's) Environmental Monitoring for Public Access and
Community Tracking (EMPACT) program. EPA created
EMPACT in 1996 to take advantage of new technologies that
make it possible to provide environmental information to the
public in near-real time. EPA partnered with the National Oceanic and Atmospheric Administration (NOAA) and the
U.S. Geological Survey (USGS)to help achieve nationwide consistency in measuring environmental data, managing the
information, and delivering it to the public.
EMPACT projects have been initiated in 156 metropolitan areas. (See table at the end of this chapter.) These projects
cover a wide range of environmental issues, such as groundwater contamination, ocean pollution, smog, and overall
ecosystem quality.
EMPACT projects aim to help communities:
Collect, manage, and distribute time-relevant environmental information.
Provide their residents with easy-to-understand, practical information they can use to make informed, day-to-
day decisions.
Some projects have been initiated directly by EPA; others have been launched by communities with the help of EPA-
funded Metro Grants. EMPACT projects have helped local governments build monitoring infrastructures and
disseminate environmental information to millions of people.
1.1 What Is EPA's SunWise Program?
The SunWise School Program is an EMPACT project that raises awareness of the health risks of overexposure to the
sun and aims to change behaviors to reduce these risks. This national program reaches out to children in grades K
through 8, their teachers, and their caregivers. Through the use of classroom-, school-, and community-based lessons
and activities, SunWise helps children:
Follow action steps to reduce their exposure to UV radiation (see Chapter 4).
Develop skills for sustained SunWise behavior and appreciate the
environment around them.
SunWise activities and publications discuss the causes and effects of UV radiation,
as well as how to monitor local and national UV levels using the UV Index.
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The SunWise Web site (www.epa.gov/sunwise) provides detailed information on the
program and is a comprehensive online resource for sun safety information. In addition, NOAA's Climate Prediction
Center (www.cpc.ncep.noaa.gov) provides daily updates of the UV forecast for U.S. and international cities.
SunWise
a school program that radiates good ideas
1.2 What Is the Purpose of This Handbook?
This handbook provides information your community will need to develop a UV risk education program. The handbook
is organized as follows:
Chapter 2 describes the health and environmental concerns of UV radiation, including detailed information on
skin cancer, skin aging, cataracts, and immune system suppression. It describes the different types of UV
radiation and discusses the relationship between ozone depletion and increased UV radiation, including the
science of ozone depletion.
Chapter 3 includes detailed information on the UV Index, including when and why it was established, what it
measures, what UV monitoring systems exist, and how the UV Index is influenced by factors such as elevation,
cloud cover, time of day, and latitude.
Chapter 4 discusses how to communicate sun protection and public health information to residents. A UV/sun
protection outreach project can take many forms, from a sustained, multi-year, community-wide effort to a
seasonal campaign at parks and recreation centers. This chapter of the handbook explains the steps involved in
developing a sun protection outreach program for a community and provides profiles of successful initiatives in
the United States and internationally. It also describes a variety of successful tools and strategies that can be
used in schools and communities, and it provides guidance for communicating information about sun protection
and health risks to the community.
This handbook is designed for decision-makers and public health officials who may be considering whether to
implement a UV risk communication or outreach program in their community, and for outreach coordinators or other
individuals who are in charge of implementing community-based programs.
This handbook references supplementary sources of information, such as Web sites, publications, organizations, and
contacts, that can help the user find more-detailed guidance. Interspersed throughout the handbook are success stories
and lessons learned from communities and organizations that have already implemented UV outreach programs.
1.3 EMPACT Metropolitan Areas
Albany-Schenectady-Troy, NY
Albuquerque, NM
Allentown-Bethlehem-Easton, PA
Anchorage, AK
Appleton-Oshkosh-Neenah, Wl
Little Rock-North Little Rock, AR
Los Angeles-Riverside-Orange County, CA
Louisville, KY
Lubbock, TX
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Atlanta, GA
Augusta-Aiken, GA-SC
Austin-San Marcos, TX
Bakersfield, CA
Baton Rouge, LA
Beaumont-Port Arthur, TX
Billings, MT
Biloxi-Gulfport-Pascagoula, MS
Binghamton, NY
Birmingham, AL
Boise City, ID
Boston-Worcester-Lawrence, MA-NH-ME-CT
Brownsville-Harlingen-San Benito, TX
Buffalo-Niagara, NY
Burlington, VT
Canton-Massillon, OH
Charleston-North Charleston, SC
Charleston, WV
Charlotte-Gastonia-Rock Hill, NC-SC
Chattanooga, TN-GA
Cheyenne, WY
Chicago-Gary-Kenosha, IL-IN-WI
Cincinnati-Hamilton, OH-KY-IN
Cleveland-Akron, OH
Colorado Springs, CO
Columbia, SC
Columbus, SC
Columbus, GA-AL
Columbus, OH
Corpus Christi, TX
Dallas-Fort Worth, TX
Davenport-Moline-Rock Island, IA-IL
Dayton-Springfield, OH
Daytona Beach, FL
Denver-Boulder-Greeley, CO
Des Moines, IA
Detroit-Ann Arbor-Flint, Ml
Duluth-Superior, MN-WI
El Paso, TX
Erie, PA
Eugene-Springfield, OR
Evansville-Henderson, IN-KY
Fargo-Moorhead, ND-MN
Fayetteville, NC
Fayetteville-Springfield-Rogers, AR
Fort Collins-Loveland, CO
Fort Myers-Cape Coral, FL
Fort Pierce-Port St. Lucie, FL
Fort Wayne, IN
Fresno, CA
Grand Rapids-Muskegon-Holland, Ml
Greensboro-Winston-Salem-High Point, NC
Greenville-Spartanburg-Anderson, SC
Harrisburg-Lebanon-Carlisle, PA
Hartford, CT
Macon, GA
Madison, Wl
McAllen-Edinburg-Mission, TX
Melbourne-Titusville-Palm Bay, FL
Memphis, TN-AR-MS
Miami-Fort Lauderdale, FL
Milwaukee-Racine, Wl
Minneapolis-St. Paul, MN-WI
Mobile, AL
Modesto, CA
Montgomery, AL
Nashville, TN
New London-Norwich, CT-RI
New Orleans, LA
New York-Northern New Jersey-Long Island, NY-NJ-CT-PA
Norfolk-Virginia Beach-Newport News, VA-NC
Ocala, FL
Odessa-Midland, TX
Oklahoma City, OK
Omaha, NE-IA
Orlando, FL
Pensacola, FL
Peoria-Pekin, IL
Philadelphia-Wilmington-Atlantic City, PA-NJ-DE-MD
Phoenix-Mesa, AZ
Pittsburgh, PA
Portland, ME
Portland-Salem, OR
Providence-Fall River-Warwick, RI-MA
Provo-Orem, UT
Raleigh-Durham-Chapel Hill, NC
Reading, PA
Reno, NV
Richmond-Petersburg, VA
Roanoke, VA
Rochester, NY
Rockford, IL
Sacramento-Yolo, CA
Saginaw-Bay City-Midland, Ml
St. Louis, MO-IL
Salinas, CA
Salt Lake City-Ogden, UT
San Antonio, TX
San Diego, CA
San Francisco-Oakland-San Jose, CA
San Juan-Caguas-Arecibo, PR
San Luis Obispo-Atascadero-Paso Robles, CA
Santa Barbara-Santa Maria-Lompoc, CA
Sarasota-Bradenton, FL
Savannah, GA
Scranton-Wilkes-Barre-Hazleton, PA
Seattle-Tacoma-Bremerton, WA
Shreveport-Bossier City, LA
Sioux Falls, SD
Sound Bend, IN
Spokane, WA
Springfield, MA
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Hickory-Morgantown-Lenoir, NC
Honolulu, HI
Houston-Galveston-Brazoria, TX
Huntington-Ashland, WV-KY-OH
Huntsville, AL
Indianapolis, IN
Jackson, MS
Jacksonville, FL
Johnson City-Kingsport-Bristol, TN-VA
Johnston, PA
Kalamazoo-Battle Creek, Ml
Kansas City, MO-KS
Killeen-Temple, TX
Knoxville, TN
Lafayette, LA
Lakeland-Winter Haven, FL
Lancaster, PA
Lansing-East Lansing, Ml
Las Vegas, NV
Lexington, KY
Lincoln, NE
1 American Cancer Society, "Cancer Facts and Figures 1999."
Springfield, MO
Stockton-Lodi, CA
Syracuse, NY
Tallahassee, FL
Tampa-St. Petersburg-Clearwater, FL
Toledo, OH
Tucson, AZ
Tulsa, OK
Utica-Rome, NY
Visalia-Tulare-Porterville, CA
Washington-Baltimore, DC-MDVA-WV
West Palm Beach-Boca Raton, FL
Wichita, KS
York, PA
Youngstown-Warren, OH
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2.0 HEALTH AND ENVIRONMENTAL CONCERNS OF UV RADIATION
Ultraviolet (UV) radiation is a natural but dangerous part of the sun's
energy. The ozone layer, located between 6 and 30 miles above the
Earth in the stratosphere, blocks most of this radiation from reaching
the Earth's surface and makes our planet livable. A dramatic loss of
stratospheric ozone was first noticed in the mid-1980s above
Antarctica. Since then, scientists have confirmed significant seasonal
losses of stratospheric ozone over Antarctica and the Arctic region,
and less dramatic losses in mid-latitude regions such as North
America. The depletion of the ozone layer has created heightened
concern about the health and environmental effects of increased UV
radiation. UV radiation is known to cause a number of different health
effects, including skin cancer and cataracts, and increased UV
radiation is suspected to be contributing to a number of environmental problems, including the worldwide decline in
frog populations and the bleaching of coral reefs.
2.1 What Is UV Radiation?
UV radiation is an invisible form of energy that has a shorter wavelength than either blue or violet light. UV radiation is
made up of three components: UV-A, UV-B, and UV-C rays. Although the ozone layer does not absorb UV-A rays, it
does absorb most UV-B rays and virtually all UV-C rays. UV-A rays penetrate deep into the skin and heavily
contribute to premature aging, while UV-B rays mostly impact the surface of the skin and are the primary cause of
sunburn. Both UV-A and UV-B have been linked to a number of other health effects, including skin cancer, and UV-B
rays have been implicated in environmental effects from UV radiation. The main threat resulting from the depletion of
the ozone layer is increased UV-B effects, even though UV radiation is only about 2 percent UV-B.
UVA
LJVB
Keratinocytes
Melanocytes
Basal Cell
Langertians Cells
a.
Capillaries
Fibroblasts
Lymphocytes
Macrophages
Mast Cells
Granulocytes
E_
(
Q
Collagen, Vessels
Elastic Fibers
GAGs, Fibroneetin Subcutaneous Tissue
I I
2.2 How Does the Ozone Layer Block UV Radiation?
The ozone layer is very important because it absorbs most UV-B rays and virtually all UV-C rays. The ozone
molecules that make up the stratospheric ozone layer are each made up of three oxygen atoms. When ozone absorbs
UV radiation, it creates heat as it splits into a pair of oxygen atoms and a lone oxygen atom, which eventually
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recombine to form ozone again. The molecular structure of ozone can be altered by human-made chemicals that are
emitted into the air. When this happens, the stratospheric ozone layer can be depleted.
Chlorofluorocarbons (CFCs) are the principal cause of ozone depletion,
although a number of synthetic halocarbon chemicals also are known to reduce
stratospheric ozone. CFCs were once widely used as propellents in spray cans,
as refrigerants and electronics cleaning agents, and in foam and insulating
products. Other ozone-depleting substances include pesticides such as methyl
bromide, halons used in fire extinguishers, and methyl chloroform used in
industrial processes. CFCs now are banned from production in the United
States and many other countries, but they still are found in certain products.
CFCs can escape into the air during CFC manufacturing, from leaks in air
conditioners and refrigerators, and when used appliances are disposed before
recovering the remaining CFCs within them.
When CFCs are released into the air, they do not break down. Instead, they are
mixed and dispersed by atmospheric currents. This process can continue for 2
to 5 years, until the CFCs eventually reach the stratosphere. In the stratosphere,
CFCs break down and release chlorine atoms when exposed to UV radiation.
The chlorine atoms destroy ozone, but are not destroyed themselves. As a
result, each chlorine atom can destroy a large amount of ozone (up to 100,000
ozone molecules) before it is eventually removed from the stratosphere by other
atmospheric processes.
Ozone depletion is heightened above the North Pole and especially the South
Pole. The very cold, dark winters of the polar regions cause stratospheric ice
clouds to form, and this promotes the breakdown of CFCs. Each spring above
Antarctica, up to 60 percent of the ozone layer disappears and does not return to normal until the summer. The Arctic
loses up to 25 percent of its ozone layer each spring, while mid-latitude regions, such as North America, lose up to 5
percent. Global warming, which occurs when greenhouse gases prevent heat from escaping from the lower
atmosphere into the stratosphere, can set the stage for increased ozone depletion by creating a colder environment in
the stratosphere.
In 1987, countries from around the world recognized the threat to the ozone layer and signed a treatythe Montreal
Protocol on Substances that Deplete the Ozone Layerto reduce the global production of ozone-depleting
substances. Amendments in 1990, 1992, 1995, and 1997 strengthened the treaty to promote the earliest possible
restoration of the ozone layer. Scientists predict that ozone depletion will peak between 2000 and 2010. With full
compliance from participating countries, the ozone layer is expected to be restored by the middle of this century. Until
that time, however, increased levels of UV radiation will reach the Earth's surface.
2.3 How Does UV Radiation Affect Your Skin, Eyes, and Immune System?
Overexposure to UV radiation can cause a number of health effects, including skin
cancer, accelerated skin aging, cataracts, and a suppressed immune system.
Skin Cancer
Everyone knows the short-term discomfort of too much sunredness, tenderness,
swelling, and even blistering. However, overexposure to the sun and repeated
sunburns can lead to a much worse conditionskin cancer. More than 1 million
Americans are diagnosed with skin cancer every year, representing nearly half of all
cancers diagnosed annually. One in every five Americans will get some type of skin
cancer in his or her lifetime. There are three main types of skin cancer: melanoma,
basal cell carcinomas, and squamous cell carcinomas. (See Section 2.5 for
descriptions of the different types of skin cancer and how to recognize them.)
Skin Aging
Repeated overexposure to the sun causes changes in the skin called actinic (solar) degeneration. Over time, the skin
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becomes thick, wrinkled, and leathery. This condition occurs gradually, often appearing many years after the majority
of a person's exposure to the sun. Up to 90 percent of the visible skin changes commonly attributed to aging are
caused by sun exposure.2 Many people believe that photoaging is a normal, but unavoidable, part of growing older.
However, with proper protection from UV radiation, photoaging can be substantially avoided.
Cataracts
Research has shown that UV radiation increases the chances of developing cataracts, a form of eye damage that
involves a loss of transparency in the lens of the eye. Although curable with modern eye surgery, cataracts affect
millions of Americans each year. If left untreated, cataracts can cause cloudy vision and lead to total blindness.
Exposure to UV radiation may also increase the chances of other types of eye damage, including pterygium, a tissue
growth on the white of the eye that can block vision, and macular degeneration. The macula is the part of the retina
near the center, where your vision is most sensitive. Macular degeneration may include development of spots that can
result in blindness.
Immune System Suppression
Scientists have found that sunburn can affect disease-fighting white blood cells for up to 24 hours after exposure to
the sun, making your body more prone to infections and cancers. Sun exposure can aggravate diseases such as
herpes simplex (cold sores), chicken pox, and lupus. Repeated exposure to UV radiation might cause more long-
lasting damage to the body's immune system. Mild sunburns can directly suppress the immune functions of human
skin where the sunburn occurred, even in people with dark skin.
2.4 Are Some People More Prone to the Effects of UV Radiation?
Skin Type
Everyone, regardless of race or ethnicity, is subject to the potential adverse
effects of overexposure to the sun. However, skin type affects the degree to
which some people burn and the time it takes them to burn. The Food and
Drug Administration classifies skin type on a scale from 1 to 6. The lower
the number, the lighter the skin color. Individuals with fair skin, skin types 1
and 2, tend to burn more rapidly and more severely. Individuals with darker
skin, skin types 5 and 6, do not burn as easily.
The same individuals who are most likely to burn are also most vulnerable
to skin cancer. Studies have shown that individuals with large numbers of
freckles and moles also have a higher risk of developing skin cancer.
Although individuals with higher-number skin types are less likely to
develop skin cancer, they should still take action to protect their skin and
eyes from overexposure to the sun. Dark-skinned individuals can and do
get skin cancer.
Other factors
Factors other than skin type may affect a person's
vulnerability to the sun's rays. Some medications, such as antibiotics and antihistamines and
even certain herbal remedies, can cause extra sensitivity to the sun's rays. People taking
medications should contact their physician to learn about potential risks resulting from sun
exposure.
2.5 Recognizing the Signs of Skin Cancer
Skin cancer is one of the most treatable forms of cancer. Early detection of skin cancer can decrease chances of the
cancer spreading to other parts of the body and increase chances of survival. The survival rate for patients with early
stages of melanoma has increased from about 50 percent in the 1950s to about 90 percent today. Nonmelanoma skin
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cancers have an even higher cure rate95 percent or higher if detected early.
Skin cancer occurs most commonly on areas of the body most exposed to the sun, such as the face, neck, ears,
forearms, and hands.
Different Types of Skin Cancer
Melanoma is the most deadly form of skin cancer and one of the fastest-growing types of cancer in the United States,
according to the American Cancer Society. New cases of melanoma in this country have more than doubled in the
past 2 decades, with more than 53,000 cases expected in 2002. An estimated 7,400 people will die from melanoma in
2002, almost 4 times as many deaths as nonmelanoma skin cancers. Melanoma can spread to other parts of the body
quickly, but when detected in its earliest stages, it is usually curable.
Melanomas often start as small, mole-like growths. The growth, an uncontrolled development of pigment-producing
cells in the skin, leads to the formation of dark-pigmented malignant moles or tumors, called melanomas. Melanomas
can appear suddenly without warning but also can develop from or near a mole. For this reason, people should know
the location and appearance of moles on their bodies so they will notice any changes. Melanomas are most frequently
found on the upper backs of men and women, and the legs of women, but they can occur anywhere on the body. To
recognize potential problems, conduct periodic self examinations and watch for changes that meet the ABCDs of
melanoma:
Asymmetry: One half of the growth does not match the other half.
Border irregularity: The edges of the growth are ragged, notched, or blurred.
Color: The pigmentation of the growth is not uniform. Shades of tan, brown, and black are present. Dashes of red,
white, and blue also may appear.
Diameter: Any growth greater than the size of a pencil eraser should be examined by a doctor immediately.
The two types of nonmelanoma skin cancersbasal cell carcinomas and squamous cell carcinomasare not as
fatal as melanoma. An estimated 1 million Americans will develop nonmelanoma skin cancers in 2002, while
approximately 2,200 will die from the disease.3 Nonmelanoma skin cancers are the most common skin cancer found
in fair-skinned people.
Basal cell carcinomas are tumors that usually appear as small, fleshy bumps or nodules on sun-exposed areas such
as the face, lips, neck, ears, and hands, but may appear anywhere. This cancer does not grow quickly and rarely
spreads to other parts of the body. It can, however, penetrate below the skin to the bone and cause considerable local
damage.
Squamous cell carcinomas are tumors that might appear as nodules or as red, scaly patches. This cancer can
develop into large masses, and unlike basal cell carcinoma, it can spread to other parts of the body. It is the most
destructive type of skin cancer.
Going to the Doctor
A person should see a doctor or dermatologist if he or she sees any of
the signs of skin cancer. To identify the warning signs, individuals can
periodically examine their skin, especially after prolonged periods in
the sun. Skin self-examinations consist of regularly looking over the
entire body, including the back, scalp, soles of feet, between the toes,
and on the palms of the hands. If there are any changes in the size,
color, shape or texture of a mole, the development of a new mole, or
any other unusual changes in the skin, a person should see his or her
dermatologist immediately. As part of its screening program, the
American Academy of Dermatology (AAD) can inform individuals
annually when it is time to schedule their yearly visit for a skin cancer
screening. AAD's Web site allows an individual to locate a skin cancer
screening location in his or her community and sign up for annual
notification. Volunteer dermatologists provide free skin cancer
screenings as part of the program. Seewww.aad.org.
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2.6 Why Are Children and Teenagers Most Vulnerable to Overexposure?
School-aged children spend a lot of time outdoors. They
usually have the summer off and often spend many days
swimming at beaches and community pools, playing team
sports such as baseball and soccer, and attending summer
camp. These outdoor activities mean more sun exposure. In
fact, an estimated 80 percent of a person's sun exposure
occurs before age 18.4 Many dermatologists believe there
might be a link between childhood sunburns and malignant
melanoma later in life. Therefore, it is especially important for
parents and caregivers to ensure that children consistently
use sunscreen and take other protective measures. In
addition, parents must remember to be good role models for
children; parents who get a sunburn are more likely to have
kids who get a sunburn.
2.7 What Are the Environmental Threats from UV Radiation?
In the regions of the world where ozone depletion has occurred, increased UV radiation threatens plants and wildlife
on land and in the sea. These areas include Antarctica, the Arctic, and mid-latitude regions such as North America.
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On land, increased UV radiation is suspected of contributing to population declines and limb deformities in frogs and
other amphibians. It also is known to be damaging to some plants, particularly agricultural crops. UV damage to crops
can affect growth and food quality, as well as the ability of plants to withstand pests and diseases. Crops, plants, and
trees also provide food and shelter for many animals, so if these resources are damaged, other species and even
entire ecosystems also can be affected.
In the sea, increased UV radiation damages sea grasses, sea urchins, corals, krill, and microscopic plants and
animals known as plankton. Many of these organisms are important food resources. Plankton and krill are at the
bottom of the marine food chain and feed a multitude of creatures, from starfish to whales. UV radiation also is
suspected to be one of the reasons why some colorful corals are turning white and dying.
In addition, in areas with high levels of air pollution, an increase in UV radiation can worsen air quality. Increased UV-
B radiation causes an increase in the reaction of nitrogen oxides with volatile organic compounds (byproducts of
vehicle exhaust, industrial emissions, and chemical solvents), producing increased amounts of groud-level ozone.
Exposure to ground-level ozone causes many health problems.
Although UV radiation has negative impacts on plants and wildlife, not all species are affected equally. Some
agricultural crops are more tolerant of UV radiation than others, and some marine creatures are able to repair some
UV damage at night. On the other hand, in areas affected by additional environmental impacts, such as pollution, UV
affects might be more damaging.
2Taylor, C.R. et al, Photoaging/Photodamage and Photoprotection, J Am Acad Dermotol, 1990: 22: 1-15.
3American Cancer Society, "Cancer Facts and Figures 2002."
4Stern RS, Weinstein MC, Baker SG. Risk reduction for nonmelanoma skin cancer with childhood sunscreen use. Arch Dermatol. 1986:
122: 537-545
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3.0 WHAT IS THE UV INDEX?
Developed by the National Weather Service (NWS), the UV Index forecasts the next day's ultraviolet (UV) radiation
intensity at different locations on the Earth's surface for "solar noon," which is when the sun is at its highest point in
the sky.
NWS first began testing an "Experimental UV Index"
for 58 U.S. cities on June 28, 1994, in cooperation
with EPA and the Centers for Disease Control and
Prevention (CDC). Scientists at the NWS Climate
Prediction Center developed the forecasting tool
and its supporting science. In April 1995, NWS
deleted the "experimental" and made the UV Index
an official product. NWS subsequently has
encouraged meteorologists to make similar UV
Indices widely available across the country. In
addition, it has worked with EPA and CDC,
meteorologists, health and medical professionals,
and the World Meteorological Organization to
ensure there is consistency among different UV
Indices. As a result, these groups, as well as the
general public, use the UV Index and accept its
widespread dissemination.
UV Index Forecast for May 8 ,
v
3.1 How Is the UV Index Calculated?
To derive the UV Index, scientists collect ozone data from satellite observations and atmospheric pressure and
temperature forecasts and scale the information to produce an index with a range of 0 to 15. The UV Index is adjusted
to account for the potential presence of clouds and the elevation of the location. The lower the number, the less UV
radiation is reaching the surface. Low numbers occur when the sun is low in the sky (i.e., during winter) and during
overcast conditions. A higher number is forecasted when the sun is higher in the sky (i.e., during summer) and during
clear or only partly cloudy conditions.
NWS uses a computer model to calculate the UV Index. The model takes into account a number of factors, including
the amount of stratospheric ozone and clouds overhead, latitude, elevation, and time of year. The model first
calculates a UV "dose" rate, or the amount of UV radiation to which a person will be exposed at the next day's solar
noon under "clear sky" (no clouds) conditions. Higher elevations will increase the UV dose rate because there is less
atmosphere to absorb and scatter UV rays. Greater cloud cover will tend to reduce the UV dose rate because clouds
screen out somebut not allUV rays. The UV dose rates are then adjusted for the effects of elevation and cloud
cover at specific locations.
Quick changes in cloud conditions can alter the predicted UV Index forecast. The UV Index is applicable to a 30-mile
radius around the city for which it is forecasted. Because the UV Index does not take into account differences in
surface reflectivity, individuals must make adjustments based on these factors. You get much more UV on snow, sand,
water, and concrete, since these surfaces reflect the sun's rays back onto your skin, just like a mirror. The brighter the
surface, the more UV is reflectedfresh snow and dry sand reflect the most.
The resulting value is the next day's UV Index forecast. The UV forecasts for select locations are provided daily using
a 0 to 10+ scale, where 0 indicates a minimal likely level of exposure to UV rays and 10+ means a very high level of
exposure. EPA's SunWise Web site (www.epa.gov/sunwise) includes a feature that allows the user to enter his or her
ZIP code and receive the UV Index forecast for that location for the current day. (See Chapter 4 to determine what
steps you can take to protect yourself from the sun under different UV Index situations.) For more information on how
the UV index is calculated and validated, see Appendix D: How is the UV Index Calculated?
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4.0 RAISING AWARENESS IN THE COMMUNITY
As a person begins to gather information about ultraviolet (UV) exposure and its risks, he or she will want to consider
how to effectively communicate this information to others in the community. A UV risk education project can take
many forms, from a sustained, multi-year community-wide effort to a shortduration or seasonal campaign at selected
venues, such as schools, recreation centers, or parks. This chapter of the handbook is designed to help the user
determine the kind of project that is right for his or her community by providing:
Examples of UV risk education projects.
Steps involved with outreach planning.
. Educational tools and resources that can be used in your schools and community.
Messages that every UV risk education program should convey.
Guidelines and sample language for successfully communicating information about sun protection and health
risks to the community.
4.1 Developing an Effective Outreach Program
Community outreach programs can take many forms, depending on
issues such as the groups most at risk, the scope of the effort, the
available resources, and the commitment of key leaders. Across the
United States, different UV risk education programs have been
developed and conducted with varying levels of effectiveness. In
general, community-wide programs with a strong mass media
component have been most effective, and sustained activities have
proven more effectual than shorter or one-time projects. Additionally,
sun protection and health risk messages have more resonance when
they are consistent and repeated. People also tend to trust the
"messenger," so consider credible sources within the community (e.g,
schoolteachers, pediatricians, dermatologists) to deliver your
messages.
Many communities will want to build on existing UV risk education
programs, such as SunWise, PoolCool, and the SunWise Stampede.
Schools can join EPA's SunWise School program to receive free
educational materials for classes and assistance with developing
school policies that promote sun safety. In addition, the Centers for
Disease Control and Prevention have recently issued guidelines urging
schools to try to protect children from excess sunlight by implementing
policies designed to minimize students' midday sun exposure. Be
aware that sunscreen technically is considered an over-the-counter drug, similar to aspirin or cough drops, and in
most state school districts, it is prohibited from student use without doctors' and parents' permission to allow nurses or
aides to administer it. However, this is a barrier that can be overcome, as students in the Rockwood, Missouri, school
district successfully demonstrated (see Appendix B: Case Studies of UV Risk Education Programs). Swimming pool
managers can contact the PoolCool program for free sun-safety signs and technical support to promote sun protection
during pool activities. Local zoos can participate in SunWise Stampede, a program designed to promote sun safety to
zoo visitors. (See Appendix A: List of Resources for more information on these and other UV/sun protection
programs.)
Other communities will want to develop their own UV risk education programs or modify educational materials from
existing programs. Throughout this chapter, a wide variety of ideas are presented for UV risk education projects.
Regardless of the type of program you ultimately choose to implement, it is important to first think through issues such
as your goals, audiences, messages, resources, available tools, and measurement options before committing to a
plan of action.
Lastly, it can help to work with others who are also interested in promoting sun safety in your community. For example,
you can contact your local chapter of the American Cancer Society (ACS) (see the "In My Community" section of the
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ACS Web site (www.cancer.org) to ask about working with volunteers or ACS staff. Another option is to inspire others
in your community to become sun safety advocates. For example, parents especially can be strong advocates for sun
safety. They can inspire others by giving informal presentations on sun safety at the local library or at a parent-teacher
association, by setting up a table and distributing sun safety brochures at a community festival or sporting event, or by
working with the local media to broadcast messages on sun safety. By working with other like-minded individuals, you
can have more of an impact on UV risk education efforts by expanding the reach of your effort, by having more
resources available, and by having a stronger voice to advocate for policies and programs in your community that
promote sun safety.
Step 1: What Are You Trying To Accomplish?
The first step in any outreach effort is to define what you want to accomplish. In general, UV risk education programs
aim to:
Increase awareness of sun exposure, UV radiation health risks, and sun safety measures.
Change behaviors and attitudes to ensure sun safety.
Change policies to reduce sun exposure and encourage sun safety.
Getting your community's residents to change the way they view sun exposure and tanning and to always practice
sun-safe behaviors is ultimately the best way to prevent skin cancer and the other adverse health effects of UV
overexposure. It can, however, be difficult to effect permanent attitude and behavior change. For this reason, many
communities will begin or also seek to make changes at the policy level. Policy changes have proven effective
because they don't rely on individuals to take voluntary actions. Additionally, policies can serve as reminders to people
of the importance of a particular behavior. Examples of community policies to encourage sun safety and reduce sun
exposure include:
Providing shade infrastructure at community parks, recreational areas, or school grounds.
Requiring the posting of signs at recreational sites, such as parks, beaches, and pools, that encourage
sunscreen and hat use and limiting time spent in the sun.
Requiring parents to provide their children with hats and sunscreen at community outdoor camps.
Requiring teachers to apply sunscreen to children before
recess or enforcing a no hat, no play rule at schools: children
who do not wear a hat must sit or play in the shade during
recess and other outdoor breaks.
Requiring very brief sunscreen breaks for children at outdoor
pools, camps, and recreation sites.
Passing legislation that encourages sun safety and education.
For example, California introduced a sun safety law that
specifies skin cancer as a type of employment "injury" for
lifeguards. Under the bill, affected lifeguards could potentially
receive payment through the workers' compensation system.
Some communities also craft their programs to not only encourage
sun safety, but also to specifically raise awareness of skin cancer.
Goals for these programs can include:
Increasing people's knowledge of what skin cancers look like.
Increasing the number of people who seek medical advice and
early screening.
Encouraging medical practitioners to educate patients and adults about skin cancer and check all adult
patients.
Keep in mind that, with the right tools, many outreach programs (both short- and long-term) can be effective in raising
a community's knowledge of sun exposure, skin cancer and other health risks, and sun-safe practices, but more
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sustained and intense programs are generally more successful in effecting permanent behavior change and attitudes.
As you begin to define your goals, keep in mind how you will measure achievement of them. For example, if one of
your aims is to change behaviors of elementary school-age children at recess, how will you make sure this goal is
achieved? Or if you seek to have the UV Index broadcast on your local television channel daily, how will you track
these broadcasts? Whenever possible, define your goals in concrete, measurable terms and consider how you will
follow up. You might also consider seeking the help of someone experienced in measurement as you define your
goalsconsider hiring or recruiting a volunteer with a background in statistics or market research. (See "Step 6: How
Will You Measure Success?")
Developing a bun Protection Policy tor bcnools
To ensure the success of sun protection policies at schools, it is important to work
with parents, students, and school staff to help them understand the purpose of the
policy and to encourage them to implement it. Adjust the policy based on the
recommendations of the school community. Consider the following suggestions:
Form a committee that includes representatives from the school community
affected by the policy.
Conduct information sessions to explain the purpose of the policy.
Consider sun protection measures that might already be in place at the
school.
Prepare a draft policy and ask for comments.
Request endorsement of the final policy from the school council or other
appropriate organization.
After implementing the policy, publicize it to ensure everyone is aware of the
policy and its purpose.
Monitor and evaluate the success of the policy.
(This information was adapted from Australia's SunSmart program. For more
information, go to www.sunsmart.com.au.)
Step 2: Who Are You Trying To Reach?
Successful outreach hinges on defining and understanding the target audiences you are trying to reach within the
community. Outreach can be targeted at a variety of audiences, including:
Children/young adults
Parents and adult caregivers
Outdoor occupational workers and recreational users
Health care community
Community leaders and activists
Older adults and senior citizens
An outreach project can be directed at one or more primary audiences, such as children, or focus more specifically on
a particular subset within an audience, such as elementary school-age children. A broad, community-based effort will
most likely target multiple audiences, including children and their parents or adult caregivers, businesses and workers,
the health community, community group leaders, the school district, and community and recreational directors.
When considering the audiences at which to direct your program, look at your community and determine the groups of
people most at risk and the places where people are likely to be sun-exposed. In many communities, children are a
primary target audience program, given that the majority of a person's lifetime exposure takes place before age 18.
Other individuals most at risk from adverse health effects due to overexposure to the sun include people who:
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Spend a large amount of time outdoors (e.g., construction workers, people at the beach).
Have lighter skin types.
Have certain diseases such as lupus.
Are taking certain medications such as antibiotics, antihistamines, or some herbal remedies.
However, anyone who spends time outdoors, regardless of their risk level, are subject to the potential adverse effects
of overexposure to the sun. Keep in mind that often a more in-depth educational message can be delivered to a
smaller group of people, while a more simple message can be delivered to many people. Audiences that receive a
more in-depth message are probably more likely to change their behavior than those receiving a more simple
message.
Children and Young Adults
Many successful programs have been developed that reach out to children and young people directly, most frequently
in schools, but also in childcare organizations, recreational centers and sites, service programs (e.g., 4-H, girl and boy
scouts), and other community organizations that serve large numbers of children.
Within the school system, teachers, administrators, superintendents, nurses, and
parent/teacher organizations can all be effective partners in changing behaviors,
instituting policies, and generally spreading the sun protection word. An easy step for
your community would be to find an elementary school teacher who is interested in
joining EPA's SunWise Program. The teacher would then receive free teaching
materials and classroom activities. Once this teacher's class has implemented the
program, results and messages can be shared with other classrooms, schools, and
even the community at large through activities and events such as sports matches,
parents' nights, presentations in the auditorium, and exhibitions in school halls or community libraries. Teachers can
also work with parent-teacher associations to encourage school sun protection policies or with school nurses who also
can promote sun protection to students.
Older children can be effective messengers in delivering the sun protection message to their peers and younger
classmates and siblings. Children look up to older peers, and the message may resonate more for teenagers if they
hear it from someone their own age. Parental influence also can be beneficial, especially if used in concert with other
factors, such as opportunities for children to self-select types of personal sun protection (e.g., hats, sunscreen,
clothing).
Effective Messages: Having a SunWise Field Da
As participants in a SunWise pilot, students in 6th and 7th grade health classes at
Brownstown Middle School in Brownstown, Michigan, successfully reached out to
the rest of the school in sending a SunWise message. Prior to one of the school's
annual field days, when students compete in outdoor events, the students in the
health classes launched a sun-safe campaign, encouraging their schoolmates to
use sunscreen, hats, and sunglasses during the event. To help spread the safety
message, the classes made posters to hang in the school's hallways and asked
local businesses to donate sunscreen for the students to use on the field day.
Teachers noted no incidences of sunburn as a result.
SunWise students at the same school also have planted oak saplings on the school
grounds to eventually provide protective shade for students participating in outdoor
activities.
For examples of other successful SunWise schools, see Appendix C.
Parents and Adult Caregivers
Parents, child-care workers, and other adult caregivers are
important target audiences because they often are role models
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and can be instrumental in encouraging children to practice sun-
safe behaviors. Additionally, parents often influence the
organizational policies within schools and the community that can
I promote sun protection for children, and can be effective
champions in changing practices or policies. Parents and
caregivers can be reached though a variety of ways, such as
through health events conducted at schools and community
recreational sites; through educational materials distributed at
schools, recreational centers, and community sites; through radio,
print, and television announcements; and through the health care
system.
1 Outdoor Occupational Workers and Recreational Users
Don't overlook other people who might be at particular risk of sun overexposure in your community, including those
who work outside (e.g., lifeguards, farmers, fishers, landscapers, construction workers) and those who spend a lot of
time engaged in outdoor recreational activities, including both children and adults. Occupational UV risk education
programs should look at targeting the workers themselves, as well as the businesses that employ them. Trade
organizations and unions are other potential audiences. Recreational UV risk education programs could reach out to
individuals and groups such as zoo workers, park rangers, golf course and tennis court managers, fitness centers,
marinas, sports and bicycle shops, and community garden clubs. You might consider a training program to help
community workers, such as lifeguards, parks and recreational directors, or camp leaders, incorporate sun protection
messages and practices into their programs. With these audiences, it is especially important to communicate the
potential health effects of UV overexposure and the importance of medical consultations, screening, and early
detection.
Health Care Community
Maternity nurses, school nurses, dermatologists, pediatricians, and other medical
practitioners can all play key roles in communicating sun protection and health risk
messages to their patients. Many of these individuals are already working with their
patients to communicate this information; others, like school nurses, can receive
training and encouragement to do so. Some communities have found that reaching
out to new parents in maternity wards and through well child visits is particularly
effective; not only does this encourage parents to protect babies and toddlers from
sun exposure, it can also instill these behaviors in children as they grow older. The
health care community can be important allies in not only encouraging sun safety,
but also in raising awareness of skin cancer signs and stressing the importance of
screening.
Community Leaders and Activists
Outreach efforts are most successful when there are champions behind the cause,
volunteering to help with whatever needs to be donefrom stuffing envelopes to
rallying community support. Look to those individuals in your community who have the
spearheading your efforts and spreading the word. Community activists, such as those
children's issues, also can be effective partners.
ear of your residents for help in
already working on health or
Older Adults and Senior Citizens
Older adults and senior citizens are still at risk of
overexposure to the sun, particularly those who spend large
amounts of times outdoors. This audience, in particular,
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requires education and awareness-building concerning the
health effects of sun overexposure, such as skin cancer,
which could now be manifesting. The health community,
senior citizen centers, assisted living centers, and
organizations directed at retired individuals are all potential
avenues for reaching these individuals and encouraging early
screening and detection of sun-related health issues.
Step 3: What Do You Want To
Communicate?
Think about the key points or messages you want to communicate through your effort. While
the messages will vary depending on the audience you are targeting, they should be
consistent, repeated, and delivered by credible sources or role models. It is also important to
think through the potential barriers you might encounter, such as people's desire for a suntan
or enjoyment of sports and other outdoor activities, in attempting to reach out to different target audiences.
Section 4.3, "Communicating UV Risk Information to the Community," presents some basic communication guidelines
to consider when reaching out to the public about UV radiation and sun exposure. It also provides sample text and
sun protection messages that can be incorporated into your actual outreach products.
If you are considering a large media component in your outreach, it is useful to pretest the chosen messages and
slogans with your targeted audiences (through means such as surveys or focus groups) before executing the actual
campaign. Testing will help you determine if your messages are appropriate and effective. Depending on the scope of
your effort, you might hire a professional or find a volunteer who has market research experience. But don't forget that
a number of community and national campaigns on sun protection and skin cancer have already been successfully
launched, and you can also learn from the formative research and testing that these programs have already
conducted when developing your own messages (see Appendix B: Case Studies of UV Risk Education Programs).
Step 4: Who Will Lead the Effort?
Within a community, various individuals and government offices share responsibility for
communicating public health information to residents. Consider building a coalition with these
and other individuals who will commit to and help execute your mission. Fora short-duration
or limited effort, you may need to simply identify a handful of committed people who can work
with you to reach your targeted audience. These may be people within your organization, your
school system, or the community at large.
Fora school-based program, such as SunWise, an individual teacher might initially take the lead role, incorporating
lessons focusing on sun protection in the classroom and encouraging sun-safe behaviors at recess and after school.
This individual and the class can also become "champions" for spreading these messages to other classrooms and
schools. Within the school system, a group of parents from a parent-teacher organization can also be effective leaders
in encouraging policy changes, such as planting trees around the playground or requiring children to wear hats and
sunscreen at recess.
Leadership for a program can also come from unexpected sources. In Dayton, Ohio, a group of dermatologists were
the impetus behind the Raising Awareness About Your Skin (RAYS) program; however, the program's development
and leadership were carried out by the Montgomery County Ohio Medical Alliance, a volunteer group made up of
doctors' spouses. (See Appendix C: Successful SunWise Programs for more information on RAYS.)
Fora broad-based community effort, such as the Safe Skin Project conducted in Falmouth, Massachusetts, (see
Appendix B: Case Studies of UV Risk Education Programs) you might want to set up a town-wide advisory board
made up of community leaders, organization representatives, and select community members. The advisory board
would be instrumental in planning and implementing the program, as well as for gaining recognition and support in the
community. Members of such a board could include:
. Elected officials
Local health department officials
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Pediatricians and physicians
Dermatologists
Maternity nurses
Child-care directors
Recreational program directors
School superintendents, teachers, and nurses
Parents
Teenagers
In some communities, advisory boards are made up of people with a history of working together. The advantages to
this approach are that people know and feel comfortable working with each other. In other communities, there is an
intentional effort to build a board of "unlikely partners"people that might view sun protection from quite different
experiences and perspectives. While establishing this kind of advisory board may require more up-front effort, it can
also yield more positive results.
Finally, you might want to team up with other communities in your area to develop a regional campaign. The
advantages of a regional campaign are many, including the ability to pool resources, share responsibilities, reach out
to more people, and deliver consistent and repeated messages in a larger geographic area.
Step 5: How Will You Fund Your Outreach Program?
1 Resources are essential to any outreach effort. While the resources required for an outreach
effort will vary depending on the scale and goals of your program, it's important to consider
early on what type of resources (e.g., personnel, facilities, research, publicity) are required, if
they are readily available, and how will they be managed, as these decisions can impact your
effort. Consider local sources of funding, such as from the city or county government, as well
as state and even national sources, such as grants from government agencies or organizations that fund health-based
research or work on children's health issues (see Appendix A: List of Resources for more information).
Sponsors or partnering organizations also can be recruited to lend their resources and credibility to the program. Think
of the various sectors of your community, and of the organizations and agencies that could help carry out your
objective, particularly those that are already working with your targeted audiences. For example, Australia's SunSmart
campaign partnered with several recreational organizations, including tennis and cricket associations. When
considering sponsors, think in terms of your community's variety of racial and ethnic groups, income levels,
occupations, and political views. Once you have recruited sponsors, solidify their commitment. Consider a pledge of
participation to help sponsors understand their role and make explicit their commitment to the program.
Donations, bartering agreements, and volunteer support can also be useful in stretching your outreach dollar. The
RAYS program, for example, received funding from the Children's Medical Center in Dayton, Ohio, in exchange for
printing the center's name on the program's risk education CD-ROM. In addition, consider asking a local printer or
copier to print your sun protection flyer at no cost; in return, provide a credit thanking the printer on the cover, which
also serves to advertise the business.
Step 6: How Will You Measure Success?
Measuring the impacts of your program provides many benefits. It is always useful to know if
your outreach is having an effect and if you are accomplishing what you set out to do.
Additionally, having concrete measures of the results you have achieved might help you
improve your program, consider ways to redirect your resources for future efforts, and even
solicit additional funding.
You can measure success in a variety of ways, depending on the goals you establish. For this reason, it is important to
think about measurement when you are establishing goals. (See Step 1: What are You Trying to Accomplish?) In
many cases, it is useful to have baseline knowledge and information to evaluate trends in your community and predict
what is in store in the near future. Many groups and communities that have instituted UV risk education programs
make use of surveys, which are conducted before and after the launch of a program to measure attitude and behavior
change. Some programs also have conducted follow-up surveys at different intervals (e.g., 3 months, 6 months, or 1
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year) to gauge longterm behavior change regarding sun safety.
Communities interested in conducting attitudinal/behavior surveys might consider looking at those that have already
been done (see the text box, "Sample Survey Questions," and Appendix A: List of Resources) for ideas on the types
of questions to ask. Many surveys ask respondents to check the sun protection measures currently in place; after a
program is implemented, the surveys are repeated and then cross-checked to see if improvements have been made.
Some surveys also attempt to gauge respondents' awareness and attitudes regarding sun exposure before and after
a program is implemented. Others also include questions designed to gather information to determine if policy,
education, and training goals have been met. Any survey you develop should be closely linked to the goals you
establish.
Sample Survey Questions
The following questions are from the community surveys given during the Falmouth
Safe Skin Project (see section 4.2, Successful UV Risk Education Programs, for
more information).
Has your child ever had a painful sunburn? (Y/N)
During a typical week this past summer, how often did your child go to the
beach? (Never, 1-2, 3-5, every day)
In the past 5 years, has your child intentionally worked on getting a suntan?
(Y/N)
Have your child's sunbathing habits changed compared to last year? (More,
less, same, never)
When going to the beach on a hot, sunny day, does your child wear a shirt
or hat? (All, most, rarely, never)
How often does your child use sunscreen at the beach? (Always, often,
sometimes, rarely, never)
How often does your child use sunscreen when outside in the summer but
not at the beach? (Always, often, sometimes, rarely, never)
During the past summer, if your child was outside for 6 hours on a hot day,
how much of the time did he or she have on sunscreen? (6 hours, 3-5, 1-2,
never)
Compared with last year, how likely is your child this year to use sunscreen?
(More, same, less)
In the past 5 years, have you (as a parent) intentionally worked on getting a
suntan? (Y/N)
How often do you use sunscreen when you are sunbathing? (Always, often,
sometimes, rarely, never)
Do you find it difficult to protect your children from the sun? (Y/N)
During the past summer, on hot days, how often did you insist that your child
use sunscreen? (Every day, most days, half the time, less than half the time,
rarely, never)
Do you (as a parent) think that people look more healthy when they have a
suntan? (Y/N)
Does your child really enjoy getting a suntan? (Y/N)
Compared with last year, has your child's interest in getting a tan ?
(increased, stayed the same, decreased)
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This summer, my child told me that sunscreen prevents skin cancer. (Y/N)
Have you (as a parent) ever heard of the disease malignant melanoma?
(Y/N)
Given the technical nature of developing and administering scientific surveys, you might consider recruiting or hiring a
statistician or market research expert (possibly as a member of your advisory board) to help you define goals and
measure outcomes, particularly if the media is a major component of your program.
Step 7: What Outreach Tools and Community Events Will You Need To Communicate Your Messages?
Many organizations, including EPA, have already developed free tools
that are available to the public. You may be able to use or modify
these tools to meet your needs, especially those developed as part of
EPA's SunWise School Program. (See Appendix A: List of Resources.)
Be aware that most government-produced materials are typically in the
public domain, which means they are available for public use and
dissemination; programs developed by the private sector or other
organizations may, however, be copyrighted. If you have doubts about
the legality of using existing materials, contact the organization for
more information.
There are many benefits to using existing materials, including saving
money and resources, and accessing pretested messages. Some communities, however, might want to launch their
own targeted campaigns, with their own slogans and artwork. Even if you develop your own materials, however, you
might get useful ideas and save some time by looking at some existing tools.
The topics of sun safety and UV awareness can be explored through community events and a variety of outreach
products spanning print, multimedia, electronic, and event formats. The table on the following page provides some
examples.
The community events and products you choose should be based on the audience profile information you assembled
in "Step 2: Who Are You Trying to Reach?" Think about which communication mediums are used most frequently and
are most credible to your targeted audience. Then consider how you can use them as a vehicle for your message. A
communications professional can provide valuable guidance in selecting the outreach products that will best meet your
goals within your resource and time constraints. Questions to consider when choosing your products include:
How much information does your audience need to have? How much does your audience know now?
Is the product likely to appeal to the target audience? How much time will it take to interact with the product? Is
the audience likely to make that time?
How easy and cost-effective will the product be to distribute, or, in the case of an event, organize?
How many people is the product likely to reach? For an event, how many people are likely to attend?
What time frame is needed to develop and distribute the product?
How much will it cost to develop the product? Do you have access to the talent and resources needed for
development?
When will the material be out of date? (You probably will want to spend fewer resources on products with
shorter lifetimes.)
Would it be effective to have distinct phases of products over time? For example, a first phase of products
designed to raise awareness, followed at a later date by a second phase of products to encourage changes in
behavior.
How newsworthy is the information? Information with inherent news value may be rapidly and widely
disseminated by the media.
Print Events
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Fact sheets, brochures
Checklists
Health screening reminders
Newspaper articles, editorials by health
professionals or elected officials
Articles in health, school, recreation department
newsletters
Articles in children-and parent-oriented
magazines
Public service announcements in health or
community publications
Bill stuffers, postcards
Press releases, media kits
Community days or fairs
National Skin Cancer Awareness Month
School events
School field days
Sports events
Health fairs
Small group meetings
One-on-one meetings
Public meetings
Press conferences
Media interviews
Curricula and other educational materials for
children
Novelty Items
Cups
Hats
Frisbees
UV-sensitive beads
T-shirts
Banners
Bumper stickers
Mouse pads
Buttons
Magnets
Electronic
Web pages
E-mail messages
Computer-based or animated presentations at
events or libraries
Multimedia
Exhibits
Kiosks
Videos
Radio public service
announcements
Cable TV programs
Signs
Step 8: How Will You Distribute Your Products?
Effective distribution is essential to the success of any outreach effort. There are many avenues for distribution. Before
choosing your route, consider the following questions:
How does the audience typically receive information?
What distribution mechanisms has your organization used in the past for this audience? Were these
mechanisms effective?
Can you identify any partner organizations that might be willing to assist in the distribution?
Can the media play a role in distribution?
Will the mechanism you are considering really reach the intended audience? For example, the Internet can be
an effective distribution mechanism, but certain groups may have limited access to it.
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Are sufficient resources available to fund and implement distribution via the mechanisms of interest?
The table on the following page lists some examples of distribution mechanisms and provides tips and ideas for their
use in your community outreach efforts.
Successful outreach may generate requests for further information or concern about health and safety issues.
Consider whether and how you will handle this interest. You may want to define, for example, who will handle
requests for additional information and even indicate on the outreach product where people can go for further
information (e.g., provide a contact name, number, or address.) In planning a follow-up strategy, also consider
directing people to EPA for further information about SunWise and the UV Index. EPA's SunWise Web site at
www.epa.gov/sunwise is an excellent resource, linking to a wealth of sun safety materials and resources.
Characteristic
Mailing lists Highly focused on a target audience
of your choice. You can tailor the
message included in different
mailings.
SunWise-Specific Ideas
-Identify mailing lists from partner organizations or
community organizations that include
decisionmakers, parents, educators, environmental
groups, and health professionals.
-Use existing SunWise informational materials inyour
mailings.
Phone/Fax More time-intensive and personal
communication.
-Conduct a phone survey on sun safety awareness
in your community. Use the opportunity to speak to
people one-on-one about SunWise.
E-mail
Effective, economical way of
reaching community members in the
workplace.
Internet
Reaches diverse audience, but site
might need promotion to attract
initial attention. Also, make sure
your target audience is Web-sawy
and has ready access to the
Internet.
-Target the e-mail lists of partner organizations,
corporations, schools, healthcare, and child-care
facilities.
-Use existing SunWise materials to create and send
out an e-mail detailing the action steps for protection,
and how people can find out more about the UV
Index and sun-safe behavior.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^m
-Create a community portal site about sun safety.
Link to EPA's SunWise Web site.
Journals or More in-depth treatment of your
-See www.epa.gov/sunwise/presskit.html for
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newsletter message, may use direct quotes
from press releases; requires
advance planning.
example press releases that you can send to local
journals and newsletters to promote sun safety and
encourage schools to join SunWise.
-Write your own press release on a SunWise news
story of local interest in your community, such as a
school project or community partnership, to attract
media attention.
-Develop and track media contacts, such as
meteorologists, to get them involved in a UV Index
story for your community.
Television Highly visible media designed to
visually portray your message.
-Work with weather departments at your local station
to work in segments on UV Index and sun safety.
-Contact an assignment editor with an idea to profile
a skin cancer survivor in your community. Include a
sun safety message.
-Prepare a SunWise media kit for your local station,
include existing materials from the SunWise Program,
such as brochures and fact sheets. Also, include a
press release giving the information a local spin
such as a school's SunWise project or a company's
UV awareness efforts.
Radio Brief sound bites in which tone and
delivery are important.
-Prepare a public service announcement on the
importance of SunWise behavior.
-Arrange for a respected health professional or
community leader to participate in a talk show,
delivering a sun safety message.
Hotline Sustained effort, requires external
promotion.
-Participate in a local health hotline by providing staff
with sun safety information.
Meeting, One-time, high-profile opportunities
events, or to deliver your message to a target
locations audience.
-Create a SunWise event of your own. Involve
schools, companies, and organizations. Consider
having a radio or TV station co-sponsor the event.
-Look for ways to tie in with local events, such as
fairs, parades, conferences, or sports events, to
house a SunWise exhibit or distribute SunWise
materials.
4.2 Successful UV Risk Education Programs
A number of UV/sun protection education programs have been successfully implemented in communities nationwide,
as well as internationally. These programs educate youth and communities about sun protection through activities
inside and outside of school. As a result, these concentrated efforts have had numerous positive effects on people's
behaviors. For example, a community in Massachusetts reduced sunburn rates of children under 6 years old by more
than 75 percent. In addition, a pilot project in Georgia improved the sun-safe behaviors of a youth soccer organization,
while an in-school program in Australia focused on teaching teenagers proper sun-safe behavior by exploring myths
about sun exposure and the pressures of tanning. For detailed information on many of these programs, see Appendix
B: Case Studies of UV Risk Education Programs.
Working With the Media
In a growing number of communities, media institutions are key players, even partners
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in community-wide education programs. Some communities have relied primarily on
media-based campaigns to deliver sun protection messages through newspapers,
radio stations, television stations, and outdoor or transit advertising. The media has the
advantage of reaching large numbers of people and can inspire people to become sun
safety advocates. Long-term media coverage (periodically over at least 1 year) is most effective at raising
people's awareness. Meteorologists who work for the media can play a particularly important role in
broadcasting the UV Index daily and explaining what this measurement means in terms of sun protection.
Newspapers also can print the UV Index daily. In general, media messages should be based upon an
understanding of the prevailing culture and the level of community awareness of the issue.
If you are new to media work, it is important to realize that you don't need special training or experience to
effectively promote your story. Take advantage of free media coverage by sending press releases or public
service announcements (see the Centers for Disease Control and Prevention's Choose Your Cover campaign
at www.cdc.gov/ChooseYourCover/preview.htm) to local media outlets or by asking newspapers and television
stations to cover a local sun safety presentation, meeting, or start of a new SunWise Program at a nearby
school. What you do need is the readily available information on basic methods for communicating with the
media. You can find this information in books and "how-to" guides published by nonprofit organizations. Also,
see Appendix A: List of Resources for more information to help you get started.
4.3 Communicating UV Risk Education Information to the Community
Communicating information on environmental and health risk topics can be challenging. Frequently, this information
can be technical, full of unfamiliar terms and jargon. In addition, talking to people about health issues can be
frightening, particularly when you are dealing with potentially life-threatening health effects, such as cancer. As you
begin to implement your outreach and develop or tailor existing products, you will want to make sure that these
products present your messages and information as clearly, accurately, and sensitively as possible.
Writing for the Public
Information should be conveyed in simple, clear terms. Principles of effective writing for the public include:
Avoid using scientific jargon and acronyms. Where possible, translate technical terms into everyday language
the public can easily understand. For example, use "skin" instead of "dermal." If you need to use technical
terms or acronyms, make sure you define them.
Use the active voice. Active voice means putting the subject of your sentence before the verb rather than after.
For example, "Overexposure to UV radiation can cause skin cancer" is written in active voice. "Skin cancer can
be caused by overexposure to UV radiation" is not.
Keep sentences short.
In written materials, use headings and other format devices to provide a very clear, well-organized structure.
The Web site www.plainlanguage.gov provides many useful guidelines and examples for writing in clear, plain English.
Know Your Audience
As you develop communication materials for a specific audience, remember to consider what the audience members
are likely to know, what you want them to know, and what they are likely to understand. Then tailor your information
accordingly. Provide only information that will be valuable or interesting to the target audience. In addition, when
developing outreach products, be sure to consider any special needs of the target audience. For example, if your
community has a substantial number of people who speak little or no English, you will need to prepare communication
materials in their native language.
Clinical Information and Photographs
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Many programs have made use of testimonials and clinical pictures of actual skin cancer cases to communicate the
importance of sun protection in reducing health risks. These tools can send a memorable message, and make an
impression on children and adults alike. "Scary" messages and tools need to be used with sensitivity, however, when
directed at younger children.
Essential UV Risk and Sun Protection Messages: Sample Text for Outreach Products
The rest of this section contains the messages that every UV risk education program should convey and sample text
for outreach products. These examples, presented in a question-and-answer format, are written in a plain-English
style designed to be easily understood by the public. You can use this text as a model to stimulate ideas for your own
outreach materials or you can incorporate any of this text directly into your products. You also can use fact sheets,
brochures, or other materials developed by the SunWise Program. These materials are available from
www.epa.gov/sunwise.
What Are the Risks From Overexposure to Sunlight?
We are all at risk from exposure to too much sun. This is because the sun contains harmful ultraviolet (UV)
rays, called UV-A and UV-B, which can penetrate into the skin and eyes. Everybody, regardless of race or
ethnicity, may be affected by overexposure to sunlight.
Overexposure to UV radiation can cause a painful sunburn. Over time, it can also lead to skin cancer, early
aging of the skin, and other skin disorders; cataracts and other eye damage; and suppression of the immune
system.
More UV radiation is reaching the Earth's surface than ever before because pollution has thinned the ozone
layer, which is high in the Earth's atmosphere and shields us from the sun's UV rays. There has been a
continued increase in the reporting of skin cancer in the United States1.3 million cases annually. In fact, one
in five Americans will develop skin cancer in their lifetime.
There is no such thing as a healthy suntan. Any change in your natural skin color is a sign of skin damage.
Every time your skin color changes after sun exposure, your risk of developing sun-related ailments increases.
Who Is Most at Risk?
You may be at greater risk of contracting skin cancer if your skin always burns or burns easily, and if you have
fair skin, blond or red hair, or blue, green, or gray eyes.
You may also be at increased risk of skin cancer if you have a history of blistering sunburns in early childhood,
many moles, or a family history of skin cancer.
People who spend a lot of time outdoors may be at higher risk for health effects from UV radiation.
Children are particularly at risk of overexposure because they tend to spend a lot of time outdoors and can
burn more easily. An estimated 80 percent of a person's sun exposure occurs before age 18. Blistering
sunburns during childhood can significantly increase the risk of developing skin cancer later in life.
Certain diseases, such as lupus, and certain medications, such as antibiotics, antihistamines, and even some
herbal remedies, can make you more sensitive to the sun's harmful rays.
Everyone is equally at risk for eye damage.
When and Where Is the Sun Strongest?
The intensity of the sun's UV rays reaching the Earth's surface varies and should be considered when you plan
outdoor activities. You can obtain a daily forecast of UV intensity for your area from the Internet (see "What is
the UV Index?" below).
UV radiation is strongest at midday (from 10 a.m. to 4 p.m.) and during the summer. Also, exposure to UV
radiation is greater at lower latitudes (i.e., the further south you are in the U.S.) and at higher altitudes.
Up to 80 percent of the sun's UV rays pass through clouds. This means that you can burn on a cloudy day
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even if it doesn't feel warm.
Snow, water, and sand reflect the sun's rays, so skiers, swimmers, boaters, and beachcombers are exposed
from both direct and reflected sunlight.
How Can I Protect Myself and My Family?
Always Use Sunscreen
Sunscreens protect your skin in two ways: by reflecting UV radiation away from your skin and by absorbing UV
radiation before it can penetrate your skin.
All sunscreens sold in the United States contain a Sun Protection Factor (SPF) label to indicate how much
protection the sunscreen will provide when used properly. The higher the SPF, the greater the protection from
UV-B rays. An SPF of 30 blocks out 96 percent of harmful UV-B rays (the primary cause of sunburn). An SPF
of 15 offers 93 percent protection from UV-B. Many sunscreenscalled "broad-spectrum" sunscreensalso
protect the skin from UV-A rays (the primary cause of premature skin aging). For these reasons, use of a
broad-spectrum sunscreen with an SPF of at least 15 is recommended.
Apply about 1 ounce of sunscreen 20 minutes before going out into the sun (or as directed by the
manufacturer) to give it time to absorb into your skin. Reapply sunscreenabout 1 ounceevery 2 hours or
more if you are swimming or perspiring.
Apply sunscreen to all areas of your body that are not covered by clothing or a hat and that might be exposed
to the sun, including ears, feet, hands, back, bald spots, and the back of the neck, as well as areas under
bathing suit straps, necklaces, bracelets, and sunglasses. To protect your lips, use a lip balm of at least SPF
15.
Discard sunscreen after the expiration date or after 3 years, because the ingredients can become less effective
over time.
Sunscreens labeled "water resistant" should maintain their protection level for 40 minutes of water immersion.
Sunscreens labeled "very water resistant" should maintain their protection level for 80 minutes of water
immersion. Reapply these sunscreens regularly because heavy perspiration, water, and towel drying diminish
their effectiveness.
Occasionally, sunscreen ingredients cause skin irritation or reactions. If this happens, try using sensitive skin
formulas or brands made for children.
Using sunscreens does not mean that it is safe to spend more time in the sun, because they don't block all of
the sun's damaging rays. In fact, there is no evidence that sunscreens protect you from malignant melanoma
the deadliest form of skin cancer. So when you use sunscreen, be sure to use other protective measures as
well, including limiting your time in the sun and wearing protective clothing, hats, and sunglasses.
Limit Your Time in the Sun
The sun's UV rays are strongest between 10 a.m. and 4 p.m. Whenever possible, limit your exposure to the
sun during these hours.
When you are outside, stay in the shade as much as possible. Staying under cover is one the best ways to
protect yourself from the sun.
Remember that incidental time in the sun can add up to long-term sun damage. This includes, for example,
time spent walking the dog, window shopping, performing outdoor chores, or jogging at lunch.
Sun exposure is not required to get a sufficient amount of vitamin D. Most people get sufficient vitamin D in
their diets. If you are concerned about getting enough vitamin D, you can drink vitamin D-fortified milk daily or
take a multivitamin.
Wear Protective Sunglasses
Sunglasses that provide 99 to 100 percent UV-A and UV-B protection will greatly reduce sun exposure that
can lead to cataracts and other eye damage. Check the label when buying sunglasses. Be aware that dark,
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polarizing, or mirror lenses by themselves do not offer effective protection. Protective wrap-around frames
provide the best protection
If you wear corrective lenses, you should add UV-protective coating or obtain prescription sunglasses if you
spend significant periods outside.
Wear a Wide Brimmed Hat
Whenever possible, wear a hat with a wide brim. This offers good sun protection to your eyes, ears, face, and
the back of your neckareas particularly prone to overexposure from the sun. Be aware that baseball caps,
visors, and narrow-brimmed hats provide less protection, particularly for the ears and nape of the neck.
Choose a hat made from a close-weave fiber. If you can see through the hat, then sunlight will also get
through.
Wear Protective Clothing
Clothing that is tightly woven, loose-fitting, and full-length (in other words, with a collar, long sleeves, and long
pants or skirts) provides good protection from the sun's harmful rays.
UV rays can pass through the holes and spaces of loosely knit fabrics. Also, wet, faded, or older clothing
provides less protection.
Avoid Sunlamps, Tanning Parlors, and Suntan Products
Sunbeds and sunlamps emit UV light that can damage the skin and unprotected eyes.
Suntan products do not contain a sunscreen and do not provide any protection against sun exposure.
Protect Children and Babies
Children typically spend so much time outdoors that they are at high risk for overexposure to sunlight. Studies
increasingly suggest a link between early sun exposure and skin cancer as an adult. Encourage your children
to take all the safety steps listed above whenever they go outside. Started early and followed consistently,
each of these steps will become an accepted habit, as easy as fastening seatbelts every time you drive the
car.
Keep babies out of direct sunlight. The American Academy of Pediatrics recommends using sunscreen on
infants for small areas such as the face and back of the hands where protection from clothing is inadequate.
For infants younger than 6 months, consult your physician.
EPA has been working with schools and communities across the nation to launch the SunWise School
Program. SunWise teaches children in elementary schools and their caregivers about how to protect
themselves from overexposure to the sun. Educating children about sun safety is the key to reducing the risk of
future UV-related health problems. For more information about SunWise, visit the program's Web site at
www.epa.gov/sunwise.
Check the UV Index
The UV Index forecasts the next day's likely intensity of UV rays. This is a useful tool for planning your outdoor
activities to protect yourself from overexposure to sunlight. See below for more information on where to find the
UV Index and how to use it.
What Is the UV Index and How Can I Use It?
The UV Index is reported daily for localities across the United States. It forecasts the next day's likely intensity
of UV rays.
Calculated by the National Weather Service, the UV Index takes into account many factors, including the
amount of ozone and clouds overhead, latitude, elevation, and time of year.
UV Index forecasts are reported on a scale of 1 through 10+ as follows:
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INDEX NUMBER INTENSITY LEVEL
0 to 2 Minimal
3 to 4 Low
3 to 4 Moderate
3 to 4 Might
10+ Very High
The higher the UV Index, the stronger the sun and the greater the need to follow all the sun protection
measures. When a UV intensity of 5 or more is predicted for your area, it is especially important to protect
yourself against sun exposure. The UV Index should not be used to determine the best time to go out and get
a tan.
You can obtain your local UV Index forecast daily from local weather stations or newspapers. EPA's Web site
provides the UV Index forecast for your ZIP code. The address is www.epa.gov/sunwise/uvindex.html.
Because the UV Index is a forecast, it won't always be exactly correct, but it is very reliable. The UV Index is 84
percent accurate to within ฑ2.
Remember that snow, water, and sand reflect the sun's light, so you can get a double dose of UV exposure in
these environments. The UV Index does not take these factors into account. If you are outdoors in these
environments, your actual exposure will be higher than the UV Index value indicates.
Some medications and diseases (e.g., lupus erythematosus) cause serious sun sensitivity. The UV Index is not
intended for use by seriously sunsensitive individuals. Consult your doctor about additional precautions you
may need to take.
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Appendix A:
List of Resources
The following list of Web sites, contact information, and additional suggestions can help you get started with your UV
risk education project. This list includes examples of existing UV risk outreach tools, information on successful UV risk
education strategies, financial assistance resources, volunteer groups that might be able to provide assistance,
measurement resources, and information on working with the media.
Examples of Existing UV Risk Outreach Tools
SunWisewww.epa.gov/sunwise. Teachers and schools can join EPA's SunWise Program and receive a
number of educational and outreach products. These include the SunWise Tool Kit (which includes a UV-
sensitive frisbee), the SunWise Internet Learning Site, and UV Database. Students and teachers can use the
SunWise Internet Learning Site and UV Database to report and interpret daily measurements of UV radiation,
explore interactive Web-based games and activities, and link to other educational activities and resources. Go
to www.nhtsa.dot.gov/people/injury/airbags/buckleplan/buckleup/media.html to join the SunWise Program.
SunSmartwww.sunsmart.com.au. Australia's SunSmart Internet site provides comprehensive educational
material, technical assistance tools, and sample sun-safe policies for primary and secondary schools, child-
care facilities, community health service organizations, local government, medical specialists, workplaces,
community groups, sport and recreation clubs, and the tourism industry.
Choose Your Cover www.cdc.gov/ChooseYourCover. The Choose Your Cover Web site includes facts and
statistics about skin cancer, information about the program, and access to all campaign and educational
materials, some of which can be ordered online.
PoolCool http://splash.hawaii.edu/sbsp/projects/poolcool/home.html. PoolCool is a sun safety program
especially designed for use at swimming pools. Swimming pools that join PoolCool receive an educational
toolkit, sun safety signs, and technical support to promote sun safety during swimming lessons and other pool
activities. For more information, contact Tom Elliot, Project Coordinator, at poolcool@crch.hawaii.edu or 808
586-3076, extension 69916.
Sunwise Stampede www.foundation.sdsu.edu/sunwisestampede/index.html. Sunwise Stampede is a sun
safety program that encourages zoo visitors to protect themselves from UV radiation. The program consists of
a tip sheet for parents, coupons for sunscreen and hats, art activities for children, and sun protection signs
and reminders. The Sunwise Stampede Web site includes fun educational games for children. For more
information, contact Sunwise Stampede at blewis@projects.sdsu.edu or 619 594-8745.
Raising Awareness About Your Skin (RAYS). The RAYS program is a skin cancer and sun awareness
program for middle and high school students developed by the RAYS Task Force of the Montgomery County
Ohio Medical Alliance. Contact RAYS at RAYSTaskforce@aol.com to receive a CD-ROM with slide
presentations, study guides, and tests.
Successful UV Risk Education Strategies
Guide to Community Preventive Services
www.thecommunityguide.org/guide_basics/guide_basics_f.html. The Guide to Community Preventive
Services is a federally-sponsored initiative that will help communities develop effective skin cancer (and other
disease) prevention education programs. The cancer chapter, which will provide recommendations on
successful skin cancer prevention strategies, should be complete by summer 2002.
Plain English Network www.plainlanguage.gov. This Web site is dedicated to helping make all
communication materials more userfriendly through the use of plain English, which means to organize and
write information with the reader's needs in mind. For tips on writing user-friendly documents, go to
www. blm.gov/nhp/NPR/pe_toc. html.
Financial Assistance
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EPA Grants Administration Division www.epa.gov/ogd/index.htm. EPA and other government agencies
provide grants to organizations that address a variety of environmental issues. To access funding
opportunities, go to www.epa.gov/ogd/grants/funding_opportunities.htm. For information on how to apply for a
government grant, go to www.epa.gov/ogd/grants/how_to_apply.htm.
The Foundation Center www.foundationcenter.org. As the most authoritative source of up-to-date
information on private philanthropy in the United States, the Foundation Center provides print, CD-ROM, and
online resources to help individuals and organizations identify appropriate grant sources and develop targeted
proposals. To get started, visitvvww.fdncenter.org/about/fchelp.html for easy access to Foundation Center
services. Note that some grants are available only to nonprofit organizations.
Volunteer Groups that Could Provide Assistance
Environmental Alliance for Senior Involvement www.easi.org/about.html. The Environmental Alliance for
Senior Involvement (EASI) seeks to increase opportunities for older adults to play an active, visible role in
protecting and improving the environment in their communities. Contact EASI to learn more about the
availability of senior volunteers at easi@easi.org or 540 788-3274.
Experience Corpsฎ www.experiencecorps.org/index.html. Experience Corpsฎ provides schools and youth-
serving organizations with older adults who serve as volunteers to improve the academic performance and
development of young people. Go to www.experiencecorps.org/site/sites/map.html to find an Experience
Corpsฎ in your area.
Measurement Resources
Surveys Developed by Other UV Risk Education Programs. Many UV risk education programs use surveys
to measure their effectiveness in changing sun protection attitudes and behavior. Contact any of the programs
listed above or mentioned in this handbook's case studies. (See Appendix B: Case Studies of UV Risk
Education Programs to request sample surveys.)
InnoNet Evaluation Resources www.innonet.org/workstation/about.cfm. InnoNet helps organizations
improve their effectiveness. Go to www.innonet.org/resources/eval_resources.cfm for answers to frequently
asked questions on how to evaluate programs and for background information on a number of evaluation
topics.
Working With the Media
It All Adds Up to Cleaner Air Campaign, Effective Media Relations
http://www.epa.gov/oms/transp/traqpedo/italladd/advisory.htm . This Web page provides good
descriptions of different media types and instructions on successfully working with the media to get your
message out to the public.
Buckle Up America Campaign, Working With the Media
www.nhtsa.dot.gov/people/injury/airbags/buckleplan/buckleup/media.html. Although focused on
increasing seat belt use, this Web page provides helpful suggestions on generating media attention and
creating newsworthy information.
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Appendix B:
Case Studies of UV Risk Education Programs
School-Based Program: SunWise
EPA developed the SunWise School Program to raise awareness of the health risks associated with UV overexposure
and to encourage behavior change to reduce these risks. EPA focused on schools because children are at particular
risk for sun exposure. Along with traditional education practices that promote sun protection, SunWise encourages
schools to implement infrastructure enhancements, such as providing shade through canopies and trees, and to
establish policies such as requiring hats, sunscreen, and sunglasses when outdoors. The program is designed to
provide maximum flexibilityelements can be used as stand-alone teaching tools or to complement existing school
curricula. Though based in schools, SunWise also supports community partnerships, such as inviting guest speakers
to school assemblies.
SunWise Partner Schools receive materials and tools free of charge to help implement SunWise in their classrooms
and communities. The SunWise Toolkit contains cross-curricular classroom lessons and background information for K
through 8 learning levels. The toolkit also includes tools, including a UV-sensitive frisbee, a hand-held UV meter (if
requested), and the On the Trail of the Missing Ozone comic book, that reinforce sun safety lessons. To reward your
students for their participation in the SunWise Program, the kit also contains an easily photocopied "Certificate of
SunWisdom."
Along with the toolkit, SunWise offers several brochures, fact sheets, and activity books with suggestions and
recommendations for sun safety practices and activities. The program also maintains an Internet Learning site and a
newsletter highlighting issues, trends, and success stories. The SunWise Web site (www.epa.gov/sunwise) gives
details on the program and the importance of sun safety and is divided into sections for educators, students, health
care providers, and the media.
The SunWise Web site offers a database for partner schools to enter their local daily UV forecast and intensity data.
This collected data can then be accessed to create maps and graphs that can be used as educational tools. For more
information, go to www.epa.gov/sunwise or contact Kevin Rosseel at rosseel.kevin@epa.gov.
Community-Wide Program: Working with New Hampshire Caregivers To Protect
Children from the Sun (The SunSafe Project)
By training a variety of caregivers on how to promote sun protection to children and parents, health specialists at
Dartmouth Medical School in New Hampshire demonstrated that community-wide UV risk education programs can
lead to long-term positive changes in sun protection behavior. After initial SunSafe project interventions at New
Hampshire schools, daycare centers, primary care physician offices, and beaches in 1996, and then a brief follow-up
in 1997, the proportion of children 2 to 11 years of age practicing at least some sun protection behavior increased
from 58 percent to 73 percent. SunSafe also resulted in an increase in the proportion of children fully protected by
sunscreen, clothes, and shade (from 31 percent to 50 percent), a decrease in the proportion of children without any
sun protection (from 42 percent to 27 percent), and an increase in the proportion of parents receiving sun protection
information from physicians and schools (from 46 percent to 62 percent).
Ten New Hampshire communities participated in the SunSafe project, with five receiving interventions, and five acting
as controls. Instead of targeting children and parents directly, project organizers instead focused on teachers, primary
care physicians, and lifeguards.
Teachers at schools and daycare centers received SunSafe curricula with lesson plans and educational
activities modeled after Australia's SunSmart program (see page 48).
Primary care physicians received a manual that teaches office staff and clinicians how to promote sun
protection during medical checkups. In addition, to enhance sun protection counseling, project organizers
provided physicians with educational posters, pamphlets, and self-adhesive reminder notes.
Lifeguards received displays about the UV Index and sun protection to be posted at beaches. Project
organizers also encouraged lifeguards to provide SunSafe pamphlets and free sunscreen samples to
beachgoers. In addition to providing outreach and educational materials, organizers visited principals,
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teachers, physicians, and lifeguards to encourage implementation of the SunSafe project and provide technical
assistance with activities. All outreach and educational materials conveyed the same basic messages:
Avoid or limit exposure during the sun's peak hours of 11am to 2pm. Teach your child to seek shade if he or
she is outside during peak hours.
Cover up with clothing and a hat with a brim. Wear a shirt and long shorts that go to the knee or below.
Block the sun's rays through the use of a sunscreen with an SPF of 15 or higher. Be sure to put sunscreen on
all areas not covered up.
Say something to your friends and family about being SunSafe. Remind them that shirts, hats, and sunscreen
are important for the whole family to use every time you are going to be out in the sun.
To track changes in children's sun protection behavior, project organizers trained a number of observers to visit
beaches, interview parents, and detail children's sun protection behavior. Based on their observations and analyses,
Dartmouth Medical School health specialists demonstrated that the SunSafe UV risk education project provided long-
term benefits to the community.
Since completing the study in 1998, project organizers have initiated a new SunSafe project that targets adolescents.
This project, which will run through 2003, will provide educational materials to middle school teachers and outdoor
sports and recreation staff, and will ask teenagers to participate in a survey and keep a diary to track their sun
protection behavior during the summer. For more information, contact the SunSafe Project, Department of Community
and Family Medicine, Dartmouth Medical School, at 603 650-1566, or visit the SunSafe Web site at
www.dartmouth.edu/dms/sunsafe/.
Outdoor Recreation Program: Helping Georgia Soccer Coaches Promote Sun
Protection
In Georgia, where sports are played almost year-round, more than 75,000 youth play soccer in recreational and
competitive leagues. To address the need to protect soccer-playing youth from overexposure to the sun, university
medical researchers and health communication professionals developed a UV risk education pilot project that trained
soccer coaches to promote sun-safe behavior to young soccer players. The project focused on eight soccer teams of
the St. Simons Island's youth soccer association in south Georgia.
To determine the content of the soccer coach training program, project organizers conducted a pretest survey to
understand the sun protection practices and beliefs among soccer coaches and parents of soccer-playing youth. The
pretest identified, for example, that coaches and parents believed it would be difficult for them to get youths to practice
sun protection behaviors. The pretest also underscored knowledge gaps, such as in understanding the differences
between waterproof, water-resistant, and sports sunscreens.
Project organizers randomly selected half of the soccer coaches who had participated in the pretest survey to receive
the UV risk education training. Based on the results and insights gained from the pretest, the program trained coaches
to serve as role models by practicing sun-safe behaviors themselves, encouraging youth to apply sunscreen before
coming to games and soccer practices, and educating parents about the importance of sun protection. To complete
the training, coaches attended a sun protection seminar and received an informational booklet on sunburn prevention
strategies, skin cancer, and the importance of reducing sun exposure in youth. During the course of the season,
coaches promoted sun protection to youths and parents, and served as positive role models.
In addition to informing the content of the training program, the pretest survey provided baseline data that project
organizers used in conjunction with a post-test survey to evaluate the effectiveness of the pilot project. The evaluation
showed that as a result of the program, coaches and parents were more likely to tell youths to wear sunscreen, and
coaches were better able to get youths to practice sun-safe behaviors. For more information, contact Roxanne Parrott
of the Office of Health Communication, University of Georgia, at rparrott@arches.uga.edu.
Young Adult Program: School-Based Education for Teenagers in Australia
Because teenagers are often susceptible to peer pressure, it is a particular challenge to influence them to adopt
behaviors that their peers might find socially unacceptable. Researchers from the Center for Health Promotion and
Cancer Prevention Research at the University of Queensland in Australia developed a school-based UV risk education
curriculum that sought to address the peer pressures that teenagers face.
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Health and physical education teachers at 13 schools in Queensland, Australia, taught the curriculum to students
every year for 3 years, from 8th to 10th grade, during a 4- to 6-week period just prior to summer vacation. Through
role playing, problem-solving, and student-directed activities, students explored the myths about sun exposure, the
role of peer pressure in tanning, and motivations for acting in health-compromising or health-enhancing ways.
Students also learned to plan ahead for sun safety and practiced critical thinking by analyzing how the mass media
favors certain images. To help students put their newly acquired knowledge to work, teachers encouraged them to
create advertisements that debunked media images and to brainstorm possible sun protection school policies that
students might find acceptable.
To measure the effectiveness of the curriculum, researchers used surveys before and after each year's program to
assess students' sun protection knowledge, attitudes, and behavior. To ensure the results of the surveys were due to
the curriculum and not to any other factors, the researchers also surveyed students in 13 other schools in Queensland
that did not receive the curriculum. In the 9th grade, the students receiving the curriculum showed a marked
improvement in knowledge and some behavior change compared to students not receiving the curriculum; however,
when the students were surveyed in the 10th grade, it appeared they were not practicing sun-safe behaviors as often
as before. The researchers attribute the regression in behavior to the many social and cultural pressures teenage
students face inside and outside of school, such as the priority given to sun protection by peers and the acceptability
of wearing hats or long-sleeved shirts in public. For more information, contact Dr. John Lowe at the Center for Health
Promotion and Cancer Prevention Research, Medical School at the University of Queensland in Australia at
j.lowe@mailbox.uq.edu.au.
National and Community-Wide Program: Australia's SunSmart Program
Australia's SunSmart program, an initiative of the Anti-Cancer Council of Victoria, promotes awareness of skin cancer
and sun protection measures to children, teenagers, and adults. The SunSmart program includes a media campaign,
outreach programs, and research efforts. The media campaign includes advertisements in magazines and trade
journals, television commercials, and press coverage of SunSmart activities and messages.
Through a variety of outreach programs, SunSmart provides technical assistance, research, training, and a variety of
educational and promotional resources to organizations that can reach many at-risk individuals. SunSmart outreach
programs target primary and secondary schools, child-care facilities, community health service organizations, local
government, medical specialists, workplaces, community groups, sport and recreation clubs, and the tourism industry.
One goal of SunSmart is to encourage these organizations to institute sun-safe policies, such as requiring participation
in educational programs or the building of shade infrastructure.
To determine the effectiveness of its media and outreach activities and to guide future changes to the program, the
Anti-Cancer Council of Victoria periodically evaluates SunSmart. In its most recent evaluation, the council determined
the following to be key elements to SunSmart's success:
Consistency and continuity. SunSmart has been successful because it has been able to sustain its efforts over
the long termSunSmart has been operating full-scale since 1988. SunSmart has achieved consistency and
continuity because it has been hosted by a stable and supportive organization with common goals and a strong
research capability, and it has had reliable and sufficient funding from its host organization and outside sources
with similar health promotion goals.
Research and evaluation. SunSmart has tailored its efforts based on research of its target audience's attitudes
and behaviors towards sun protection and skin cancer and on aspects of society that could support or
undermine health messages. In addition, the progress of SunSmart has been consistently evaluated, helping
the organization reshape its focus when necessary to achieve its goals.
More information on SunSmart can be found at www.sunsmart.com.au.
Media-Based Program: Choose Your Cover
Through the Choose Your Cover media campaign, the CDC develops and distributes sun-safe public service
announcements (PSAs) and press releases to broadcast and print outlets nationwide. The campaign also has
included several strategic partnerships to further disseminate sun protection messages. For example, since 1999,
CDC has worked with Seventeen magazine to sponsor photography and T-shirt contests that educate young adults
about skin cancer and sun-safe behaviors. In addition, the campaign has included partnerships with the U.S. Olympic
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Synchronized Swimming Team and the Weather Channel.
Another important component of the Choose Your Cover campaign are educational materials, including posters,
brochures, and a Web site. The Choose Your Cover Web site www.cdc.gov/ChooseYourCover includes facts and
statistics about skin cancer, information about the program, and access to all campaign and educational materials,
some of which can be ordered online. A number of state health programs have incorporated or modified Choose Your
Cover materials into their own skin cancer prevention programs.
National Program: National Skin Cancer Prevention Education Program
The Choose Your Cover campaign is only one part of CDC's National Skin Cancer Prevention Education Program
(NSCPEP) www.cdc.gov/cancer/nscpep/index.htm. In addition to the Choose Your Cover media campaign, CDC
conducts research, funds outreach programs, and builds partnerships to extend the reach and improve the
effectiveness of skin cancer prevention efforts in the United States. For example, CDC established the National
Council on Skin Cancer Prevention, a coalition of organizations dedicated to fighting skin cancer on a nationwide
basis. The goals of the coalitionwhich includes 24 organizations, including the American Academy of Dermatology
and the American Cancer Societyare to:
Increase skin cancer awareness and prevention behaviors among all populations, particularly those at high
risk.
Develop and support partnerships to extend and reinforce core messages for behavior change.
Coordinate nationwide efforts to reduce skin cancer incidence and mortality.
Develop a national skin cancer prevention and education plan.
CDC also established a Federal Council on Skin Cancer Prevention to promote sun-safe behaviors among federal
agency employees and their families.
To support innovative state and national skin cancer prevention education initiatives, CDC funds a number of outreach
programs through NSCPEP. One currently funded program, PoolCool, seeks to educate parents, lifeguards, pool
managers, and young children about sun-safe behavior when they visit swimming pools. NSCPEP research focuses
on determining national trends in sun protection behaviors and evaluating current skin cancer prevention efforts. CDC
research also supports the Guide to Community Preventive Services, a federally sponsored initiative that will help
communities develop effective skin cancer (and other disease) prevention education programs. For more information
on this guide, see www.thecommunityguide.org/guide_basics/guide_basics_f.html.
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Appendix C:
Examples of Successful SunWise Programs
Raising Awareness About Your Skin (RAYS), Montgomery County, Ohio
RAYS is an active volunteer committee that educates students throughout Montgomery County, Ohio, about the
dangers of ultraviolet radiation. The committee has reached 19,500 students in 35 school districts.
Consisting of more than 32 dermatologists, plastic surgeons, internists, obstetricians, optometrists, and neurologists,
along with 25 other volunteers, the committee arranges assemblies and classroom presentations in middle and high
schools throughout the year. Volunteers use SunWise lesson plans and a captivating slide presentation to teach
students about the early signs of skin cancer and what risky behaviors to avoid. In addition, volunteers provide
SunWise materials and information to schools and encourage teachers and administrators to join the SunWise
Program. The committee's efforts have been tremendously successful. Not only has the program been highlighted on
the news several times and won the prestigious Health Awareness Promotion (HAP) award, but its message has
reached an incredible number of students.
The program got its start in 1999 when a group of dermatologists from the Ohio Medical Association passed a
resolution to teach students throughout the state about the hazards of the sun and tanning salons. Volunteers from the
Montgomery County Medical Alliance decided to take action on the resolution.
When the committee read about the SunWise Program in a newspaper article and used SunWise materials, it
succeeded in attracting schools to the idea.
For more information about RAYS, send an e-mail to RAYSTASKFORCEฎ aol.com.
Center for Creative Learning, St. Louis, Missouri
For the past 4 years, students at the Center for Creative Learning in Missouri's Rockwood School District have learned
about ozone depletion, sun safety, and skin cancer prevention. As part of their SunWise participation, students in
Dottie Fundakowski's class have conducted videoconferences with EPA SunWise staff, allowing them to interact with
a scientific expert. In addition to answering specific questions posed by the students, SunWise staff reminded students
of their responsibility to protect their skin and eyes from UV radiation.
Two of Dottle's students even launched their own skin cancer awareness campaign as their final class project. The
project, called "Got Sunscreen?" after the "Got Milk?" advertisements, was presented to parents, school
administrators, and community experts. The two students designed T-shirts emblazoned with their campaign name
and filmed a commercial showing the benefits of using sunscreen.
In addition, two other students of Dottle's petitioned the Rockwood School Board in an effort to change the district
policy to allow students to carry and apply sunscreen at school, for example, during recess or on outdoor field trips.
Sunscreen technically is considered an over-the-counter drug, similar to aspirin or cough drops, and in most state
school districts, they are prohibited from student use without doctors' and parents' permission to allow nurses or aides
to administer them. The two students pointed out that if it is difficult to use sunscreen, fewer students will apply it, and
the risk for skin damage will increase. The students presented their case well, and the Rockwood School policy now
allows students to apply sunscreen while on school grounds. They received national press coverage for their efforts.
Central Middle School, Tinley Park, Illinois
A group of Illinois students recently discovered that asking the right questions can also save lives. Debbie Brennan,
the learning coordinator at Central Middle School in Tinley Park, Illinois, works with the top 5 percent of the seventh
and eighth grade students as part of the school's gifted program. Brennan practices "inquiry learning," a loose system
that allows students to ask questions about a topic of their choice and conduct activities to answer them.
"A few years ago in May, a group of my students noticed some high school kids lined up outside a tanning salon in
preparation for their prom," Brennan said. "I overheard them complaining that tanning causes skin cancer, and I asked
them how they knew for sure." To find the answer, the students began a research project on the effects of exposure to
ultraviolet (UV) radiation. Not long after that, Brennan discovered EPA's SunWise Web site. She began working with
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EPA to create activities based on SunWise materials that fit the Illinois state learning standards, incorporating
language, fine arts, science, and math.
For many of their activities, the students conduct both group and individual research and then find creative ways to
share what they learn. One part of their research effort was to contact the American Cancer Society, which sent them
information, bookmarks, and stickers related to sun safety. Brennan has also forged relationships with a local
oncologist and a Chicago-based meteorologist, both of whom are available to answer students' questions.
To share what they learned, the students created flyers on sun safety and distributed them to local youth sports
teams. The students also decorated and gave away visors and bandanas with UV-sensitive paint and performed
experiments by applying sunscreen to necklaces they made from UV-sensitive beads. As part of a long-term activity,
the students monitor and chart daily local UV intensity. The students also share their information by writing articles for
the school newsletter, posting articles and notices on a school bulletin board, and posting information on their Web
site www.ccsd146.k12.il.us/central/projects.html.
Science Explorer Program, University of Colorado at Boulder
For the University of Colorado at Boulder's (CU's) Science Explorer Program, teachers and students put new science
curricula to the test. In a series of 30 oneday workshops held throughout the state, Colorado and New Mexico
teachers and students tried out new science lessons focused on ground-level and stratospheric ozone, as well as UV
radiation.
Teams comprised of one teacher and five students, from fifth through eighth grade, participated in three 75-minute
classes throughout the workshops. Each class featured a variety of ozone-related, hands-on lessons; for example, the
teams searched for ground-level ozone by using Schoenbein papera special paper made of cornstarch, distilled
water, and potassium iodidewhich turns blue or purple when in contact with ozone.
In another activity, students and teachers learned about the effects of stratospheric ozone depletionsuch as
increased UV radiation reaching Earth's surface. Using color-changing, UV-sensitive Frisbees, the teams evaluated
the effectiveness of various sun-protection materials, including sunscreen, sunglasses, and fabrics. The teams also
constructed chemical models of ozone molecules out of gumdrops and toothpicks. Studying the conditions of
Antarctica, over which an ozone hole exists, is another topic for curricula activities. After participating in the Science
Explorer activities, students and teachers took their new knowledge and materials back to their classrooms to share
with fellow students and colleagues.
Designed to encourage student interest and aptitude in science, math, and technology in Colorado and the West, the
CU-Boulder Science Discovery Program has been operating the Science Explorer Program for 15 years, introducing
new curricula to about 300 teachers each year.
For more information about CU's Science Explorer program, contact Lannie Hagan at 303 492-0771.
Goddard Middle School, Glendora, California
Students in Glendora, California, are using technology to explore the science behind SunWise. Greg Morrison's
science class at Goddard Middle School uses many tools, including the Internet, CD-ROMs, videos, and laboratory
experiments to collect, report, and analyze UV-related data. In a favorite class activity, students use hand-held UV
monitors, available from EPA, to measure the intensity of UV rays at ground level. After gathering this data, the
students can upload their results to the SunWise Web site.
With the help of the local Rotary Club's Teacher Mini Grant Program, Morrison runs another popular experiment using
UV-sensitive beads to teach students about the sun's UV rays and the effects of UV radiation on human skin and
health. Outside, students observe the beads changing from clear, light colors to darker colors, corresponding to the
strength of the sun's UV rays. The students then examine and record the effectiveness of different types of sun
protection, covering the beads with sunscreens of various SPF levels, sunglasses, wet and dry clothing, and plastic.
In addition, Morrison uses video tapes of national newscasts about the ozone layer, which further demonstrate the
scope and breadth of the subject. All these sun-science activities and students' work are featured on Morrison's class
Web site, www.morrisonlabs.com.
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Appendix D:
How Is the UV Index Calculated?
The UV Index is calculated by collecting data on stratospheric ozone levels and forecasted cloud amounts and then
transforming these data into a useful metric that describes how intense the next day's UV radiation will be.
The calculation begins with measurements of current total stratospheric ozone levels for the entire globe, obtained via
two satellites operated by the National Oceanic and Atmospheric Administration (NOAA). These data are then used to
produce a forecast of stratospheric ozone levels for the next day for various cities in the United States.
Next, a mathematical model is used to determine the amount of UV radiation expected to reach the Earth's surface
based on the forecasted stratospheric ozone levels. This mathematical modela radiative transfer modeltakes into
account the time of day, latitude of the city, and day of the year, and then determines the expected UV levels for
wavelengths measuring 290 nanometers to 400 nanometers.
Because some UV wavelengths are more dangerous to human skin than others, another mathematical function is
used to apply a greater emphasis or weight to the magnitude of the more dangerous UV wavelengths than the less
dangerous UV wavelengths. The weighted UV wavelength levels are then integrated together to produce a new value
that represents how dangerous the UV radiation is to human skin.
Cloud cover and elevation affect the level of UV radiation reaching the Earth's surface, so another calculation is made
to take these factors into account. Cloudier skies limit the amount of UV radiation reaching the surface, and cities at
higher elevations receive more UV radiation. (Although atmospheric pollutants, haze, and surface reflection (e.g., from
sand, water, or snow) also affect the level of UV exposure, the UV Index currently does not account for these effects).
Lastly, to obtain the UV Index, the adjusted value is scaled down by dividing it by a conversion factor and rounding this
number to the nearest whole number. Note: the UV Index is calculated differently in different countries around the
world. This section only represents how the United States calculates the UV Index.
Each year, the National Weather Service (NWS) gathers data on the level of UV radiation reaching the Earth's surface
to measure the accuracy of the UV Index. Several government agencies, private companies, hospitals, and
universities collect and provide these surface UV data to NWS, which then conducts statistical analyses of the data to
determine discrepancies. These validations have shown that the UV Index forecast is quite accurate.
Surface UV data are often collected using Brewer spectrophotometers. These monitoring devices are automated
instruments that can infer the amount of total ozone in the stratosphere based on measurements of the UV radiation
that reaches the Earth's surface. To ensure that all UV monitoring devices are taking similar and accurate
measurements, NOAA's Central UV Calibration Facility compares UV readings from different monitoring devices and
calibrates the devices as needed based on recommendations from the National Institutes of Standards and
Technology.
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Appendix E:
Examples of UV Monitoring Networks and Scientific Studies in the
United States
The National Oceanic and Atmospheric Administration monitoring and satellite equipment used for collecting data to
help calculate the UV Index (see Appendix D: How is the UV Index Calculated?) is just one of several UV monitoring
networks in the United States. A number of government agencies, universities, and institutions have developed other
UV monitoring networks to study the effects of UV radiation on human health, ecological processes, wildlife, and
climate. These data are sometimes publicly available on the Internet.
University of Georgia (UGA)/EPA Monitoring Network or UV-Net Program
The UGA/EPA Monitoring Network is used to validate the UV Index. This network consists of 21 monitoring devices
located in 14 different national parks and 7 urban areas across the country. See www.epa.gov/uvnet/ for more
information and to access data.
Park Research and Intensive Monitoring of Ecosystems Network (PRIMENet)
PRIMENet is a joint EPA/National Park Service program to assess the effects of environmental stressors, including UV
radiation, on ecological systems nationwide. The UGA/EPA Monitoring Network's 14 monitoring devices are located in
national parks and are used in PRIMENet. A major research aim of PRIMENet is to investigate the effects of UV
radiation on frogs and other amphibians. For general information on PRIMENet, see
www.forestry.umt.edu/research/MFCES/programs/primenet/. For information on PRIMENet amphibian studies, see
http://www.forestry.umt.edu/research/MFCES/programs/primenet/research.htm.
U.S. Department of Agriculture (USDA) UV-B Monitoring Program
The USDA UV-B Monitoring Program uses a network of 36 monitoring devices located throughout the United States,
including Hawaii and Alaska. These monitors quantify the atmospheric effects that influence UV radiation and assess
the potential impacts of increased UV radiation levels on agricultural crops and forests. For more information and to
access data, see http://uvb.nrel.colostate.edu/UVB/.
National Science Foundation (NSF) Polar UV Monitoring Network
The NSF Polar UV Monitoring Network includes six monitoring devices that measure UV spectral irradiance at the
polar regions. These data are used by researchers studying the effects of ozone depletion on terrestrial and marine
biological systems. For more information and access to data, seewww.biospherical.com/nsf/index.asp.
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Appendix F:
Frequently Asked Questions
Q: Why is overexposure to the sun dangerous?
A: The sun emits powerful ultraviolet (UV) radiation that can cause a number of health problems as a result of
overexposure. In addition to causing sunburn, UV radiation can cause health problems that might not become
apparent until many years after sun exposure. These problems include skin cancer, premature aging of the skin,
cataracts, and suppression of the immune system.
Q: Is skin cancer a significant problem in the United States?
A: Skin cancer is the most common form of cancer in the United States. In addition, the incidence of malignant
melanoma, the most dangerous form of skin cancer, is increasing more quickly in the United States than for any other
form of cancer. Although skin cancer can usually be cured if detected and treated early, if detected late or left
untreated, skin cancer can cause considerable damage, disfigurement, and even death.
Q: If I have darker skin, do I still need to be concerned about skin cancer?
A: Although the incidence of skin cancer is lower in people with darker skin, the disease can still occur and often is not
detected until it has reached a later, more dangerous stage. In addition to skin cancer, overexposure to the sun can
cause other health problems in all populations, regardless of skin type. These include cataracts, premature aging of
the skin, and immune suppression.
Q: How is the ozone layer related to UV radiation and skin cancer?
A: The ozone layer serves as a shield in the upper reaches of the atmosphere to protect the Earth from most of the UV
radiation emitted by the sun. In recent years, scientists have documented seasonal depletions of the ozone layer over
Antarctica, the Arctic, and mid-latitude regions such as North America. Because the depletion of the ozone layer
allows more UV radiation to reach the Earth's surface, scientists are concerned that this phenomenon might create an
increased threat to human health.
Q: What's causing ozone layer depletion and how can it be fixed?
A: Scientists have determined that a variety of synthetic halocarbon chemicals, such as chlorofluorocarbons, are
responsible for depleting the ozone layer. Countries around the world have recognized this threat and signed a treaty
the Montreal Protocol on Substances that Deplete the Ozone Layerto reduce the global production of ozone-
depleting substances. With full compliance from participating countries, the ozone layer should be restored by the
middle of the 21 st century. Until that time, increased levels of UV radiation will reach the Earth's surface.
Q: How can I prevent the health problems associated with overexposure to UV radiation?
A: A number of sun-safe behaviors can help reduce the risks associated with overexposure to UV radiation. These
include:
Limiting your time in the sun between 10 a.m. and 4 p.m.
Seeking shade whenever possible.
Using a broad-spectrum sunscreen with a SPF of at least 15.
Wearing a wide-brimmed hat and if possible, tightly woven, full-length clothing.
Wearing UV-protective sunglasses.
Avoiding sunlamps and tanning salons.
Watching for the UV Index daily and taking appropriate precautions based on the Index level.
In addition, by educating children and others in your community, you can help them understand the risks of
overexposure to UV radiation and can encourage them to adopt sun-safe behaviors as well.
Q. When I go out in the sun, my skin tends to tan, not burn. I like the way a tan looks, but is this safe for my
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skin?
A: There is no such thing as a healthy suntan. Any change in your natural skin color is a sign of skin damage. Every
time your skin color changes after sun exposure, your risk of developing sun-related ailments increases.
Q: What is the UV Index and where can I find it?
A: Developed by the National Weather Service and EPA, the UV Index provides a daily forecast (on a 0 to 10+ scale)
of the expected intensity of UV radiation from the sun and helps people determine appropriate sun-safe behaviors.
The lower the number, the less UV radiation is reaching the Earth's surface. Lower numbers occur during overcast
conditions or early and later in the day, while higher numbers occur during clear or partly cloudy conditions and in the
middle of the day. The Index considers many factors, including latitude, day of the year, time of day, ozone, elevation,
and predicted cloud conditions at solar noon. You can determine the UV Index for your ZIP code by accessing the
following Web site at www.epa.gov/sunwise/uvindex.html.
Q: What is SunWise?
A: SunWise is a UV risk education program created by EPA to teach elementary and middle school students about
the science of UV radiation and sun-safe behaviors. Schools participating in SunWise receive a variety of ready-made
educational materials and gain access to the SunWise Internet database where students can enter and view UV
measurement data. In addition to sponsoring classroom and schoolwide activities, SunWise schools are encouraged
to form community partnerships and organize sun-safe events. For more information, visitwww.epa.gov/sunwise.
Q: How do I get SunWise educational materials?
A: Join SunWise by signing up through the SunWise Web site at www.epa.gov/sunwise/join.html.
Q: Why does SunWise focus on children and schools?
A: Children spend many hours outdoors during recess, physical education classes, after-school activities, and sports
programs. As a result, most of the average person's lifetime sun exposure occurs before the age of 18. Schools and
teachers can play a major role in protecting children from overexposure to UV radiation by teaching sun-safe
behaviors.
Q: In addition to SunWise, are there any other UV risk education programs that I could join?
A: In addition to SunWise, a number of local, state, and national UV risk education programs exist. See Appendix B:
Case Studies of UV Risk Education Programs, for information on some of these programs. You can also contact your
local or state health department for more information.
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Appendix G:
Glossary
Basal Cell Carcinoma: Skin cancer tumors that might appear as slow-growing, translucent, pearly nodules, which
can crust, discharge pus, or even bleed. These tumors typically develop where you are most exposed to the sunon
the face, lips, tops of ears, and hands.
Chlorofluorocarbons (CFCs): Stable, low-toxic, and inexpensive chemicals that were most commonly used as
refrigerants, solvents, and aerosol propellents until scientists discovered their destructive power. When strong UV
radiation breaks down CFCs, they release atomic chlorine, which accelerates the natural destruction of ozone and
contributes to ozone depletion. Nations around the world have agreed to reduce and eventually eliminate production
of CFCs.
EMPACT: Environmental Monitoring for Public Access and Community Tracking, a program begun by EPA in 1996,
helps communities collect, manage, and distribute environmental information, providing residents with up-to-date and
easy-to-understand information they can use to make informed, day-to-day decisions.
Melanoma: The most fatal form of skin cancer. Malignant melanomas can appear suddenly without warning as a dark
mole or other dark spot on the skin and can spread quickly.
Montreal Protocol: The Montreal Protocol on Substances that Deplete the Ozone Layer is an agreement adopted by
international governments in 1987 to reduce and eventually eliminate the emissions of human-made ozone-depleting
substances such as Chlorofluorocarbons. The agreement has since been strengthened four times as scientists
discovered the severity of ozone depletion.
National Weather Service (NWS): Government agency that provides weather, hydrologic, and climate forecasts and
warnings for the United States. NWS issues the UV Index daily.
Ozone Depletion: Acceleration of the natural process of destroying and regenerating stratospheric ozone caused by
human-made chemicals such as Chlorofluorocarbons. The ozone found in the upper atmosphere (stratosphere) is
destroyed and regenerated naturally, but certain human-made chemicals accelerate this process and damage the
protective ozone layer. As this ozone layer breaks down, it absorbs smaller amounts of UV radiation, allowing the UV
radiation to reach the Earth.
Spectrophotometer: An instrument for measuring the relative intensities of light in different parts of the spectrum.
Scientists use spectrophotometers to measure the amount of UV radiation reaching the Earth.
Squamous Cell Carcinoma: Skin cancer tumors that might appear as nodules or red, scaly patches, which can
develop into large masses and spread to other parts of the body.
Stratosphere: Portion of the atmosphere extending from about 10 km to about 50 km above the Earth. The
stratosphere includes the stratospheric ozone layer, which absorbs most of the sun's harmful rays.
Stratospheric Ozone: A bluish gas composed of three oxygen atoms. Found in the upper atmosphere, it helps shield
the Earth from the sun's UV radiation. Natural processes destroy and regenerate ozone in the atmosphere. When
ozonedepleting substances such as Chlorofluorocarbons accelerate the destruction of ozone, there is less ozone to
block UV radiation from the sun, allowing more UV radiation to reach the Earth.
Sunscreen: A substance, usually a lotion, that is applied to skin to protect it from UV radiation. Sunscreen protects by
reflecting UV radiation away from skin and by absorbing UV radiation before it can penetrate your skin.
SunWise School Program: EPA program that aims to teach grades K-8 school children and their caregivers how to
protect themselves from overexposure to the sun. The program raises children's awareness of stratospheric ozone
depletion and ultraviolet radiation, and encourages simple sun-safety practices.
SunWise Partner Schools: Participants in the SunWise School Program receive materials and tools for students to
actively learn about the health and environmental effects of the sun. Schools sponsor cross-curricular classroom
lessons, including measuring and posting UV Index measurements on the Internet.
UV Index: A tool developed by the National Weather Service that predicts the next day's UV intensity on a scale from
0 to 10+, helping people determine appropriate sun-protective behaviors. The lower the number, the less amount of
radiation is reaching the Earth's surface. Based on this number, people should take appropriate sun-safe precautions.
file:///P|/...t/SentFromJeamie/2014ORD_CDProject/625C03007/0^
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EMPACT - Sunwise Program Handbook - Appendix G
UV Monitoring Networks: Combination of ground-based and satellite data monitoring stations that track changes in
the ozone layer around the world and help validate the UV index. Using scientific data gathered by monitoring
networks, scientists study a wide variety of health and environmental effects of UV radiation on humans, crops,
forests, and ecological processes on land and in water.
UV Radiation A portion of the electromagnetic spectrum with wavelengths shorter than visible light. UV radiation
produced by the sun is responsible for sunburn and other adverse health effects. Scientists classify UV radiation into
three types: UV-A, UV-B, and UV-C.
ซ Back I Table of Contents
file:///P|/...t/SentFromJeamie/2014ORD_CDProject/625C03007/040120_1341%20(J)/Ultraviolet%20Radiation/html%20files/appendixg.html[5/20/2014 1:03:29 PM]
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EPA/625/R-00/003
February 2000
Report of the December 15,1999
EPA Satellite Forum on
Ozone Monitoring, Mapping,
and Public Outreach
U.S. Environmental Protection Agency
National Risk Management Research Laboratory
Office of Research and Development
Cincinnati, Ohio 45268
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NOTICE
The information in this document has been compiled by Eastern Research Group, Inc. (ERG)
under Contract No. 68-D7-0001, Work Assignment No. 2-17, issued by the U.S. Environmental
Protection Agency (EPA) to ERG. The document has been reviewed by EPA and approved for
publication. Mention of trade names or commercial products does not constitute endorsement or
recommendation of their use.
Appendix C is reprinted from T040-99 Study Guide - AQI: Ozone Monitoring, Mapping and
Public Outreach with permission of North Carolina State University.
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ACKNOWLEDGMENTS
Development of the December 15, 1999 Satellite Forum on Ozone Mapping, Monitoring, and
Public Outreach was managed by Scott Hedges (U.S. Environmental Protection Agency [EPA],
National Risk Management Research Laboratory), with technical guidance from Dennis Doll
(EPA, Education and Outreach Group) and Richard Wayland (EPA, Office of Air Quality,
Planning and Standards). Gratitude is expressed to Karl Coleman and the production crew at
North Carolina State University, to Alison Davis of EPA's Office of Air Quality, Planning and
Standards who moderated the satellite forum, and to each of the presenters for their time and
contributions.
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CONTENTS
Introduction 1-1
Background and Purpose 2-1
Presentation Summaries 3-1
Summary of Live Question-and-Answer Sessions 4-1
Agenda Appendix A
Satellite Broadcast Viewership Appendix B
Workshop Guide (with Presentation Overheads) Appendix C
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1. INTRODUCTION
This report provides a summary of the U.S. Environmental Protection Agency's (EPA's)
December 15, 1999 satellite forum on technology transfer tools for ozone monitoring, mapping,
and public outreach.
Chapter 1 provides information about the purpose of the satellite broadcast, along with
background information on the planning and production of the broadcast. Chapter 2 contains
summaries of the presentations made during the satellite forum. Chapter 3 summarizes the live
question-and-answer sessions held during the broadcast. Appendix A contains the agenda for the
broadcast. Appendix B provides information about viewership, and Appendix C contains the
satellite forum Workshop Guide, which was prepared by North Carolina State University. The
Workshop Guide contains the presentation materials prepared by individual speakers.
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2. BACKGROUND AND PURPOSE
The U. S. Environmental Protection Agency (EPA) created the EMPACT program in 1997 to
take advantage of new technologies that make it possible to provide environmental information to
the public in near real time. EMPACT is working with 86 metropolitan areas across the country
to help deliver time-relevant environmental information to the general public to help them
understand the condition of their environment and make day-to-day environmental risk
management decisions. A key function of EMPACT is to integrate technical communication
among the 86 EMPACT communities, state agencies, and EPA.
As part of EMPACT's technical communication efforts, one of the EMPACT projects, AirNow,
was discussed in a satellite videoconference broadcast on December 15, 1999. The purpose of
AirNow is to provide the public with real-time information about ozone pollution in an easy-to-
understand pictorial format. AirNow is a collaborative effort among EPA, state and local air
quality agencies, and regional organizations to collect, quality assure, and transfer real-time air
quality information to the public.
The videoconference was convened by EPA's Office of Air Quality, Planning and Standards
(OAQPS), in conjunction with and support from the EMPACT program. The December 15
videoconference was the second in a three-part series dealing with AirNow. The first, which was
broadcast on November 10, 1999, focused on the Air Quality Index (AQI). The third, scheduled
for Spring, 2000, will focus on the health effects of ozone.
Participants in the satellite forum included representatives of EPA and state and local air quality
agencies. They provided information on several topics, including: the EMPACT program; major
components of AirNow's program to design, implement, and operate an ozone monitoring
network, an automated data transfer system (ADTS), an ozone mapping system (MapGen), and
conduct public outreach; and key sections of the technology transfer handbook and companion
CD-ROM entitled Ozone Monitoring, Mapping, and Public Outreach: Delivering Real-Time
Ozone Information to Your Community. (The complete agenda is included in this report as
Appendix A.)
Target audiences for the satellite forum included managers and decision-makers interested in
implementing ozone programs in their communities or learning about new technologies and new
approaches for disseminating real-time information; technicians responsible for implementing
ozone programs; and communications specialists involved in communicating information to the
public about ozone
The satellite forum was produced by EPA's Air Pollution Distance Learning Network (APDLN),
a digital educational satellite broadcasting network of 127 governmental and university broadcast
affiliates located across the United States. The APDLN is a collaborative partnership between
EPA, State and local air pollution control agencies, and North Carolina State University. The
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broadcast could be viewed at one of the 127 APDLN satellite downlink sites; at another site with
satellite downlink capability using Ku and C band satellite coordinates; or via a live Internet
simulcast.
Efforts were made to publicize the broadcast through the EPA EMPACT steering committee,
EMPACT project leads, participating agencies in the Ozone Mapping Project, and other agencies
and organizations such the Northeast States for Coordinated Air Use Management (NESCAUM),
the Mid-Atlantic Regional Air Management Association (MARAMA), STAPPA/ALAPCO, the
Air and Waste Management Association (AWMA), the Ozone Transport Commission (OTC), and
the Local Government Environmental Assistance Network (LGEAN). Special emphasis was
placed on publicizing the broadcast in EMPACT communities not served by an APDLN satellite
downlink facility.
Videocassettes (VHS format) of the December 15 broadcast are available. Individuals in the
public sector (i.e., state, local, and federal agencies) may obtain copies from Dennis Shipman,
U.S. EPA, Office of Air Quality, Planning and Standards, Education and Outreach Group
(919-541-54770, e-mail: shipman.dennis@epa.gov). There is no fee for copies to the public
sector. Individuals in the private sector may obtain copies from Christine Murphy, Industrial
Extension Service, North Carolina State University (919-515-5874, e- mail:
Christine_Murphy@ncsu.edu). The fee is $35.00.
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3. PRESENTATION SUMMARIES
This chapter contains summaries of each of the presentations made during the December 14
satellite broadcast. Appendix C, the Workshop Guide prepared by North Carolina State
University, contains each speaker's presentation overheads.
Environmental Monitoring
Denice Shaw
U.S. Environmental Protection Agency
Office of Research and Development/EMPACT Program
Denice Shaw provided background on EPA's EMPACT Program. She explained that the
EMPACT program is a Presidential initiative whose mission is to assist communities to implement
sustainable monitoring that provides current and accurate information to citizens about their
environment. It is operated by a steering committee with members from each of the EPA regions
and program offices and from partner Federal agencies including the U.S. Geological Survey
(USGS) and the National Oceanographic and Atmospheric Administration (NOAA).
The EMPACT Program stresses the need for community ownership of the program, projects, and
data. Monitoring and data management are managed locally (with the provisions that are
necessary for secondary access to the data). Data interpretation is the responsibility and privilege
of the community. All projects are executed through community leadership and are based on
sound science.
Ms. Shaw stated that EMPACT serves as a model within EPA for environmental monitoring and
as a catalyst for incorporating new and innovative science.
EMPACT projects monitor parameters that affect human and ecological health. EMPACT
projects include monitoring of air quality (such as AirNow), drinking water, beaches, rivers,
lakes, and streams. EMPACT currently has monitoring projects in 84 cities across the U.S. It also
supports a series of research grants for community-led monitoring in 16 cities. The program also
supports pure research to advance the ability to do real-time monitoring and reporting of
environmental information.
Ms. Shaw concluded by stating that the EMPACT Program exists to provide communities with
the opportunity to implement new technology, data management solutions, and communication
tools to provide citizens and the public with accurate and timely information about their
environment.
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The Ozone Mapping Project
Chet Wayland
U.S. EPA, Office of Air Quality, Planning and Standards
Mr. Wayland provided background information on the Ozone Mapping Project. He explained that
the project is a collaborative effort among federal, state, and local air quality agencies to collect,
quality assure, and transfer real-time air quality information to the public. He added that the
project is intended to provide the public with fast and easy access to understandable air quality
information that can assist them in making good health-based decisions about their daily activities.
He then provided a brief history of the Ozone Mapping Project. The Maryland Department of the
Environment and the Maryland Chapter of the American Lung Association initiated the concept of
ozone mapping in late 1994, and it was put into operation on a regional basis in the Baltimore-
Washington, D.C. area in 1995. In 1997, ozone mapping was piloted on a regional basis by
Region 1 of the U.S. EPA, covering 14 northeastern states. In 1998, under a grant from the
EMPACT Program, EPA/OAQPS expanded the Ozone Mapping Project and undertook full
implementation of the mapping system in the eastern U.S.
Mr. Wayland then provided an overview of the mapping process and its five primary components:
state and local monitoring networks, the Automated Data Transfer System, the Data Collection
Center, map generation, and outreach:
State and local monitoring networks are the actual monitors in the field that states
maintain to collect ozone data. (Mr. Wayland displayed a map showing the location of
ozone monitors in states that participated in the Ozone Mapping Project in 1999.)
The Automated Data Transfer System is the system used to transfer data from the
monitors to state host computers and then to EPA's Data Collection Center.
The Data Collection System is the heart of the ozone mapping system. It is where the data
are stored, manipulated, quality assured, and prepared for map generation.
Map Generation. Once the data are quality assured and ready to be gridded and
interpolated, ozone maps are generated. The following types of maps are generated each
day and following each of the seven daily polls: animated maps for that day, and maps
showing the previous day's peak ozone levels (both 1-hour and 8-hour averages). The
map's colors correspond to the colors associated with the Air Quality Index.
Outreach. The ozone maps are disseminated via EPA's AIRNOW website
(http://www.epa.gov/airnow); via state/local agencies that participate in the Ozone
Mapping project; and via Weather Service Providers (WSPs) who provide the maps to
local television stations for incorporation in weather broadcasts.
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Currently, the ozone mapping project covers 61 EMPACT cities with complete coverage in 29
eastern states and California. Future plans are to extend coverage throughout the contiguous U.S.
EPA will also expand mapping beyond ozone to include other pollutants; real-time mapping of
paniculate matter is scheduled for 2001.
Mr. Wayland discussed how the Ozone Mapping Project has been received by the public. He
stated that, between May and September 1999, the AIRNOW website received over 1.2 million
"hits" per month (which is double the number received in 1998). The program has received
numerous positive comments from the public, including daycare providers, asthmatics, outdoor
workers, exercisers, and air awareness program providers. Major successes in 1999 including
getting the Weather Channel and major weather service providers to cover the ozone map.
Additionally, the Ozone Mapping Project received the Government Technology Leadership
Award in 1998.
Mr. Wayland concluded by saying that comments received about the Ozone Mapping Project have
been very helpful, and they will continue to be helpful as the program continues to move forward.
Data Collection and Transfer for Ozone Mapping
Phil Dickerson
U.S. EPA, Office of Air Quality, Planning and Standards
Mr. Dickerson provided an overview of the Automated Data Transfer System (ADTS). He also
explained how to set up a State Host Computer (SHC) to connect with the EPA Data Collection
Center (DCC) and the ADTS. Finally, he provided troubleshooting tips on using the ADTS.
He began his presentation by providing a brief overview of the regulations, found in 40 CFR 58,
that pertain to ambient air monitoring networks. In 1979, EPA promulgated ambient air
monitoring regulations, which established SLAMS (State and Local Monitoring Stations)
networks (used to demonstrate if an area is meeting national ambient air quality standards
[NAAQS]) and NAMS (National Air Monitoring Stations) networks (used to supply data for
national policy and trend analyses). Then, in 1993, EPA promulgated the PAMS (Photochemical
Assessment Monitoring Stations) rule. PAMS are required to obtain more comprehensive and
representative data about ozone air pollution in ozone nonattainment areas designated as serious,
severe, or extreme. (The ozone mapping system generally makes use of these already installed
monitoring networks.) In July, 1997, EPA promulgated rules that require monitoring for fine
particulate matter.
Mr. Dickerson then discussed the ADTS. He described the ADTS as the "heart" of the DCC. The
ADTS runs on EPA's Valley internal UNIX Server, which is located in Research Triangle Park,
North Carolina. It is responsible for merging data provided by State Host Computers, QA/QC of
that data, and making calculations such as daily peak values and Air Quality Index (AQI) values.
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He then described how data flow within the ADTS. He explained that ozone monitors measure
ground-level ozone concentrations. These data are fed into "data loggers" that record and store
the data. State Host Computers (SHCs) poll the data loggers at specified polling times and ready
the data for delivery to the ADTS. SHCs connect to the DCC before the end of each polling
window and transfer the observations from midnight until the polling hour. The ADTS then
merges all agency data received from the SHCs into a master file. Among other things, the ADTS
runs a QA/QC program on the data, calculates peaks and AQI values, interpolates for single hours
missing. It also generates gridded data for delivery to Weather Service Providers, and then
produces the master observed data (OBS) file. Every participating agency in the Ozone Mapping
System can access the master OBS file, which is a good way for them to check their own data and
see what the data in surrounding areas look like. Once the ozone animations have been checked
by the DCC operations crew, they are posted to the AIRNOW website
(http://www.epa.gov/airnow).
Mr. Dickerson explained the steps involved in setting up a State Host Computer to connect to the
DCC/ADTS is to obtain an EPA user ID and password. He said that he can set these up for new
users or they can be set up by your local EPA Regional Office. He explained that, to convert the
data acquisition platform's format to the Ozone Mapping System format, SHCs must either run
the ESC Ozone Mapping Module or custom software to convert the data from the agency's
acquisition system's format to the ozone mapping system's format. Once the data are in their
proper format, the user ID and password assigned by EPA are used to forward the data to the
DCC via FTP (file transfer protocol). Shortly after the data are delivered to the DCC, it is run
through the ADTS, and then the master OBS file and is available for use in generating ozone
maps.
Mr. Dickerson next provided a number of troubleshooting tips for using the DCC. He said that
EPA security policies mandate that a user has only three tries to log into the DCC. After the third
try, the user's account is locked. He advised that users be careful when experimenting. After two
tries, wait an hour or two before trying again to log on so that you do not immediately encounter
your third unsuccessful log-in attempt and have your account disabled.
He also said that users who have trouble connecting to the DCC should check with their local
firewall/security group to see if their FTP access is restricted. If so, some modifications to your
firewall may be necessary.
He also advised users to troubleshoot in discrete segments. For example, as a first step, check to
see if you are getting your data from the data logger onto the State Host Computer. Next, make
sure the data are getting converted to Ozone Mapping System format. As a third step, make sure
your user ID and password are valid by trying a manual FTP. Next, log into the DCC to see what
your data look like; make sure it arrived in the proper directory and has the correct format.
Finally, make sure your data look correct in the master OBS file after the QA/QC process.
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Mr. Dickerson concluded his presentation by urging people to call EPA if they experience a
problem. With a highly automated system that takes data from nearly 50 users, things can get
overlooked and problems can recur for days on end. Because EPA does not want to miss your
data, call if you have a problem.
Making Ozone Maps
Neil Wheeler
Sonoma Technology, Inc.
Mr. Wheeler provided an overview of the Map Generator (MapGen) software and its capabilities.
MapGen produces still-frame images, both in the Windows BMP format and in CompuServe GIF
format; animations (BMP and GIF) and gridded ASCII files. He explained that MapGen works by
reading ozone monitoring station data and interpolating them to regular grid locations. MapGen
can use two different interpolation/extrapolation techniques: (1) inverse distance weighing, where
the influence of the station drops off proportional to the distance from the grid point; or (2)
Kriging, which uses a correlation of values to create a model of what values should be at the
regular grid. The gridded data can then be passed on to a contouring routine or written to a file
for later use. The end result are maps that contain color-filled contours that represent different
concentration levels of ozone and their associated health effects.
He then discussed the minimum requirements for operating MapGen. These include: an IBM PC-
compatible computer with a Pentium processor (133 MHz or better); 16 megabytes of RAM; 100
megabytes of free disk space; a super VGA monitor with 24-bit color display; and Windows 95,
98, or NT 4.0.
MapGen can be downloaded from MCNC's web site (http://envpro.ncsc.org/OMS). The
download files can be accessed by anonymous file transfer protocol (ftp) or through a web
browser. The readme.txt file explains how to install the software. The current release of MapGen
on the MCNC web site is approximately two years old. An updated version will be available in
2000.
Mr. Wheeler then described sources of data that can be used to generate maps with MapGen.
Data are available from EPA's Data Collection Center (DCC). In addition, some currently
available polling software packages have an ozone mapping module that converts data to a form
suitable for use with MapGen. In addition, a conversion program (airs2oms) is distributed with
MapGen that reads data in AIRS (Aerometric Information Retrieval System) formats and
generates MapGen-ready files.
Mr. Wheeler explained that making maps with MapGen is basically a 6-step process: reading the
data; selecting the area you want to map; selecting a variable (e.g., peak or average
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concentrations); selecting gridding and other options; adding annotations such as graphics or text;
and finally plotting or animating the map. He then conducted a live demonstration of how to make
a map using MapGen. The demonstration showed how to use MapGen's file, customize, plot,
animate, and help menus.
One of the powerful things about MapGen is its scripting capability. It includes a complete
scripting language (which is documented in the MapGen User's Guide). MapGen also features
sample scripts that can be used with scheduling software to generate maps on a regular basis.
Mr. Wheeler completed his presentation by discussing resources that can be accessed for
troubleshooting MapGen. These include the MapGen User's Guide, which is available from the
MapGen help menu. The User's Guide is also available at http://envpro.ncsc.org/OMS. MCNC
also maintains a "ticket" system, which can be accessed at
http://envpro.ncsc.org/products/ticket.html. This system allows a user to enter a "ticket" with
problems, comments, or suggestions. Users can also review previously entered tickets. The
technology transfer handbook Ozone Monitoring, Mapping, and Public Outreach: Delivering
Real-Time Ozone Information to Your Community, released in September, 1999, is also a useful
troubleshooting resource. It is available in HTML and PDF formats on the EPA AIRNOW
website (http://www.epa.gov/airnow). In addition, EPA's WebBoard
(http://ttnwww.rtpnc.epa.gov/ozmap) contains a conference area where users can post questions
and check to see if any questions have been addressed in previous postings.
If users need additional information about MapGen, they can contact Steve Fine of MCNC at
919-248-9255 (fme@ncsc.org) or Neil Wheeler of Sonoma Technology, Inc. at 707-665-9900
(neil @ sonomatech. com).
The EPA Ozone Handbook
Jan Connery
Eastern Research Group, Inc.
Jan Connery of Eastern Research Group, Inc. (ERG) provided information about EPA's
handbook Ozone Monitoring, Mapping, and Public Outreach: Delivering Real-Time Ozone
Information to Your Community. (She explained that ERG is the contractor that provided support
to EPA in developing the handbook.)
Ms. Connery explained that the goal in writing the handbook was to provide communities with a
complete map to designing an ozone program at the local level. EPA wanted the handbook to be
a useful tool to communities at all stages in program developmentfrom those who currently
have nothing in place and are considering whether to establish a program, to communities that
have some components in place and would now like to have a comprehensive program.
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The handbook, which is available in both print and CD-ROM formats, was written with several
audiences in mind: managers and decisionmakers who may be considering whether to develop an
ozone program; technicians responsible for setting up and operating ozone monitoring, data
transfer, and mapping systems; and communications specialists who would be responsible for
ozone outreach programs.
Ms. Connery discussed the content of the handbook. For ozone monitoring, the handbook
explains how to design, site, operate, and maintain an ozone monitoring system. In the area of
data collection and transfer, it provides guidance on how to develop, operate, and maintain a
system to retrieve, manage, and distribute real-time ozone data. It also explains how to use that
ozone data to create ozone maps. It also provides guidance on how to develop an outreach
program to communicate information about real-time ozone levels to the public. Finally, the
handbook contains references to more than 100 web-based information sources, such as other
organizations' websites, EPA technical guidance, downloadable software products, and Internet
news groups.
To help make the handbook as relevant and useful as possible for local communities, EPA sought
the input of the user community at three stages. At the beginning of the project, managers from
state and local air quality agencies across the country were asked about what types of guidance
they would find useful, and their answers were used to shape the handbook's content. Also, state
and local air quality agencies that have experience in setting up ozone programs were interviewed
to develop detailed case studies for the handbook. These case studies highlight the successes and
lessons learned by these agencies in developing and implementing their own ozone programs.
Finally, two agenciesthe Maryland Department of the Environment and the Mississippi
Department of Environmental Qualitypilot-tested a draft version of the handbook, and their
input was used to produce the final version.
As the last portion of her presentation, Ms. Connery discussed Chapter 6 of the handbook, which
provides step-by-step guidance on how to develop an ozone outreach plan. She explained that a
first step is to determine the goals of your outreach effortin other words, what do you want to
achieve through outreach? For ozone outreach, for example, a goal might be to motivate members
of the public to reduce their personal exposure to ozone when levels are high, or take action such
as carpooling to help reduce ozone levels. Another early step in outreach planning is to identify
your target audiences. Target audiences for ozone programs might include the public, school
children, physicians, business leaders, journalists, and weather broadcasters. The next step is to
develop key points or messages. For ozone, a message for the public might be that "elevated
ozone levels can harm your health" or that "you can access the ozone map to find out about
current ozone levels." A final step is to identify what types of outreach mechanisms or products
would be most appealing to the target audience and what distribution channels will be used to get
the outreach information or materials to target audiences.
Ms. Connery said that many innovative ozone outreach programs have already been implemented
in communities across the country. These have included:
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Working with TV stations and weather service providers to have the ozone map shown
regularly during weather reports.
Launching intensive campaigns to encourage broadcast and print media coverage during
ozone season.
Creating web sites that include ozone maps and other ozone-related information.
Working with schools to provide information about ozone in science and health classes.
Developing "ozone action day" programs aimed at encouraging people, businesses, and
industries to take voluntary measures to help reduce ozone levels on days when they are
high.
Operating hotlines that provide recorded information about current and forecasted ozone
levels.
Ms. Connery concluded her presentation by emphasizing the importance of partnership. For ozone
outreach, some key partners have included schools, local media, and local businesses. Partnering
with other organizations to implement outreach programs is a great way to leverage costs,
strengthen the outreach effort, and increase its success in achieving the outreach goals.
North Carolina's Air Awareness Program
Lisa Grosshandler
North Carolina Department of Natural Resources
Ms. Grosshandler provided information about the Air Awareness program, North Carolina's
outreach and education program about ground-level ozone. Her discussion focused on the
following key aspects of the program: coalitions, forecasting, and education.
The Air Awareness program includes coalitions of key business in each of the regions for which
the program is in effect. The Air Awareness program holds meetings with these coalitions that are
intended to introduce coalition members to the concept of ground-level ozone, its health effects,
the ozone standard, and how the standard could affect North Carolina businesses. The Air
Awareness program works with each coalition to set up a kick-off event at the beginning of each
ozone season. These events have been both large and small, depending on the wishes of the local
metropolitan area. The larger events have reached both school children and the general public. For
example, in the Triangle area, a kick-off event was held at the Durham Bulls park in connection
with a game. At that event, Greg Fishel, a television meteorologist from WRAL-TV in Raleigh,
gave the first ozone forecast of the season. The Air Awareness program includes an end-of-season
thank-you to coalitions, both in the local newspaper and at an end-of-season lunch.
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Forecasting is another key feature of the Air Awareness program. During the ozone season, color-
coded forecasts are provided through a website, a toll-free hotline, and an automated system that
sends out forecasts via fax and e-mail. During weekdays, forecasts are given by 3:00 p.m. every
day. Ozone Action Days are called on predicted Code Orange and Code Red days. On Ozone
Action Days, the public and businesses are asked to take voluntary actions to reduce the
precursors to ozone formation.
Ms. Grosshandler said that North Carolina has placed a great deal of emphasis on ozone
education. She then provided information about several of the education tools used by the Air
Awareness program. These include: an "Ozone Zone" educational video that presents information
on ozone in a humorous way (and which also includes the U.S. EPA's "Ozone: Double Trouble"
video); an "Air Jeopardy" game, which is played on computers in a classroom setting; the "Air
Adventures" puppet show, which is performed for pre-kindergarten through second grade
students and shows how ozone is formed and how it affects plants and people; the Air Avenger
Superhero, who is a costume character who talks to children about ways to reduce air pollution
and who also appears in animated videos; and various classroom activities, which may include live
demonstrations of monitoring equipment. Ms. Grosshandler showed an animated video clip
featuring the Air Avenger.
Other educational tools include: an exhibit both that is taken to teacher conferences, fairs, and
other events; contests, such as an end-of-season contest for coalition members and a coloring
contest for kids; a media campaign, which includes animated videos/commercials featuring the Air
Avenger and radio spots geared to adults; coalition site-coordinator training; and a media day,
which is a 2-hour training that provides television and radio personnel with information about
ozone and its health effects. Ms. Grosshandler commented that media days have been very helpful
in getting the media to agree to provide ozone forecasts. In 1999, the ozone forecast was provided
in 75 percent of the state's markets.
Ms. Grosshandler concluded her presentation by discussing some of the challenges that face the
Air Awareness program. Among other things, these include quantifying the success of the
program. (North Carolina is looking into U.S. EPA guidance on how to quantify emissions
reductions that result from voluntary programs.) Another challenge is keeping the program fresh
(e.g., coming up with new ideas and fresh faces and keeping coalition members excited throughout
the ozone seasonespecially with as many Code Orange days as North Carolina has). She
concluded her presentation by advising states and localities that are developing ozone outreach
programs to talk to other states about their ozone education and outreach programs and the
lessons they have learned.
Ozone Comes to Television!
Greg Fishel
WRAL-TV, Raleigh, North Carolina
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Mr. Fishel, a meteorologist from WRAL-TV in Raleigh, North Carolina, explained how his station
displayed ozone data during newscasts throughout the 1999 ozone season. In addition to showing
ozone maps during news broadcasts, on Code Orange and Code Red days, the station displayed
"ozone alert" icons in the corner of the screen during other programming.
According to Mr. Fishel, WRAL-TV s coverage of ozone data in 1999 was a natural outgrowth of
the strong relationship the station has developed with the North Carolina Division of Air Quality
over the last two or three years. He commented that real-time ozone data is an effective way to
illustrate for the public the reality of air quality problems. He added that showing ozone data on
television promotes public actions to reduce ozone concentrations; when people see real-time
ozone data, they are more likely to be motivated to take steps to reduce ground-level ozone.
Mr. Fishel explained how the station accesses and displays ozone data. The North Carolina
Division of Air Quality retrieves ozone concentration data by polling ozone monitors throughout
the state. They then send it to the U.S. EPA, which processes the data and sends it to Weather
Service Providers (WSPs). WRAL-TV receives its data from Weather Central, Inc., a WSP based
in Madison, Wisconsin. The station retrieves the data from Weather Central via dial-up
connection. (In 2000, Weather Central will deliver data via satellite.) Once WRAL receives its
data from Weather Central, they transfer the data to a graphic display system (an SGI Octane),
which interpolates the hourly data to make color-contoured, animated ozone maps. (The maps are
based on the colors specified in EPA's Air Quality Index rule.)
Mr. Fishel then discussed several steps that could be taken to improve the process of getting real-
time ozone information on television. First, the "observation-to-display" time needs to be reduced.
Currently, it takes nearly three hours for data collected at monitors to be ready for display on the
air. (In 1999, the only option available to WRAL-TV was to show viewers a recap of what
happened earlier in the day.) Second, this transmission speed limited the number of ozone
monitors in North Carolina that could be polled at any given hour. If transmission speeds were
improved, data from all monitoring stations could be included in television broadcasts, which
would provide a more complete picture of North Carolina air quality. Finally, it would be helpful
to provide the public with forecast data in the same format as observed data. Mr. Fishel
commented that this would help improve people's understanding of ozone data if the display
modes for forecasted and observed data were consistent.
Mr. Fishel concluded his presentation by stating that feedback about WRAL-TV s ozone coverage
has been positive. The public is genuinely interested in seeing a type of data they have not seen
before. Also, seeing ozone data in near real-time has helped the public see that air quality is a
legitimate issue in North Carolina. He also commented that the public expressed some concern
about threshold level for displaying ozone alert icons. WRAL-TV displayed these icons on both
Code Orange and Code Red days. Because Code Orange days are so frequent in North Carolina,
some people were concerned that the public might be "desensitized" by the frequent appearance of
the Code Orange icon; however, the station chose to display the Code Orange icon as a service to
individuals whose health is affected when concentrations reach "Code Orange" levels.
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Ozone Maps on Television
Tim Dye
Sonoma Technology, Inc.
Tim Dye of Sonoma Technology, Inc., explained how ozone maps get on television. It is
particularly important to get ozone maps on television, he said, because television reaches such a
broad audience. One broadcast of the ozone map can reach millions of households.
In 1995, the Maryland Department of the Environment and the American Lung Association were
able to get ozone maps shown on WRC-TV in the Baltimore-Washington, D.C. area. Then, in
1996, the New Jersey Department of Environmental Protection was successful in having the local
PBS channel show the maps. In 1998, the U.S. EPA, in cooperation with 20 Eastern states and
California, approached the Weather Service Providers (WSPs), and the ozone map received some
limited television coverage that year. In Sacramento, the ozone map received good coverage by
one local station in 1998. In 1999, EPA, in cooperation with 30 Eastern states and California,
worked closely with the WSPs and improved television coverage of the map. Mr. Dye then
provided background on how the U.S. EPA has worked with WSPs to get them to carry the
ozone map. He said that EPA made an informational presentation at the 1998 National
Association of Broadcasters meeting and exhibited at the 1998 and 1999 American Meteorological
Society's Broadcaster's meetings.
Mr. Dye then provided some detailed information about WSPs. He explained that WSPs are
companies that supply weather data, images, and forecasts to television stations, newspapers,
private industry, and the public. There are five WSPs: AccuWeather, Kavouras, the Weather
Channel, Weather Central, and Weather Services International (WSI). He said that television
stations want their graphics to be distinct from those of other television stations, and WSPs have
the hardware and software that conform to television standards and allow stations to customize
the maps to achieve a distinctive look. He added that television weathercasters do not have the
time to manipulate images or download images, such as the ozone map, from the web. WSPs
provide high-speed, automated delivery of data in the form that television stations want and need.
He then showed a schematic illustrating the flow of ozone data from ozone monitors to television
stations. He explained that WSPs reformat gridded ozone data supplied to them by EPA and send
the reformatted data to television stations by satellite or dial-up connection. Television stations
then conduct further customization of the data and maps.
He reported that the response from WSPs has been generally favorable. At this point, Weather
Central has been the most positive of the WSPs and picked up the ozone map in both 1998 and
1999. In addition, the Weather Channel has posted city-specific ozone forecasts on its website. In
1999, WSI and Kavouras both ingested the data and sent it to television stations. AccuWeather,
however, has yet to sense a demand for the ozone maps from its client stations and therefore has
not yet picked up the ozone map. Mr. Dye cited some issues that are preventing widespread
distribution of the ozone map: it is not yet a nationwide product; it is not a year-round product;
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and the information is not as "real-time" as weathercasters desire. (EPA is focusing on this issue to
try to improve turnaround time.) In addition, WSPs are reluctant to invest resources in a product
for which the demand is unknown at this time.
Mr. Dye then played a series of video clips showing how the ozone map has been covered during
weather broadcasts.
He said that television coverage of the ozone map has been particularly successful in North
Carolina and in Sacramento, Californiadue largely to the efforts of Lisa Grosshandler and
Kerry Shearer, the ozone public information officers for North Carolina and Sacramento,
respectively. Kerry and Lisa were successful because they met with and educated television
meteorologists, generated interest in the ozone maps, encouraged local television stations to
contact WSPs to show demand for the maps, and stayed in touch with the stations throughout the
ozone season. The results are that the ozone map received more "air play" in these regions than in
any other region covered by the ozone map.
Mr. Dye concluded his presentation by talking about what is needed to get additional coverage of
the ozone map on television stations. He urged state public outreach officials to contact television
stations to: explain that the ozone maps are available; encourage the stations to contact their WSP;
explain to weathercasters how ozone affects health; explain what the ozone maps show; and
develop relationships with television stations.
Ozone Action Days: The Baltimore-Washington, D.C. Metropolitan Region's
ENDZONE Program
Tad Aburn and Randy Mosier
Air Quality Planning Program, Maryland Department of the Environment
Tad Aburn, Randy Mosier, and additional staff from Maryland's Air Quality Planning Program
discussed the ENDZONE program, the ozone outreach and education program for the Baltimore-
Washington, D.C. metropolitan region.
Mr. Aburn explained that Maryland has been working on its ozone program since the early 1990s.
The program has evolved from a simple forecasting program to a multifaceted program that
includes forecasting, mapping, and media campaigns. He then provided a brief history of the ozone
program for the Baltimore-Washington area. In 1993, the Maryland Department of the
Environment worked with the University of Maryland to develop and test an ozone forecasting
methodology. In 1994, color-coded forecasting began in the Baltimore area, and in 1995,
forecasting was expanded to cover the Washington area. 1995 was also the first year of the
ENDZONE program. The Ozone Action Days program was initiated in 1996. "Code Red" media
coverage was extensive during both the 1995 and 1997 ozone seasons. In 1999, both Ozone
Action Days and ENDZONE partnerships increased significantly.
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Bill Buroughs, Managing Director of ENDZONE Partners, discussed ENDZONE's outreach
campaign. ENDZONE ran an extensive public education campaign in 1999 and spent $204,000 to
broadcast messages across the Baltimore-Washington region. He then showed a video clip about
Ozone Action days that was broadcast during the 1999 ozone season.
Next, Jonathan Friday of Maryland's Air Quality Planning Program discussed the ENDZONE
Partner's Ozone Action Days program. He said that the backbone of any ozone outreach program
is its partners. ENDZONE Partners include businesses, local nonprofit agencies, and state and
local agencies. ENDZONE Partners receive daily ozone forecasts via fax or e-mail. They also are
notified when air quality levels exceed federal standards. On Ozone Action Days, ENDZONE
Partners recommend that people limit using light-duty vehicles (including refueling), avoid non-
industrial painting, and curtail the use of land and garden equipment and consumer aerosol
products. Mr. Friday then showed a video clip on Ozone Action Days, which was aired by WJZ-
TV.
Michael Woodman, a meteorologist with Maryland's Air Quality Planning Program, provided
information about ozone forecasting. He said that the forecast is developed by reviewing satellite
images and other forecasting services provided by the National Weather Service and then plugging
weather information into an ozone regression model developed by the University of Maryland.
The final ozone forecast is determined during a conference call with meteorologists from the
Maryland Department of the Environment, the University of Maryland, the Virginia Department of
Environmental Quality, and the Washington Council of Governments.
Next, Chuck Cramer, a planner with Maryland's Air Quality Planning Program, explained how the
ozone forecast is distributed to the public. The forecast is faxed to over 50 media outlets (e.g.,
local television and radio stations and newspapers) and to over 300 businesses in the region.
Businesses then pass the forecast information along to their employees. Mr. Cramer said that the
forecast has generated more media coverage than all other media efforts combined and has
resulted in routine daily media coverage of ozone air quality. "Code Red" has become a message
that is widely understood within the Baltimore-Washington media market.
Finally, Randy Mosier, a planner with Maryland's Air Quality Planning Program, explained
Maryland's ozone mapping system and discussed the results of the ozone outreach initiative. Mr.
Mosier said that the map was originally conceptualized and piloted by the Maryland Department
of the Environment and the American Lung Association of Maryland. The map is based on data
collected from monitors in Maryland, Washington, D.C., Virginia, Pennsylvania, and Delaware. A
software package was developed for use by local television stations to show the formation and
movement of ozone pollution across the region. The map was first aired on television stations in
Baltimore and Washington in 1995.
Mr. Mosier then discussed some of the successes of ozone outreach efforts in the Baltimore-
Washington region. The Ozone Action Days program has grown steadily, from 91 partners in
1996 to over 300 in 1999. He said that daily forecasts have made "Code Red" a common phrase
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that has people talking about air quality all the time. Survey results have shown that seven out of
ten people across the region have heard the "Code Red" message, and 90 percent of the public in
the region see air quality as a top environmental problem. In addition, more that 40 percent of the
public believe that they can individually make a difference in air quality, and 35 percent reported
taking voluntary actions to help reduce ground-level ozone during "Code Red" alerts.
Mr. Mosier concluded his presentation by sharing some lessons learned. He said that it is
important to begin an outreach program by getting state and local government agencies on board.
It is also important to develop a strong relationship with local media outlets and to work closely
with regulated industries who may be willing to develop a program (i.e., participate as an Ozone
Action Day partner) and be seen as participating in a positive environmental activity. He advised
folks to have plenty of informational material on hand during site visits to media, businesses and
industries, and other agencies. Finally, it is important to get a head start on the summer ozone
season.
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4. SUMMARY OF LIVE QUESTION-AND-ANSWER SESSIONS
This chapter contains a summary of the two live question-and-answer sessions that were held
during the December 15 satellite broadcast. Questions were received from viewers by phone or fax
during the broadcast. Each question that was asked during each session is presented, followed by a
summary of the participant's response.
Question and Answer Session #1
Panel: Chet Wayland, EPA/OAQPS
Phil Dickerson, EPA/OAQPS
Neil Wheeler, Sonoma Technology, Inc.
Charles Pietarinen, New Jersey DEP
Jan Connery, ERG, Inc.
[For Chet Wayland] How will the Ozone Mapping Project continue after the EMPACT
program ends?
Mr. Wayland explained that EPA established the Ozone Mapping Project to try to build the
infrastructure for ozone monitoring, data transfer, and mapping within states and local
communities. After EMPACT funding ends, states and localities will be in a position to continue
to provide the real-time data. EPA's Office of Air Quality, Planning and Standards will continue to
maintain the Data Collection Center and the map generation operations in Research Triangle Park,
North Carolina.
[For Chet WaylandJWhen will the ozone mapping project be expanded to add additional
pollutants?
Mr. Wayland noted that Charles Pietarinen of the New Jersey DEP mentioned during his
presentation that New Jersey already provides real-time particulate matter (PM) data for the state
of New Jersey. Many areas of the country already have the capability to provide PM data. EPA
hopes to provide some PM data on the AIRNOW website as early as this summer (the summer of
2000). If not by then, then definitely by the summer of 2001, EPA hopes to have the data
collection system set up and ready to handle PM data.
[For Phil Dickerson] Please explain how the ADTS (Automatic Data Transfer System)
calculates peak 8-hour concentrations.
Mr. Dickerson explained that because data on peak concentrations are available only the following
day, and peak values are calculated from that data. EPA does not do any kind of predictive
modeling.
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[For Neil Wheeler] The ozone animations give the appearance that the ozone plume
migrates from one area to another, sometimes counter to the winds. Can you display
animated wind vectors on the map to clarify this origin/movement confusion?
Mr. Wheeler explained that wind vectors cannot be displayed on the ozone maps. He commented
that it would be a nice feature, particularly for air quality analysts and meteorologists. The ozone
maps were designed as tools for public outreach, and unfortunately, they don't have the capability
to show wind vectors.
[For Neil Wheeler] How small an area can be mapped with MapGen?
Mr. Wheeler explained that there is essentially very little limitation on the size of areas you can
map with MapGen. MapGen allows you to show something as small as a football field, if
observations were available at that resolution.
[For Charles Pietarinen] Does the New Jersey DEP provide Air Quality Index (AQI) reports
and/or forecasts for PM2 5 or annual PM10?
Mr. Pietarinen responded that New Jersey does not provide AQI products for the annual (PM10)
standards. New Jersey does have continuous measurements of PM25 at five locations that are
included in the index calculation, and New Jersey uses a tool called Smokeshade as a surrogate
measure for PM10 at thirteen locations in the state.
[For Charles Pietarinen] What are some the issues regarding the mapping of particulates?
Mr. Pietarinen said that one issue involves establishing enough monitoring sites so that you have
sufficient spatial coverage to create a legitimate map for that parameter. A second issue has to do
with averaging time. For ozone, a one-hour predictor is used for an eight-hour value. This type of
system doesn't seem to work as well for fine particulate matter, for which the standard is based on
a 24-hour average.
[For Phil Dickerson] What do you do if a state or local agency finds incorrect values after
the data have been submitted to the data collection center? Can those values be corrected?
Mr. Dickerson explained that there are seven polls each day. Each poll is inclusive from midnight
of that day until the current polling hour. At any poll, a state or local agency can resubmit data
that occurred before that poll. Also, there is a "last-chance" poll the following day which EPA
uses to calculate the peak maps. A state or local agency can deliver its entire data set for that day
during that poll. It becomes more complicated if a state or local agency needs to change data after
the "last-chance" poll, because EPA then has to re-QA the data and redraw maps. EPA
encourages agencies to check their data daily to try to correct errors on the same day, if possible.
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[For Phil Dickerson] Can an agency set its own quality assurance parameters?
Mr. Dickerson said that the QA system is very flexible. The full range of QA parameters, such as
maximum, minimum, and rate of change, can be set for every station and every hour.
[For Neil Wheeler] When is the updated version of MapGen going to be available?
Mr. Wheeler responded that an updated version of MapGen was delivered to EPA in June, 1999,
but it was not put into general distribution due to budget constraints. However, a completely new
release will be made available this year (2000). In the interim, if people need to get the latest
version of MapGen, they should contact Phil Dickerson.
[For Neil Wheeler] Is there some way to show only a few roads and rivers on the map?
Mr. Wheeler explained that MapGen includes the entire data sets for roadways and rivers, so when
applying the roads/rivers feature, the maps contains an awful lot of information. He suggested the
following ways to create maps with a subset of roads and/or rivers. (1) Create your own
customized data set with a geographical information system (GIS) and select only certain road
types or certain areas. (MapGen includes documentation that explains how to do this.); or (2)
Generate an image with all the roads or rivers. Taking that image and using it as a background,
trace in roads or rivers with a graphics tool such as Corel Draw or any tool that works with
Windows metafiles. The Windows metafiles can be used with MapGen to provide an overlay. That
way, you can create maps that include only the roads that you want to show.
[For Jan Cannery] Where can a person get more information on setting up an Ozone Action
Day Program? How do they find out what's involved?
Ms. Connery responded that the EMPACT guidance manual Ozone Monitoring, Mapping, and
Public Outreach includes a chapter devoted to outreach. Furthermore, EPA has developed an
entire guidance document devoted to the subject of developing community action programs. The
document, entitled Community Action Programs: A Blueprint for Program Design was published
in 1999. It leads the reader through all the steps involved in setting up this type of program, and it
provides examples for some of the materials that existing programs have used. It can be obtained
at http://www.epa.gov/oms/traq.
[For Charles Pietarinen] Which of your public outreach efforts have been most successful?
Mr. Pietarinen said that New Jersey's most successful efforts are media-oriented because they
reach the largest audience. New Jersey's daily press releases, which include the air quality index
and forecast values, as well as New Jersey's air quality media advisories have been the most
successful in reaching people. He added that New Jersey is very excited about the web-based
applications it has developed. The website address is http://www.state.nj.us/dep/airmon.
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[For Jan Cannery] Can you talk about how to build partnerships? What types of roles
partners could play, and who those partners could be?
Ms. Connery emphasized that partnerships are tremendously important to outreach programs.
Identifying partners is one of the first steps to take in establishing an ozone outreach program.
Partners for ozone outreach efforts might include businesses; the media; elected officials;
transportation agencies; gas stations; schools; and day care centers.
Many ozone outreach programs currently have businesses as partners. Businesses can instantly
notify hundreds or thousands of their employees through e-mail or voice mail. They can create
incentives for participating in Ozone Action Days such as flex time, vanpooling, telecommuting
options, free lunches, and prizes. They can also help track participation and provide leadership and
funding.
One of the key things to think about in recruiting businesses is to help them understand the
benefits they will receive from their involvement, such as good PR and recognition from the press.
Many Ozone Action Day programs make a point of publicizing the role of partners through the
media so that the partners can receive widespread recognition. Additionally, Ozone Action Day
programs host ozone season kickoffs and end-of-the-season events to recognize partners and
present awards.
Ms. Connery stated that another key partner is the media. They provide a very important channel
for educating and notifying the public. Information about ozone levels can be conveyed on the
news, through weather broadcasts, traffic advisories, talk shows, andif budgets can support
itpaid advertising. It is very important to start working with the media before the ozone season
begins. Ms. Connery recommended meeting with the media in person to get their buy-in and
support and to explain the program, and how they can help. She also recommended making an
effort to keep in touch with them throughout ozone and provide them information they need.
[For Chet Wayland] Is the National Weather Service picking up ozone maps, and will they
distribute them to local media outlets nationwide?
Mr. Wayland began by explaining the difference between the National Weather Service and
Weather Service Providers. The National Weather Service is a federal agency that gathers and
maintains U.S. meteorological data. Weather Service Providers, on the other hand, are private
agencies that collect the data from the National Weather Service and other entities and then
distribute the data to local TV stations in their proper formats.
Mr. Wayland explained that the Ozone Mapping Project is working to provide ozone data and the
ozone map to all Weather Service Providers. The map was made available to Weather Service
Providers this past summer. He encouraged people involved in ozone outreach to talk to their
local TV contacts and tell them that the data are available from Weather Service Providers for
their local weather forecast.
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[For Charles Pietarinen] Does the New Jersey program get together with media outlets
before the ozone season starts?
Mr. Pietarinen stated that New Jersey usually holds an Ozone Action Day media event before
ozone season starts. The event is designed to increase awareness and to thank partners and get
them geared up for the upcoming season. In past years, New Jersey has also held a media event
for the press and television stations to let them know how ozone information is being made
available to them and to suggest ways that they can use it. He added that some TV and radio
stations carry New Jersey's ozone information on a daily basis. Others only want to pick it up
when there is a "real" story because pollution is very high.
[For Charles Pietarinen] What is one of the more creative outreach efforts you have seen?
The Philadelphia Ozone Action Partner has a mascot called the Smoginator, who does radio spots.
One of my favorite outreach events was held at Veterans Stadium where the Philadelphia Phillies
play. It was an ozone-free barbeque to kick off the season. We invited Ozone Action partners and
we held a student poster contest. Winners were invited to meet the Philly Phanatic (the team
mascot) and get free hot dogs. There were also some vendor demonstrations of electric
lawnmowers and solvent-free paints.
[For Jan Cannery] Have any attempts been made to evaluate the success of ozone outreach
efforts?
Ms. Connery stated that a number of programs conduct some form of evaluation to track their
successes, and they have shown very good results. Some of the things to look at when planning an
evaluation are: how many people you are reaching through your program; how effectively your
messages and materials are raising awareness and understanding; and how your efforts are
motivating people to change their behavior.
Before you start your outreach program, you can administer a pre-campaign survey to identify
current understanding and awareness and establish a baseline. Using focus groups, you can also
test your messages and your draft outreach products. Once you have implemented your program,
you can conduct periodic evaluations and end-of-the-season evaluations. By comparing these
results to the baseline, you can understand how well your program is working and identify areas
for improvement.
Ms. Connery stated that telephone surveys are cost-effective and can be done rapidly. It is
important to try to reach people the evening of the ozone action day while their experiences and
choices of the day are fresh in their minds. Ms. Connery highly recommended devoting a portion
of an ozone outreach budget to evaluation.
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Question and Answer Session #2
Panel: Chet Wayland, EPA/OAQPS
Greg Fishel, WRAL Television
Lisa Grosshandler, NC DAQ
[For Chet Wayland] How can I get ozone maps on the air?
Mr. Wayland said that first you need to determine if ozone maps are currently available in your
area. He said that the maps are currently available for thirty states in the U.S. EPA hopes to
expand the maps nationwide by the end of 2000. Next, contact your local TV stations, who you
need to work with very closely to make sure the maps get on the air. Explain that the maps are
available from their Weather Service Provider. Explain to them how ozone affects health and why
it is important to show the maps on the air. Explain what the map shows in terms of the different
colors, the contour levels, and the accompanying health messages. You will want to develop a
relationship with that TV station so that when they have questions, they know who to call. Work
with them daily, if needed, to make sure they understand what the product is.
[For Greg Fishel] When did you start using the maps, and how can we convince our own
local stations to participate?
Mr. Fishel said that the summer of 1999 was the first year that his station used the ozone maps. As
Chet Wayland mentioned, the map will soon be available from all the different Weather Service
Providers. He said that the only reason the ozone map was not covered by all the stations in his
market this past summer was that only one Weather Service Provider had made the map available
at that time. Mr. Fishel said that as all the providers get involved, there shouldn't be any reason
why television stations wouldn't want access to the ozone data.
[For Greg Fishel] Is this information that stations are hungry for, or do people need to pitch
it to them?
Mr. Fishel replied that stations want to provide the information as a public service, but they need
to be educated about the importance of air quality and how it relates to health. Mr. Fishel said that
he could not think of a public service that would be much more valuable than giving people
information that relates to their health.
[For Chet Wayland] When are the ozone maps valid? In other words, if a local station has a
noon broadcast, are the maps real-time, or are they delayed?
Mr. Wayland replied that EPA calls the maps "real-time," but to be more accurate, they should
probably be called "near real-time." In 1999, EPA polled the states every two hours to get the
data. When the data come in, EPA has to do some processing on it. EPA then ships it out to the
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Weather Service Providers, who make it available to the local TV stations. Unfortunately, in some
cases it took over 21/2 hours to get the data to the TV stations.
Mr. Wayland said that EPA is redesigning the way in which the Agency is shipping data out to the
Weather Service Providers. In 2000, Weather Central [ a Weather Service Provider] is going to
ship their data to their stations via satellite versus modem and file transfer protocol (ftp). Mr.
Wayland said that this should improve the time it takes to get data to local stations and, ideally,
EPA hopes to cut the current time in half. For example, on a 5:00 p.m. forecast, you would be
able to get data that was current as of 4:00 p.m. Mr. Wayland concluded by stating that EPA
hopes to go to hourly polling, and then the data will be available every hour. He hopes that in
2000, after a poll, data should be able to reach local TV stations within 45 to 50 minutes.
[For Chet Wayland] Are the data being shown for a particular time an estimate of an
average based on current data?
Mr. Wayland said that this is in fact correct. He added that the eight-hour average for ozone
creates a tough communications challenge, especially when dealing with real-time data. Real data
comes in every hour from the monitors, and EPA again collects the data every two hours. EPA
then displays the data using the Air Quality Index, which is based on the eight-hour average. If
EPA were to show data based on an eight-hour average calculation, the noon eight-hour average
would not be shown until 4:00 p.m., because it is based on the midpoint eight-hour average. EPA
has developed a surrogate approach that allows the Agency to relate one-hour data to the eight-
hour averages. The correlation is very good, somewhere between 0.80 and 0.94, depending on
where you live. Mr. Wayland concluded by saying that if technology ever advances to the point
where data are received instantaneously, we can obviously shorten that window. Right now, with
the eight-hour component, this approach is the best we can do.
[For Greg Fishel] Do you have any advice from lessons you've learned?
Mr. Fishel said that on Code Orange and Code Red days, his station started putting little icons in
the corner of the TV screen at times throughout the day to let people know that it is a Code Red
or Code Orange day. However, the station also used an icon to alert people when a heat advisory
was in effect. The station found that people were confused by the ozone and the heat icons. Of
course, in a lot of cases, ozone and heat warnings coincided. However, we wanted to make sure
that we were not confusing people, so we changed the color and the shape of the icons to make
them more easily distinguishable.
[For Greg Fishel] Will it desensitize people if you continue to use Code Orange days as the
threshold for displaying your icons on the screen?
Mr. Fishel responded that his station has been concerned about possibly desensitizing people, but
they post the icons for Code Orange days in the interest of public health. He reported that the
station has received some complaints from people who said that they do not want the icon on their
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screen unless it's a Code Red day. At this point, however, his station has taken the attitude that
there are enough affected people with respiratory issues to justify posting the icon on Code
Orange days.
[For Lisa Grosshandler] How has it worked out having a fun outreach campaign on
something as serious as ozone?
Ms. Grosshandler responded that warning folks on the dangers of ozone is a very serious matter,
but her agency wanted to avoid a "sky is falling" advertising campaign.
Her agency used the Air Avenger to gear its ad campaign toward children. They modeled the
campaign after their recycling outreach program, which was also targeted at children. They are
now trying to educate children on what ground-level ozone is, in hopes that they will transfer that
knowledge to their parents. She added that some of the Air Avenger commercials produced in the
last year have been very serious in their approach to getting across what the color codes are and
what they mean. They have also produced radio ads that are geared more towards adults and use
adult humor to get across the message. She also said that they are now trying to put together a
focus group to help generate ideas about where to go from here.
[For Lisa Grosshandler] Did you have a good budget for this, and does a campaign like this
take a lot of money?
Ms. Grosshandler responded that the campaign has taken a fair amount of money. Educating the
public is an important part of North Carolina's ozone reduction strategy, and they have been very
fortunate in receiving support for their outreach program. She commented that the most expensive
part of the program was not producing the ads, but buying the time to place the ads on television.
[For Lisa Grosshandler] Do you see your campaign moving to a more hard-nosed approach
in this next year?
Ms. Grosshandler stated that although they will try to focus a bit more on the seriousness of
ozone, they will also keep the fun side of the campaign for the kids.
4-8
-------
APPENDIX A
Agenda
-------
APPENDIX B
Satellite Broadcast Viewership
-------
APPENDIX B
Satellite Broadcast Viewership
1. Attendance at Air Pollution Distance Learning Network (APDLN) Downlink Sites
As of February 3, 2000, 58 of the 127 APDLN downlink sites had reported on attendance at the
December 15 satellite broadcast. A total of 117 people attended the broadcast at the 58 sites
reporting. (Note that this number does not reflect a complete count of all attendees at APDLN
downlink sites but only the total number of attendees at sites that reported. EPA's Education and
Outreach Group estimates total attendance at APDLN downlink sites to have been 196
individuals.)
The chart below shows the number of attendees for each site reporting. Sites that reported zero
attendees are not listed. EMPACT metropolitan areas are designated with an asterisk.
City
Montgomery, AL
Little Rock, AR*
Ventura, CA
San Diego, CA*
Fresno, CA*
Washington, DC*
Clearwater, FL*
Orlando, FL*
West Palm Beach, FL*
Fort Lauderdale, FL*
Atlanta, GA*
Urbandale, IA
Indianapolis, IN*
Evansville, IN
Frankfort, KY
Boston, MA*
Attendees
14
3
1
2
4
4
6
1
4
3
3
5
6
2
3
4
B-l
-------
City
Lansing, MI
Asheville, NC
Bismarck, ND
Trenton, NJ
Albany, NY*
Dayton, OH*
Akron, OH*
Oklahoma City, OK*
Philadelphia, PA*
Columbia, SC
Nashville, TN*
Austin, TX*
Arlington, TX
Salt Lake City, UT*
Richmond, VA*
Madison, WI
Charleston, WV*
TOTAL
Attendees
5
3
1
1
4
4
1
5
2
4
2
4
3
3
2
3
1
117
2. Internet Simulcast Viewership
A total of 25 individuals accessed the URL address to view the December 15 satellite broadcast
via Internet simulcast. The available data do not provide the geographic location of those who
accessed the simulcast.
3. Viewership at Ku and C Band Downlink Sites
There are no data available on the number of individuals who viewed the broadcast using Ku and
C band coordinates. ERG implemented a web-based sign-in and evaluation form that would have
provided some data on individuals who viewed the broadcast via Internet and Ku and C band.
Completion of the forms was voluntary and required logging on to ERG's website to access the
forms. Unfortunately, due to an interruption in service with ERG's Internet Service Provider on
the day of the satellite broadcast, the evaluation form did not function and no data were received.
B-2
-------
APPENDIX C
Environmental
Programs
APTI Workshop 7-040
Ozone Monitoring,
Mapping and Public
Outreach
Workshop Guide
APTI Workshop 7-040
Developed by Environmental Programs - North Carolina State University
EPA Cooperative Assistance Agreement CT-825724
Industrial Extension Service College of Engineering North Carolina State University
-------
This project has been funded wholly or in part by the United States Environmental Protection
Agency (USEPA) under Cooperative Assistance Agreement CT-825724 to North Carolina State
University. The contents of this document do not necessarily reflect the views and policies of the
EPA, nor does mention of trade names or commercial products constitute endorsement or
recommendation for use. 01999 North Carolina State University
All rights reserved. State and local air-pollution control agencies, USEPA offices, and federal
offices designated by EPA are authorized to make royalty-free copies of this document in
connection with telecourses. Otherwise, no part of this publication may be reproduced or
transmitted in any form or by any means electronic or mechanical, including photocopying,
recording, or information storage and retrieval systems, for any purpose without the express
written permission of North Carolina State University.
Appendix C is reprinted from T040-99 Study Guide - AQI: Ozone Monitoring, Mapping, and
Public Outreach with permission of North Carolina State University.
-------
(Revision: 9/99)
Fax Question Sheet
APTI Workshop T-040
Ozone Monitoring, Mapping and Public Outreach
December 15, 1999
Voice: (800) 742-9813 Fax: (800) 553-7656
P/ease write your question and direct if to th& appropriate presenter if possible.
Question for:
Question from:
City/State: Office Phone Number: (
Spacenet Inc. Trouble Line: 1 (800) 770-2887
-------
(This page intentionally left blank.)
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APTI Workshop T-040
Ozone Monitoring, Mapping and
Public Outreach
Presented by OAQPS
Broadcast Agenda
December 15, 1999 1 :OOpm ET
SECTION
1
2
3
4
I 5
6
7
8
9
10
11
10 MIN.
12
TOPIC
Introduction Chet Way/and
EPA's EMPACT Program Denice Shaw
The Ozone Mapping Project Chet Way/and
Data Collection and Transfer for Ozone Mapping
Phil Dickerson
Success Story: New Jersey's Ozone Data Transfer
System Charles Pietarinen
Making Ozone Maps Neil Wheeler
Use of the Ozone Monitoring, Mapping and Public
Outreach Technology Transfer Handbook and CD
Jan Connery
BREAK
Questions and Answers
North Carolina's Air Awareness Program
Lisa Grosshandler and Greg Fischel
Getting the Ozone Maps on Television Tim Dye
The DC-Baltimore Area's Endzone Program
Tad Abut-n & Randy Mosier
Questions and Answers and Wrap up
-------
Online Conference Site
In addition to submitting questions via fax machine or telephone during the broadcast, North
Carolina State University Environmental Programs offers another means for you to communicate
with the instructor and other course participants. An online conference site on the World Wide
Web allows you to have your questions answered and participate in class discussions after the
broadcast has ended.
Use your Web Browser to access the online conference site at:
www.epin.ncsu.edu/t-040/
-------
The Next 31 Pages are for Viewing ONLY
-------
Environmental Monitoring
Denice Shaw, Ph.D.
Program Director
EMPACT
Where Are We Working?
Mission
Assist communities to implement
sustainable monitoring that
provides current and accurate
information about local
environments
'Right To'
Information based on best available
science
Accurate and quality assured
information
Current information about local
environmental conditions
Background
Agency model for monitoring
incorporating new and innovative
science
Monitor parameters that affect
human and ecological health
Executed through community
projects based on scientific
collaborations
-------
Background
Steering committee
150+ participants and partners
Community Owned
Monitoring
Data management (with provision for
secondary access)
Interpretation
Access
Status
Monitoring projects in 84 Cities
Research grants for community-led
monitoring in 16 cities (FY98)
Research to advance real-time
monitoring
-------
AIRNOW - The Ozone
Mapping Project
Chet Wayland
What is the Ozone
Mapping Project?
A collaborative effort between the
Federal, State and Local Air
Agencies to collect, quality assure,
and transfer real-time air quality
information to the public
What is the Ozone
Mapping Project?
Intended to provide the public with
fast and easy access to
understandable air quality
information that can assist them in
making good health-based
decisions about their daily
activities
History of the Ozone
Mapping Project
Mapping concept initiated by the
Maryland Department of
Environment and the Maryland-
American Lung Association in the
Baltimore area in late 1994
History of the Ozone
Mapping Project
Ozone mapping piloted in the
northeast United States by EPA
Region I in 1997
History of the Ozone
Mapping Project
Full implementation of the
automated real-time ozone
mapping system in the eastern
United States begins in 1998 under
the support of the EMPACT
Program
-------
Overview of the
Mapping Process
5 primary components
State and Local monitoring
networks
Automated Data Transfer System
(ADTS)
Overview of the
Mapping Process
Data Collection Center (DCC)
Map Generation
Outreach
?PS ", 1 I 'li'/l I ' f-i OAQPS
"Si SSBS?*
Current ozone movies, yesterdays ozone movie.
Vssterday's pesik 1-hour, and '^sterday's peak 8-hour
concentration maps
-------
Recap of Overview of the
Mapping Process
5 primary components
State and Local monitoring
networks
Automated Data Transfer System
(ADTS)
Recap Overview of the
Mapping Process
Data Collection Center (DCC)
Map Generation
Outreach
What Areas are
Participating in the
Mapping Project?
Current geographical coverage
includes 61 EMPACT cities with
complete coverage in 29 eastern
States and California
What Areas are
Participating in the
Mapping Project?
Future plans are to complete
coverage in the contiguous United
States and expand beyond ozone
to include other pollutants such as
particulate matter
How has the Ozone
Mapping Project been
Received by the Public?
AIRNOW website received over
1.2 million accesses per month
(May '99 - September '99)
How has the Ozone
Mapping Project been
Received by the Public?
Numerous positive comments from
the public (daycare, asthmatics,
outdoor workers, exercisers, air
awareness programs)
-------
How has the Ozone
Mapping Project been
Received by the Public?
Maps and forecasts carried by
The Weather Channel and major
Weather Service Providers as well
as local TV weather forecasters
How has the Ozone
Mapping Project been
Received by the Public?
Ozone Mapping Project received
the Government Technology
Leadership Award in 1998
-------
Data Collection
and Transfer for
Ozone Mapping
Phil Dickerson,
EPA
OAQPS
Regulatory History and Types
of Monitoring Networks
See 40CFR58:
Ambient Monitoring Regulations,
May 1979
PAMS rules, February 1993
PM-fine regulations, July 1997
Regulatory History and Types
of Monitoring Networks
The ozone mapping system
generally makes use of already
installed monitoring networks
NAMS/SLAMS Ozone Monitors
Monitor Locations:
A NAMS
SLAMS
How Ozone Monitoring
Networks Measure Ground-
level Ozone Concentrations:
Data is fed into "data-loggers",
which store the values for retrieval
by data acquisition platforms
Description of the
Automatic Data Transfer
System (ADTS):
* The heart of the
Data Collection Center
Runs on EPA's Valley
internal UNIX server
Responsible for merging, QA/QC,
all calculations (AQI, peaks)
-------
Data Flow Within the ADTS
- Overview of Using ADTS:
Monitors collect ozone, record
concentrations to data-loggers
The State Host Computer (SHC)
polls the data-logger at specified
polling times
Data Flow Within the ADTS
- Overview of Using ADTS:
* The SHC connects to the DCC
before end of polling window and
transfers the observations from
midnight until the polling hour
Data Flow Within the ADTS
- Overview of Using ADTS:
ADTS merges all the agency data
files into a master file, runs QA/QC
program, calculates peaks and AQI
values, interpolates for single
hours missing, generates gridded
data for Weather Service Providers,
then produces the master OBS file
Data Flow Within the ADTS
- Overview of Using ADTS:
The master OBS file is available to
all participating agencies and is
also used by the MapGen software
to generate the ozone animations
and daily peak maps
Data Flow Within the ADTS
- Overview of Using ADTS:
Once the ozone animations have
been checked by the DCC
operations crew, they are
posted to EPA's public web site
September 11,1999
-------
Setting up a host computer to
connect to the DCC/ADTS:
Must get an EPA user ID and
password
Can be set up by your local EPA
Regional Office, or by myself
Setting up a host computer to
connect to the DCC/ADTS:
SHC must either run the ESC
Ozone Mapping Module, or custom
software, to convert the data
acquisition platform's format to the
QMS format
Setting up a host computer to
connect to the DCC/ADTS:
Once the data is in the proper
format, the user ID and password
assigned by EPA are used to FTP
the data to the DCC
Shortly after the data is delivered,
it is run through ADTS and the
master OBS file is available for
your use
Troubleshooting tips:
EPA security policies mandate that
you get only three tries to log into
the DCC before your account is
locked
Be careful when experimenting
if you use two tries, wait an hour or
two before trying again
Troubleshooting tips:
If you have trouble connecting to
the DCC, check with your local
firewall/security group to see if
your FTP access is restricted
Troubleshooting tips:
Troubleshoot in discrete segments
1) make sure you're getting the data
from the data-logger
2) make sure the data is getting
converted to OMS format
3) make sure your user ID and
password are valid by trying a
manual FTP
-------
Troubleshooting tips:
4) log into the DCC and see what
your data looks like
5) make sure your data looks correct
in the master OBS file
Troubleshooting tips:
The most important
troubleshooting tip:
Call us immediately if you have a
problem
. With a highly automated system taking
data from nearly 50 users, things can
get overlooked and problems can
reoccur for days on end
. We do not want to miss your data, so
call us if you have a problem
-------
APTI Workshop T-040
AQI: Ozone Monitoring,
Mapping and
Public Outreach
New Jersey's Ozone Data
Transfer System
Charles Pietarinen
New Jersey Department of
Environmental Protection
New Jersey's Ozone
Data Transfer System
Key features of the system
How the system helps us provide
timely data to the public
Public outreach activities
Lessons learned
System Overview
Field sites
System Overview
1 1 Status Display
| | terminals,
acquisition^ A E
1 up modems
B?E ri
r o Tq^j
i i
| Private networks
Additional data i "i i ' 11 f "H"
acquisition, 1 | | 2 |l 3 |l
automation and 1 1 pgp network,
web servers p"^_ _ state webserver
(Unix PCs) Router and Internet
Central System
-------
Central System:
Status Display
How the System Helps
Provide Timely Data
to the Public
Reliability - greater than 99.999%
uptime since 1991
One minute polling cycle, while not
essential, does help
How the System Helps
Provide Timely Data
to the Public
Continuous data validation - plus
ability to "filter" data
Separate calibration files and
remote calibration capability
How the System Helps
Provide Timely Data
to the Public
Operating systems allow scripting,
unattended file transfer, e-mail, etc.
Custom report generator
Report scheduling
Dial-in capability
Public Outreach Activities
AQI reports and forecasts, all
pollutants, twice daily
Toll-free recordings updated twice
daily
Touch-screen kiosks
Public Outreach Activities
24-hour-a-day web page and GIS
updates
Ozone mapping starting in 1996
E-mail notification on unhealthy
days
-------
Touch Screen Kiosks
Forecasts and current data on all
pollutants
Multimedia information on air
pollution, health effects, etc.
Historical air quality data
Interactive game
Used in designing web page
Air Quality Data on the Web
Target audience: general public
Provide current forecasts and air
quality data for all pollutants
Year-to-date ozone summaries
Historical ozone data
Air Quality Data on the Web
Explanatory information on the
AQI, weather and air pollution,
trends, standards, health effects,
toxics, Ozone Action Days and
more
Web
Content: Current/Forecast
W- Id* 1,=. jg u,n*ซ |Mp
if NJDFP Bureau of Air Monitoring
T.,!..:,*S..rf.' '& ^ tV^ JWi r! rtr Hi tic IP t c PIP; irr IP mif
ซ=ปซ ซTr,:'r,.*"*,?,:r L'*;-JJrrป*ฑ;, d
Web Design
Considerations
Main message visible at top
Short page download time
Layers of increasing detail
Main message readable with any
browser (including vision-impaired)
Hourly Web Page Updates
Real-time ambient data
Daily forecast entry
Data acquisition
minicomputers
V
Formatted pollutant data
and forecast text files
Unix PC: Current
readings text generation,
map colors update, file
transfer control
State web server: Bar chart
and meter image
generation, HTML creation
Formatted pollutant
1 data, text files and maps
-------
Ozone Mapping on TV
Lessons Learned
* Plan for new uses
Accept that some bad data will get
out
Ozone is only part of the story
Lessons Learned
System must be automated to be
sustainable
Media coverage is the most difficult
part
Make your point - know your
audience
-------
Making Ozone Maps
Neil Wheeler
Sonoma Technology, Inc.
Overview
The Map Generator software and its
capabilities
Obtaining the Map Generator
Using the Map Generator
Troubleshooting
The Map Generator
(Map Gen)
ป How it works
Read station data
Interpolation to grid
Contouring
Annotation
Animation
'Gridding'
Interpolation/Extrapolation
Inverse distance weighting
1/RN
Maximum radius of influence
Temporally invariant
ป Kriging
Variogram models and correlation
Spatially and temporally invariant
MapGen
ป What it Produces
Still-frame images BMP or GIF
Animations: BMP (internal) or GIF
(external)
Gridded ASCII files
-------
Mapping Process
Color Filled Contours
August 17, KM
Good
Moderate
Unhealthy for
sensitive groups
Unhealthy
Very Unhealthy
Requirements
ป 133 MHz Pentium-class CPU
16 MB RAM
100 MB free space on hard disk
ป Windows 95/98/NT
SVGA with 24-bit color display
Obtaining Map Gen
http:/envpro.ncsc.org/OMS
"Documentation"
"Register for and download
MapGen"
Obtaining MapGen
Note instructions on access via ftp
http:/envpro.ncsc.org/OMS/pub
. readme.txt
.mg980611.exe (11 MB)
. Updates
Using MapGen
Getting Data
Polling software QMS modules
Data Collection Center
AIRS (airs2oms)
Other converters
Peaks and 8-hour averages
. "QC" Quality Control/Merge
Processor
-------
Using Map Gen
Read data
Select area
Select variable
Select options
Annotation
Plot/animate
Map Gen Demonstration
file menu
customize menu
plot menu
animate menu
help menu
Scripting Map Gen
Scripting language
Sample scripts
Scheduling
Generic dates
Troubleshooting
MGS user guide
Help Menu
http://envpro.ncsc.org/OMS
MCNC ticket system
http://envpro.ncsc.org/products/
ticket.html
Enter a new ticket
Review previously entered tickets
Troubleshooting
Ozone monitoring, mapping and
public outreach: delivering real-
time ozone information to your
community
EPA/625/R-99/007
September 1999
http://www.epa.gov/airprogm/oar/
oaq ps/ai rnow/cd man ual. pdf
Troubleshooting
ป EPA's WebBoard Conferences
http://ttnwww.rtpnc.epa.gov/ozmap/
webboard/$webb.exe/~oms
-------
For further information
about MapGen
ป Steve Fine (MCNC)
(919)248-9255
fine@ncsc.org
Neil Wheeler (Sonoma Technology,
Inc.)
(707)665-9900
neil@sonomatech.com
-------
The EPA Ozone Handbook
Janice Connery
The EPA Ozone
Handbook Covers:
Ozone monitoring: System design,
siting, operation
Data collection and transfer:
System development, operation,
and maintenance
The EPA Ozone
Handbook Covers:
Ozone mapping: How to create
ozone maps
Ozone outreach program: How to
communicate ozone information to
your community.
User Input Obtained for:
Outline development
Case studies
Pilot testing of draft handbook
Requirements for
Using the CD-ROM
MAC- and PC-compatible
CD-ROM drive
Internet connection
Internet browser
(i.e., Netscape Navigator or
Microsoft Internet Explorer)
-------
Web Address
http://www.epa.gov/airnow
Download the handbook
Web Address
http://www.epa.gov/ttbnrmrl
Download the handbook
Order a print or CD-ROM
copy of the handbook
Seven
* EMPACT Program U.S. EPA
(8722R) 401 M Street, SW
Washington, DC 20460
Phone: 202-564-6791
Fax: 202-656-1966
Order a copy of the
handbook or CD-ROM
Key Steps in Creating an
Outreach Plan for Ozone
Define outreach goals
Identify target audience(s)
* Develop key points/ "messages"
Identify outreach products
Identify distribution avenues
Successful Ozone
Outreach Programs
Getting ozone maps on TV
Launching campaigns to
encourage coverage media during
ozone season
Creating Web sites
Successful Ozone
Outreach Programs
Working with schools
Developing "ozone action day"
programs
Operating hotlines
-------
North Carolina's Air
Awareness Program
Lisa Grosshandler
Key aspects of the
North Carolina Air
Awareness Program
Coalitions
Forecasting
Education
Coalitions
Site coordinators
Kick-off events
End-of-season thank you
Forecasting
Color-coded forecast issued
Forecasts are given by 3:00
Ozone Action Days are called on
predicted Orange and Red days
Education
"Ozone Zone" educational video
Air Jeopardy!
"Air Adventures" puppet show
Air Avenger Superhero
Bookstore activities
Classroom activities
Education
Exhibit booth
Contests
Media Campaign
Media Day
Coalition site-coordinator training
-------
Challenges for the NCAA
Quantifying the success of the
program
Keeping it fresh
-------
Ozone Comes
to Television!
Greg Fishel
Reasons for Showing
Ozone Data on Television
Previous involvement with Air
Awareness Program
More effective way to show public
reality of air quality problems
Promote public action to reduce
ozone concentrations
How We Get the Data
DAQ retrieves data and sends to
EPA
EPA sends data to
Weather Central Inc.
We retrieve data from Weather
Central via dial-up connection
How We Display the Data
Data is transferred to an SGI
Octane for display in animation
form
Color table is created for displaying
the five different categories of air
quality
Data is displayed as an animation
with time steps of one hour
Improvements Needed
Need to reduce "observation to
display" time (currently almost 3
hours)
Need to make sure that all sensors
are polled
Need for forecast data from air
quality models
Feedback
Public genuinely interested in
seeing a type of data they have not
seen before
Some concern about threshold
level for displaying alerts
-------
Ozone Maps on Television
Tim Dye
Sonoma Technology, Inc.
Petaluma, CA
Tim@sonomatech.com
(707) 665-9900
Purpose:
Explain how ozone maps get on TV
How you can help
Outline:
ป Brief history of ozone maps on TV
ป How did we get ozone maps on TV
Response from Weather Service
Providers
Outline:
Example video clips
Case studies:
Sacramento, CA
Raleigh-Durham, NC
How you can help
History of the Ozone Map
and Television
1995 Maryland Department of the
Environment and the American
Lung Association
Local mapping in Baltimore-DC area
Sent image to WRC-TV
Very labor intensive
History of the Ozone Map
and Television
1996 New Jersey Department of
Environmental Protection
Local mapping in New Jersey
Sent image to PBS News
-------
History of the Ozone Map
and Television
1997 Northeast/Mid-Atlantic states
(NESCAUM-MARAMA)
Sacramento, CA
Began working to get ozone maps
on TV
History of the Ozone Map
and Television
1998 EPA in cooperation with
states
20 states
Approached TV stations and
Weather Service Providers (WSPs)
Some limited TV coverage
History of the Ozone Map
and Television
1998 Sacramento, CA
Expanded mapping in Sacramento
Metropolitan area
Approached local TV stations
Good TV coverage on one station
History of the Ozone Map
and Television
ป 1999 EPA in cooperation
with states
30 states
Worked closely with WSPs
Improved TV coverage
How Did We Get Ozone
Maps on TV
ป Weather Service Providers (WSPs)
are companies that supply...
weather data,
images,
forecast
ป ...to TV stations, newspapers,
private industry, and the public
Why Work with WSPs
ป TV stations want their own
look and feel
ป WSPs have software/hardware
for TV standards
ป TV Weathercasters are busy
WSPs provide reliable
high-speed data delivery
-------
EPA Contacted Weather
Service Providers
1998 National Association of
Broadcasters Meeting
1998-1999 AMS Broadcaster's
meetings
Explained products (ozone
maps and city-specific forecasts)
EPA Contacted Weather
Service Providers
ป Five WSPs
AccuWeather
Kavouras
The Weather Channel
Weather Central
Weather Services International (WSI)
How Did We Get Ozone
Maps on TV
Provided educational
materials to WSPs
Several contact people were
available to answer questions
12 page pamphlet describing all
aspect of the ozone map
-------
Response From Weather
Service Providers
Generally Favorable
ป WSPs want to see the demand
increase - helps their business
Weather Central - most positive;
picked up in 1998 & 1999
The Weather Channel - posted
ozone forecasts on web page
Response From Weather
Service Providers
WSI - ingested data; sent to
TV stations
Kavouras - ingested data
AccuWeather - waiting to
hear from TV clients
Response From Weather
Service Providers
Some issues are preventing wide
spread distribution on TV
Not yet nation wide
Not a year-round product
Not as real-time as TV
weathercasters desire
Unknown demand
EXAMPLE VIDEO CLIPS
Case Studies Sacramento, Ca
and Raleigh-Durham, NC
ป Met with TV meteorologists
Educated meteorologists
Generated interest in the
ozone maps
Encouraged local TV stations
to contact WSPs
Case Studies Sacramento, Ca
and Raleigh-Durham, NC
Continued to stay in touch
Results: ozone maps get more
"air play" - dozens of times
-------
How Can You Help
EPA has done most of its job
WSPs have basically finished their
job
Now, it's up to state and local air
quality staff
How Can You Help
2 WSPs will see the demand
3 Greater dissemination of ozone maps
How Can You Help
Here's what's needed:
1 Local/state staff contact TV stations
. Explain that ozone maps are available
. Encourage them to contact their WSP
. Explain how ozone affects health
. Explain what ozone maps show
. Develop relationships with TV
stations
-------
Ozone Action Days: The
Baltimore / Washington
D.C. Metropolitan Region's
ENDZONE Program
Tad Aburn
Program Manager
Air Quality Planning Program
Maryland Department of the ,_
Environment
Ozone Action Days: The
Baltimore / Washington
D.C. Metropolitan Region's
ENDZONE Program
Randy Mosier
Planner
Air Quality Planning Program
Maryland Department of the
Environment ''
Background - ENDZONE's
Integrated Approach
* 1993 - Forecasting methodology
tested
1994 - Ozone Pollution Map
piloted/Color-coded forecasting
begins in Baltimore area
1995 - Ozone Pollution Map airs,
color-coded forecasting spreads to
DC, ENDZONE Partners begins
Background - ENDZONE's
Integrated Approach
1996 - Ozone Action Days
program starts
1997 - Ozone Map spreads
throughout the Northeast, "Code
Red" press coverage explodes
Background - ENDZONE's
Integrated Approach
1998 - Media campaign, kids
program, Ozone Mapping extends
throughout most of the nation
1999 - Ozone Action Days /
ENDZONE partnership increases
significantly, forecasting
methodology continues to improve
/
OZONE MAP
OZONt FOMECAfTtmi
-------
ENDZONE
Partners Objectives
Inform the public and businesses
about air quality issues
Promote and advance behavioral
changes that will improve air
quality
ENDZONE
Partners Objectives
Increase the number of
member/partners in both the
ENDZONE Partners and the
Ozone Action Days Program
ENDZONE
Partners Objectives
Coordinating concerted media
campaigns in the
Baltimore/Washington D.C.
metropolitan region
Increasing public outreach
Improving ozone forecasting
efforts
IS
ENDZONE Partners/Ozone
Action Days Strategies
Focus on the four areas of
voluntary behavior change that will
contribute most to avoiding ozone
episodes, at the least cost
ENDZONE Partners/Ozone
Action Days Strategies
light duty vehicles (including
refueling)
non-industrial painting
lawn and garden equipment
consumer aerosol products
-------
ENDZONE Partners/Ozone
Action Days Strategies
Continue to alert all segments of
the population about the health
risks of ground-level ozone
Increase partnership for both
Ozone Action Days and ENDZONE
Work towards transitioning the
program to an 8-hour standard for
ground-level ozone
Recruiting and Working
with ENDZONE Partners
Membership open to any individual
or organization willing to help
stimulate voluntary actions
Recruiting for ENDZONE Partners
done mainly by Board of Directors
Recruiting and Working
with ENDZONE Partners
Recruiting for Ozone Action Days
Partners performed by staff from
Maryland Department of the
Environment, Baltimore
Metropolitan Council, Metropolitan
Washington Council of
Governments and Commuter
Connections
-------
Recruiting and Working
with ENDZONE Partners
Membership Benefits
Members receive daily ozone
forecasts either via fax or email, and
notification when air quality levels
exceed federal standards
Recruiting and Working
with ENDZONE Partners
Informational brochures describing
the Ozone Action Days Program,
Air Quality Forecast Guide, and
health tips and pollution prevention
activities are provided - flags,
forecast display charts and other
promotional materials are also
distributed to increase awareness
Recruiting and Working
with ENDZONE Partners
Staff work individually with each
member providing support for
developing and maintaining an
Ozone Action Days program
Ozone Forecasting
and Outreach
Ozone Forecasting began in
Baltimore during 1994 - expanded
to Washington in 1995
Dissemination of the color-coded
ozone forecasts is the most under-
appreciated element of MDE's and
ENDZONE's integrated approach
Ozone Forecasting
and Outreach
"Code Red" air quality has become
a message that is understood
across the Baltimore /Washington
media market
Ozone Forecasting
and Outreach
Has generated more media
coverage than all other outreach
efforts combined
Results in routine daily media
coverage of ozone air quality
-------
Ozone Forecasting
and Outreach
Often results in the message being
heard repeatedly throughout the
day on radio and TV stations
Has driven explosive coverage
during severe ozone events
Ozone Forecasting
and Outreach
Forecast determined by
meteorologists from Maryland
Department of the Environment,
University of Maryland, Virginia
Department of Environmental
Quality and the Washington
Council of Governments
Ozone Forecasting
and Outreach
Regression models and scientific
expertise used to determine
forecast
* Forecast set to color codes to
indicate different levels of severity
Ozone Forecasting
and Outreach
Faxed to local media and
businesses who disseminated the
message to the public and
employees
Ozone Forecasting
and Outreach
Forecasts distributed to over 50
media outlets - local television,
radio stations, newspapers, state
road signs and the National
Weather Service
-------
Ozone Pollution
Mapping in Maryland
Third piece of comprehensive
effort in 1995
Software package developed for
local television stations to show
the formation and movement of
ozone pollution
Ozone Pollution
Mapping in Maryland
Originally conceptualized
(and piloted) by MDE and the
American Lung Association of
Maryland
Collected data from monitors in
Maryland, D.C., Virginia,
Pennsylvania and Delaware
Ozone Pollution
Mapping in Maryland
Map aired on television stations in
Baltimore and Washington in 1995
- In 1996, New Jersey public
television began airing map
Ozone Pollution
Mapping in Maryland
Daily viewed by 860,000 people in
the metropolitan area
* Now part of EPA/AIRNOW Ozone
Mapping effort
-------
Successes in Our Outreach
and Education Efforts
Daily Forecasts have made "Code
Red" air quality a common phrase
and have people talking about air
quality all the time.
Successes in Our Outreach
and Education Efforts
Ozone Action Days Program grows
steadily throughout the years
1996 - 91 Partners
1997 - 200 + Partners
1998 - 260 + Partners
1999 - 300 + Partners
Successes in Our Outreach
and Education Efforts
ENDZONE Partnership paid
membership increases as well
1997-27 Partners
1998-42 Partners
1999 -52 Partners
Successes in Our Outreach
and Education Efforts
* Survey results have shown
7 out of 10 people across the region
have heard the "Code Red" message
90% of the public in the Baltimore
and Washington region see air
quality as a top environmental
problem
Successes in Our Outreach
and Education Efforts
More than 40% believe that they can
individually make a difference
25% reported taking voluntary
actions to help reduce ground-level
ozone during "Code Red" alerts
Successes in Our Outreach
and Education Efforts
Less direct (but equally important)
success
Several programs that originally
generated significant public
opposition are now on the ground
and running smoothly
-------
Lessons Learned
Start by getting state and local
government agencies on board
Develop a strong relationship with
local media outlets
Work closely with regulated
industries who may be more
willing to be seen participating
in a positive environmental activity
Lessons Learned
Research businesses in your area
to determine good candidates for
an Ozone Action Days program
(i.e. businesses with...)
large number of employees
work processes which could be
episodically curbed
Lessons Learned
Disseminate daily color coded
forecasts to the media
It will end up being the cornerstone
of your program
It's simple and inexpensive
Lessons Learned
staff who could potentially
telecommute and carpool
dynamic staff
Have plenty of informational
material on hand during site visits
Take advantage of and promote
the AIRNOW Ozone Map
Get a head start on summer
-------
United States Office of Research and Office of Environmental EPA/625/R-00/012
Environmental Protection Development Information January 2001
Agency Washington, DC 20460 Washington, DC 20460 http://www.epa.gov/empact
Lead-Safe Yards
Developing and Implementing a
Monitoring, Assessment, and
Outreach Program for Your
Community
J (Safe
E M P A C T
Environmental Monitoring for Public Access
& Community Tracking
-------
This technology transfer handbook is intended to serve as: a) a case study of the
EMPACT Community-Based Lead Assessment and Educational Pilot Project in Boston (also
known as the Lead-Safe Yard Project or LSYP) that highlights the successes and lessons learned from
the project, and b) a "hands on" reference for community members, especially community
organizations, to use in identifying and reducing risks from residential soil that may be
contaminated with lead. The emphasis is on contamination from non-industrial sources, such as
the historic use of exterior house paint or gasoline that contained lead. The handbook provides
step-by-step guidance for measuring lead levels in soil, interpreting results in terms of potential risks
from these levels, and planning and implementing simple and cost-effective landscaping techniques
to reduce these risks. While the focus is on community organizations with access to professional
assistance, some recommendations may be suitable for the individual homeowner, landlord, or ten-
ant to consider.
Based on the case study from the Pilot Project in Boston, the handbook was written to be
complementary to, and used in conjunction with, EPA and HUD regulations and associated guid-
ance. In particular, EPA has proposed a regulation entitled "TSCA Title IV, Section 403 Lead;
Identification of Dangerous Levels of Lead." At the time of the handbook's publication, this rule,
which establishes standards for lead-based paint hazards in most pre-1978 housing and child-occu-
pied facilities, was not yet finalized. Nothing in the handbook should be construed as official
Agency guidance or regulation contradictory to the Final Section 403 Rule.
These simple, low-cost landscape treatment measures are presented as additional options beyond
the permanent measures that may be required by state, local, or federal regulations. For cases
in which permanent solutions such as soil removal would be preferable and/or required, but
are not immediately possible due to cost or other practical considerations, the handbook offers
interim controls that may provide an immediate risk reduction, especially when combined with
continuing maintenance practices. Users of the handbook should consult applicable state,
local, and federal regulations before deciding on any course of action.
PREFACE
-------
CONTENTS
Page
CHAPTER 1 INTRODUCTION 1
1.1 About the EMPACT Program 2
1.2 About the EMPACT Lead-Safe Yard Project 3
1.3 About This Handbook 5
1.4 Acknowledgments 6
1.5 For More Information 6
CHAPTER 2 HOW TO USE THIS HANDBOOK 9
CHAPTER 3 LEAD IN SOIL: WHY IS IT A PROBLEM? 11
3.1 Lead and Lead Poisoning 11
3.2 Sources and Levels of Lead in Soil 14
3.3 Soil as an Exposure Pathway for Lead 16
3.4 Standards and Guidelines for Lead Poisoning Prevention 17
3.5 For More Information 25
CHAPTER 4 BEGINNING THE PROGRAM 29
4.1 Program Structure: Overview of a Lead-Safe Yard Program 29
4.2 Selecting Program Partners 30
4.3 Identifying Potentially Impacted Communities 32
4.4 Getting to Know the Community 33
CHAPTER 5 COMMUNICATING ABOUT LEAD IN SOIL
AND YOUR LEAD-SAFE YARD PROGRAM 35
5.1 Approaching Homeowners and Residents 35
5.2 Educating People About Lead and Lead in Soil 36
5.3 Next Steps: Enlisting the Homeowner in the Program 37
5.4 For More Information 39
CHAPTER 6 COLLECTING AND MANAGING
DATA ON LEAD IN SOIL 67
6.1 Collecting and Managing Data: An Overview 67
6.2 Getting Started 70
6.3 Testing Step by Step 70
6.4 Health and Safety Precautions 74
6.5 Maintaining Equipment 75
6.6 Alternative Approaches 77
6.7 For More Information 77
-------
Page
CHAPTER 7 LEAD IN SOIL: WHY IS IT A PROBLEM? 83
7-1 Matching Treatments to Hazards 83
7-2 Treatment Options and Detailed Specifications 87
7-3 Developing a Budget for Each Yard Treatment 92
7-4 Homeowner Design Session 93
7-5 Contracting With a Landscaper 94
7-6 Health and Safety for Landscapers 95
7-7 Approval and Signoff on Work Complete 97
7-8 Handing Over the Case File 97
7-9 For More Information 98
CHAPTER 8 YARD MAINTENANCE 111
8.1 The Importance of Yard Maintenance Ill
8.2 Maintenance Requirements for EMPACTTreatment Measures Ill
8.3 Developing a Property-Specific Maintenance Manual Ill
8.4 Educating Homeowners About Yard Maintenance 112
8.5 Strategies for Encouraging Ongoing Maintenance 112
CHAPTER 9 EVALUATING YOUR LEAD-SAFE
YARD PROGRAM 123
9-1 Focusing Your Evaluation 123
9-2 Documenting Evaluation Points 123
CHAPTER 10 NON-RESIDENTIAL APPLICATIONS OF
LEAD-SAFE YARD MITIGATION STRATEGIES 127
APPENDIX A SAFER SOIL PILOT PROGRAM
OF CAMBRIDGE, MASSACHUSETTS 129
APPENDIX B SOME PROPOSED MODELS FOR LESS-
RESOURCE-INTENSIVE APPROACHES
TO IMPLEMENTING LEAD-SAFE YARD
PROGRAMS 133
APPENDIX C FUTURE OPTIONSUSING PLANTS
TO TREAT LEAD-CONTAMINATED SOILS 135
APPENDIX D QUALITY ASSURANCE PROJECT PLAN FOR A
COMMUNITY BASED ENVIRONMENTAL LEAD
ASSESSMENT AND REMEDIATION PROGRAM.... ... 139
-------
1
INTRODUCTION
onmental
Over the past few decades, blood lead levels in children have
declined dramatically. However, lead poisoning remains a seri-
ous environmental health threat for children today. The legacy
of lead-based paint and leaded gasoline will be with us for
many years to come. Without further action, large numbers of
young children, particularly in older, urban neighborhoods,
will continue to be exposed to lead in amounts that could
impair their ability to learn and to reach their full potential.
Recent efforts at the state and federal levels to reduce childhood
lead poisoning have focused primarily on controlling hazards
from lead-based paint. This focus is likely to continue. In
February 2000, the President's Task Force on Environmental Health Risks and Safety Risks to
Children released a federal, interagency strategy for eliminating childhood lead poisoning. The
strategy calls for the control of lead paint hazards in 2.3 million homes where children under age 6
live (you can access the strategy at http://www.epa.gov/children/whatwe/leadhaz.pdf). To support
the Task Force's recommendations, the federal budget for 2001 includes a 50-percent increase in
lead paint hazard control grants issued by the U.S. Department of Housing and Urban
Development (HUD).
While considerable attention has been given to lead-paint hazards in homes, less attention has been
paid to lead-contaminated soil that surrounds these homes. Generally, this has been because of the
more significant contribution to lead poisoning in children made by deteriorated lead paint and
leaded dust on the interiors of homes. However, evidence exists that soil can be a source of expo-
sure. As lead poisoning rates decline and average childhood blood lead levels decline, lead exposure
from soil may be a more significant portion of the exposure for children. Therefore, it warrants
attention.
This EMPACT technology transfer handbook is designed with two main goals in mind. The first
goal is to present a case study showing how one community-based programthe EMPACT Lead-
Safe Yard Project (LSYP) in Boston, Massachusettsis using a variety of low-cost techniques to
reduce children's exposure to elevated levels of lead in residential soil. The secondand perhaps
more importantgoal is to provide you with step-by-step guidance for developing a similar pro-
gram to address the problem of lead in soil in your own community. The guidance in the handbook
is based on the experience of the EMPACT LSYP, as well as that of several other programs. These
other programs are highlighted at points throughout the handbook.
The handbook is written primarily for community organizers, non-profit groups, local government
officials, tribal officials, and other decision-makers who will implement, or are considering imple-
menting, lead-safe yard programs. At the same time, much of the information will be useful to
individual homeowners interested in finding low-cost ways to reduce children's exposure to lead in
soil. Before attempting to implement the techniques described in this handbook, however, home-
owners need to be aware of the hazards associated with working with lead-contaminated soil. All
homeowners should carefully read those passages of the handbook that describe soil-lead hazards,
1 I
NTRDDUCTON
-------
safety guidelines for working with lead-contaminated soil, and federal and state regulations gov-
erning acceptable work practices (in particular, see Sections 3-1, 3-3, 6.2, 6.4, and 7-6).
l.l ABOUT THE EMPACT PROGRAM
This handbook was developed by the U.S. Environmental Protection Agency's (EPA's) EMPACT
Program (http://www.epa.gov/empact). EPA created EMPACT (Environmental Monitoring for
Public Access and Community Tracking) in 1997, at President Clinton's direction. It is now one of
the programs within EPA's Office of Environmental Information. EMPACT is a new approach to
providing timely environmental information to communities across the nation, helping people
make informed, day-to-day decisions. By the year 2001, residents in 86 of the largest metropolitan
areas in the United States will have an easy way to answer questions such as:
What is the ozone level in my city this morning?
What is the water quality at my beach today?
How high is the ultraviolet radiation in my city today?
What is the level of contamination at the hazardous waste site in my community?
What are the levels of lead in the soil in yards in my neighborhood?
To help make EMPACT more effective, EPA is partnering with the National Oceanic and
Atmospheric Administration, the U.S. Geological Survey, the U.S. Department of Interior, and the
National Partnership for Reinventing Government. EPA will work closely with these federal enti-
ties to help achieve nationwide consistency in measuring environmental data, managing
information, and delivering that information to the public.
To date, environmental information projects have been initiated in 84 of the 86 EMPACT-desig-
nated metropolitan areas. These projects cover a wide range of environmental issues, such as
groundwater contamination, ocean pollution, smog, ultraviolet radiation, and ecosystem quality.
Some of these projects have been initiated directly by EPA. Others have been launched by the
EMPACT communities themselves. Local governments from any of the 86 EMPACT metropoli-
tan areas are eligible to apply for EPA-funded Metro Grants to develop their own EMPACT
projects.
Communities selected for Metro grants are responsible for building their own time-relevant envi-
ronmental monitoring and information delivery systems. To find out how to apply for a Metro
grant, visit the EMPACT Web site at http://www.epa.gov/empact/apply.htm.
1.2 ABOUT THE EMPACT LEAD-SAFE YARD PROJECT
During the winter of 1998, EPA's EMPACT program funded "A Community-Based Lead
Assessment and Educational Pilot Project," also known as the Lead-Safe Yard Project
(http://www.epa.gov/region01/leadsafe). The project is a joint effort between EMPACT, EPA's New
England Regional Laboratory, and several community partners. The three primary objectives of the
project are:
1) To generate real-time data of lead concentrations in residential yard soils using innovative
field-portable x-ray fluorescence (XRF) technology, and to communicate these data to resi-
dents for the purpose of informing them of the health risks of lead in soil.
1 INTRODUCTION
-------
d
*wP}jS
^f v **"*'
../;/Q%s^ S^
lOr
City of Boston
Lead Poisoned Children
Venous > 15ug/dL
FY1985-1993
2) To plan and implement low-cost and sustainable landscape measures in residents' yards
that would reduce children's risk of exposure to contaminated soil and that residents
would be taught to maintain.
3) To develop a template that other communities and public agencies can use to address the
issue of lead in residential soil.
The initial target community selected for the pilot project was a several-block area in the Bowdoin
Street neighborhood, consisting of approximately 150 mostly older, wood-framed houses in the
North Dorchester section of Boston. This is an inner-city community, with a large minority and
immigrant population. Bowdoin Street is situated in the "lead belt" of Boston, where the majority
of children in the city with elevated blood levels reside.
During the pilot phases, the project's community partners in the Boston area were Boston
University School of Public Health, the Bowdoin Street Community Health Center, and a non-
profit landscaping company called Dorchester Gardenlands Preserve. The project team identified
five tasks to be carried out by the partners:
Outreach and education, led by the Health Center.
Safety training, conducted by staff from the Health Center.
Sampling and analysis, led by the EPA Regional Laboratory with assistance
from a certified industrial hygienist from the Health Center.
INTRODUCTION
-------
Soil mitigation, performed by the landscaping company.
Creation of a template for community action, led by Boston University School
of Public Health with assistance from all partners.
The pilot project was funded in two phases, which took place in the summers of 1998 and 1999-
During these two years, the project addressed 42 residences in the target area, at no cost to the
homeowners; conducted a number of seminars on lead-safe yard work; and developed a "Tool Kit"
for use by other communities (the materials in the Tool Kit have been incorporated into this handbook).
The third phase of the project, launched in June 2000, is targeting a different community: the
Dudley Street neighborhood, which is also located in the "lead belt" of Boston. The partners in this
phase include Boston University School of Public Health, the Dudley Street Neighborhood
Initiative (a local planning and organizing agency), and several commercial landscapers. The objec-
tive of this phase is to use refined landscape measures and an improved educational approach in
treating yards of homes that meet requirements for structural lead abatement of interior and exte-
rior paint, or that have already been lead abated and are lead safe. As of September 2000, 18
homeowners had enrolled to have their yards tested for elevated soil-lead levels, and testing had
been completed at most of the properties. The project's goal is to complete soil testing and imple-
ment landscape treatments at 20 or more properties by the end of the year.
1.2.1 RELATED LEAD-SAFE YARD PROGRAMS
A key objective of the EMPACT LSYP is to disseminate a template of materials and methods to
public agencies whose mission is to prevent childhood lead poisoning. The ultimate goal is to insti-
tutionalize soil remediation as part of a comprehensive lead poisoning prevention program in
high-risk neighborhoods.
Based on the success of the pilot phase of the EMPACT LSYP, the City of Boston has already ini-
tiated two "spinoff" soil-lead programs, using the EMPACT project's template:
Lead Safe Boston, an office within the Boston Department of Neighborhood Development
that assists homeowners financially and technically in home de-leading, is spearheading a
HUD-funded lead-safe yard project that will target as many as 25 residential properties by
the end of 2000. This demonstration project is meant to show how local government agen-
cies can integrate soil-lead mitigation into ongoing home de-leading work. As of September
2000, Lead Safe Boston had enrolled 20 properties for soil-lead testing and yard treatments,
and had completed treatments at nearly half of the properties. Lead Safe Boston has also
done extensive work to revise materials in the EMPACT LSYP's template (such as permis-
sion forms and contractor agreements) to meet the more rigorous legal standards required
of a city agency. Many of the materials developed by Lead Safe Boston appear as samples in
this handbook.
The Office of Environmental Health, part of the Boston Public Health Commission
(BPHC), initiated another spinoff lead-safe yard project in the year 2000 to address nine
residential properties in an area of North Dorchester. These nine residences have previously
undergone structural abatement of lead paint and are slated for yard intervention utilizing
the EMPACT LSYP's template. BPHC is leading the outreach effort and funding the land-
scaping work. EPA's New England Regional Laboratory is providing testing support, and
Lead Safe Boston is assisting with contract services.
1 INTRODUCTION
-------
EMPACT LEAD-SAFE YARD
PROJECT RECOGNIZED FOR
EXCELLENCE
Because of the EMPACT LSYP's
innovative approaches and far-reaching
impacts, project partners have received
several prestigious awards for their work.
These include:
1999 Regional Science Award. The
EPA Region 1 Science Council selected
for this award Rob Maxfield and Paul
Carroll, both from EPA's Office of
Environmental Measurement and
Evaluation, for their work on the
EMPACT LSYP. The award noted that
these scientists "demonstrated
environmental leadership and utilized
innovative yet simple solutions
to this age old problem while gaining
acceptance at the local, municipal, and
national levels." The two also received
EPA Bronze Medals for this work.
1999 Harvard Award for Excellence in
Children's Health. LSYP project
partner Bowdoin Street Health Center
received this award for its work with
the EMPACT LSYP. This annual
award, cosponsored by the Harvard
Center for Children's Health at the
School of Public Health, the City of
Boston, and Children's Hospital,
recognizes a Boston organization for
extraordinary work in the area of child
and adolescent health.
2000 Boston University School of
Public Health Award for Excellence in
Public Health Practice. Patricia Hynes,
Professor of Public Health, was
recognized during National Public
Health Week 2000 for her work with
the EMPACT LSYP. Boston University
School of Public Health selected this
as one of three examples of excellence
in public health research and
intervention work being done by the
school's faculty.
1 .2.2 LEAD-SAFE YARD
RESEARCH STUDY
EPA New England and the National Center for Lead
Safe Housing (http://www.leadsafehousing.org) are lead-
ing a HUD-funded research study to document the
effectiveness of the low-cost interim soil control measures
used by the EMPACT LSYE Other partners in the study
include the Boston Department of Neighborhood
Development and Boston University. This research study
will include a retrospective evaluation of the soil inter-
vention work conducted during the first two phases of
the EMPACT LSYP (1998 and 1999). It also will exam-
ine data collected during the summer of 2000 by all three
Boston-based lead-safe yard projects: the EMPACT proj-
ect, the Lead Safe Boston demonstration project, and the
BPHC project (data will be collected before, during, and
after each yard intervention). The principal objective of
the study is the preparation of a technical paper that will
document the effectiveness of low-cost interim soil con-
trol measures in reducing risk to residents and to make
this data available to HUD for policy development. The
research study will also seek to answer several technical
questions about the suitability of field-portable XRF
technology for soil-lead testing.
1 .3 ABOUT THIS HANDBOOK
A number of cities have expressed interest in beginning
lead-safe yard programs, but they are limited by available
resources. The Technology Transfer and Support
Division of the EPA Office of Research and
Development's (ORD's) National Risk Management
Laboratory initiated the development of this handbook
to help interested communities learn more about the
EMPACT LSYP and to provide them with the technical
information they need to develop their own programs.
ORD, working with the LSYP from Region 1, produced
the handbook to leverage EMPACT's investment in the
project and minimize the resources needed to implement
it in new cities.
Both print and CD-ROM versions of the handbook
are available for direct online ordering from
ORD's Technology Transfer Web site at
http://www.epa.gov/ttbnrmrl. A PDF version of the
handbook can also be downloaded from the EMPACT
LSYP Web site at http://www.epa.gov/region01/
leadsafe. This Web site is in turn hyperlinked to
the main EMPACT Program Web site
INTRODUCTION
-------
(http://www.epa.gov/empact) and the ORD Technology Transfer Web site. In addition, you can
obtain a copy of the handbook by contacting the EMPACT Program office at:
EMPACT Program
Office of Environmental Information
U.S. EPA (2831R)
1200 Pennsylvania Avenue
Washington, DC 20460
(202) 564-5179
We hope that you find the handbook worthwhile, informative, and easy to use. We welcome
your comments; you can send them by e-mail from EMPACT's Web site at
http://www.epa.gov/empact/comment.htm.
1 .4 ACKNOWLEDGMENTS
EPA and the EMPACT LSYP would like to recognize the following people and organizations for
their substantial contributions to the contents of this handbook:
Sandra Duran, a construction specialist with the Boston Department of Neighborhood
Development in the City of Boston's Public Facilities Department, for creating many of
the forms used during the third phase of the EMPACT LSYP and creating the specifica-
tions for construction contracting.
The EPA New England Lead Program in the Office of Ecosystem Protection, for assistance
in reviewing early drafts of the handbook.
The New England Lead Coordinating Committee (NELCC), funded by EPA New
England and the State Lead Programs, and the participants of the Lead in Soils Design
Charrette, whose early work developing landscape treatments for lead-contaminated soil
provided a foundation for the EMPACT LSYP's low-cost mitigation approach.
The EPA New England Urban Initiative, whose outreach and capacity-building efforts
established many of the community and city partnerships that made this project possible.
1.5 FDR MORE INFORMATION
Try the following resources for more on the issues and programs this handbook discusses:
The EMPACT Program
http://www.epa.gov/empact
The EMPACT Lead-Safe Yard Project
http://www.epa.gov/region01/leadsafe
Robert Maxfield
Chief, Environmental Investigation and Analysis
EPA Region 1 Laboratory
60 Westview Street
Lexington, MA 02173
(781) 860-4640
1 INTRODUCTION
-------
H. Patricia Hynes
Professor of Environmental Health
Director, Urban Environmental Health Initiative
Boston University School of Public Health
715 Albany Street
Boston, MA 02118
(617) 638-7720
The Dudley Street Neighborhood Initiative
http ://www. dsni.org
The National Center for Lead Safe Housing
http://www.leadsafehousing.org
INTRODUCTION
-------
2
Haw Ta USE THIS HANDBOOK
This handbook provides information your community can use to create and implement a lead-safe
yard program. It presents detailed guidance, based on the experience of the EMPACT Lead-Safe
Yard Project, on how to:
Identify target
communities and
select program
partners
^>
Provide lead-safety
education and
outreach to
homeowners
and residents
K
Y
Use field-portable
x-ray fluorescence
technology to collect
real-time soil
lead data
Design and implement
property-specific
treatment plans
and develop
yard-maintenence
plans
^>
Evaluate the
effectiveness
of your program
The handbook provides simple "how to" instructions on each facet of planning and implementing
a lead-safe yard program, along with important background information on lead poisoning and the
hazards of lead-contaminated soil:
Chapter 3 discusses why lead in general, and lead-contaminated soil in particular, is a
health hazard; what data are available on lead in soil; and what standards and regulations
may apply to your program.
Chapter 4 describes the steps in beginning a program: identifying potential target
communities, getting to know the community, and selecting partners for the program.
Chapter 5 provides guidance on education and outreach to homeowners and residents
about the problem of lead in soil and the benefits of participating in a lead-safe yard
program.
Chapter 6 provides detailed information about data collection and management, focusing
on the use of the field-portable x-ray fluorescence instrument to collect real-time data.
Chapter 7 describes soil mitigation strategies and techniques, including sample
specifications, costs, and legal issues.
Chapter 8 discusses how to develop and implement a maintenance plan for lead-safe yards,
including homeowner education and strategies for ensuring ongoing maintenance.
Chapter 9 provides guidance for evaluating the program, stressing the importance of
documentation.
Chapter 10 outlines the application of lead-safe yard monitoring and mitigation techniques
to non-residential settings, such as tot lots, community gardens, and abandoned
commercial buildings.
Interspersed throughout the handbook are success stories and lessons learned in the course of the
EMPACT LSYP The handbook also refers you to supplementary sources of information, such as
Web sites, guidance documents, and other written materials. In addition, the handbook includes
three appendices that present alternatives to the approaches used by the EMPACT LSYP:
2 Haw TO USE THIS HANDBOOK
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Appendix A describes the Safer Soil Pilot Program of Cambridge, Massachusetts, which
has used landscaping and other remedial measures to treat residential yards since 1997-
Appendix B proposes four models for less-resource-intensive approaches to implementing
lead-safe yard programs.
Appendix C discusses a new option, phytoremediation, being explored to address lead in
soil in a cost-effective manner.
Finally, Appendix D presents the EMPACT LSYP Quality Assurance Project Plan.
The handbook is designed for managers and decision-makers who may be considering whether to
implement a lead-safe yard program in their communities, as well as for organizers who are actu-
ally implementing lead intervention programs. Decision-makers likely will find Chapters 3, 4, 9,
and 10 most helpful. The other chapters are written primarily for people who will carry out the
program and provide detailed "how to" information. Individual homeowners interested in finding
low-cost ways to prevent children's exposure to lead in soil will find Chapters 7 and 8 most useful.
ID 2 Haw TO USE THIS HANDBOOK
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3
IN
WHY is IT A PROBLEM
This chapter provides an overview of the problems posed by lead in soil. Section 3-1 discusses lead
poisoning, its health effects and prevalence, and the pathways through which children and others are
exposed to lead. Section 3-2 describes the most common sources of lead in residential soil and sum-
marizes soil-lead levels found in the United States. Section 3-3 reviews evidence indicating that soil
is one important pathway for childhood lead exposure. Finally, Section 3-4 describes the national
strategy for reducing hazardous exposures to lead and identifies standards and regulations that may
affect a lead-safe yard program.
The information in this chapter should be useful to any person interested in soil-lead hazards and
mitigation, whether that person be a community organizer responsible for implementing a lead-safe
yard program or a homeowner concerned about elevated soil-lead levels in his or her own yard.
3.1 LEAD AND LEAD POISONING
Lead is a heavy, soft, malleable metal. Due to its physical and chemical properties, people have found
countless uses for lead in their daily lives. While certain uses of lead are banned, lead is still found in
a myriad of products. Important sources of lead in the environment today include:
Lead paint, and resulting lead dust, found in and around homes built before 1978
(when lead-based paint was banned). Lead dust from deteriorated lead-based paint
is the most significant contributor to childhood lead poisoning.
Lead from automobile emissions (before leaded gasoline was finally banned in 1986)
that has been deposited on land and surface water.
Lead in occupational settings (often brought home on clothes or skin).
Lead from industrial emissions, such as lead smelters, lead mining, hazardous
waste sites, and battery-recycling plants.
Lead in drinking water caused by lead-containing plumbing.
Lead-containing tableware, such as leaded-crystal glassware and lead-glazed pottery.
Certain hobbies and activities that use lead (e.g., car radiator repair, target shooting, stained-
glass making, glass or metal soldering).
Certain folk remedies that contain lead (e.g., azarcon, greta).
3.1.1 WHAT Is LEAD POISONING?
Lead poisoning is entirely preventable. However, according to the Centers for Disease Control and
Prevention (CDC), nearly 1 million children living in the United States in the early 1990s had lead
in their blood at levels high enough to be associated with irreversible damage to their health.
CDC defines elevated blood lead in children as blood lead levels of 10 micrograms of lead per
deciliter of blood (ug/dL) or higher. Until the early 1970s, CDC's blood lead levels of concern were
60 ug/dL for children and 80 ug/dL for adults. As the adverse effects of lead became better known,
3 LEAD IN SOIL: WHY is IT A PROBLEM? 1 1
-------
Blood lead levels considered elevated by the Centers
for Disease Control and the Public Health Service.
50-1
P 40-
30
a
8 20--
m
10-
1970
1975
1980
Year
1985
1990
Source: Centers for Disease Control, 1991,
Preventing Lead Poisoning in Young Children
CDC lowered the level at which it recommends medical atten-
tion, also known as the "blood lead intervention level," on three
separate occasions. After research showed that cognitive and
developmental damage occurs at blood lead levels as low as 10
ug/dL, CDC lowered the blood lead level of concern to the cur-
rent 10 ug/dL value in 1991. There is no known safe level of lead
in blood.
3.1.2 HEALTH EFFECTS
OF LEAD POISONING
Lead poisoning affects nearly every system in the body, and often
occurs with no noticeable symptoms. Although lead can affect
adults, children under the age of six are especially vulnerable to
the adverse effects of lead. The incomplete development of the
blood-brain barrier in fetuses and very young children (up to 36
months of age) increases the risk of lead's entry into the nervous
system. Low but chronic exposure can affect the developing
nervous system in subtle but persistent ways. In children, blood
lead levels as low as 10 to 15 ug/dL can stunt growth rates, affect
attention span, cause learning disabilities, lower IQ scores, impair hearing acuity, and cause behav-
ioral problems. In addition, fetuses exposed to elevated levels of lead can suffer from low birth
weight, impaired hearing, and altered gestational age, which can lead to further complications.
In addition to damaging the nervous system, elevated blood lead levels can also affect the kidneys
and reproductive system and cause high blood pressure. Very high levels (greater than 80 ug/dL)
can cause convulsions, coma, or death. Levels greater than 150 ug/dL are fatal if not treated quickly.
Fortunately, exposures resulting in such high levels of lead are rare.
The literature on the health effects of lead is extensive. For more information, see CDC's
Preventing Lead Poisoning in Young Children (http://aepo-xdv-www-epo.cdc.gov/wonder/
prevguid/p0000029/p0000029-htm) and the Agency for Toxic Substances and
Disease Registry's Case Studies in Environmental Medicine: Lead Toxicity
(http://www.atsdr.cdc.gov/HEC/caselead.html). Additional resources and links listed at the end of
this chapter provide a wealth of information on this and other lead-related topics.
3.1.3 How DOES LEAD ENTER THE BODY,
AND WHAT HAPPENS TO LEAD IN THE BODY?
Lead enters the body through either ingestion or inhalation. Young children tend to ingest more
lead than adults do in a given environment, mainly because of their normal hand-to-mouth behav-
ior. The most common way for a child to ingest lead is by putting objects in the mouth (e.g., toys
or hands) that have lead-contaminated dust or dirt on them. Children may also mouth surfaces
having lead-based paint (such as window sills) or ingest lead-paint chips or soil (especially children
who exhibit pica, a pattern of eating dirt or other non-food substances). Children may also ingest
lead if their drinking water contains lead. (Lead in drinking water usually comes from lead-con-
taining pipes, faucets, and solder in the plumbing of older buildings.) Children can also inhale lead
via dust from deteriorating paint, dust on clothing brought home by parents exposed to occupa-
tional lead sources, or fumes from hobbies or industries that use lead.
1 Z 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
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Young children tend to ingest more lead than adults do in a given environment, partly because of
normal hand-to-mouth behavior. They also take in more food and water per body weight.
The rate at which the body absorbs lead, once it has been ingested, depends on the chemical and
physical form of the lead and on the physiological characteristics of the exposed person. Nutritional
status and age are the factors having the greatest influence on absorption rates. Adults typically
absorb 10 to 15 percent of ingested lead through the gastrointestinal tract, while children and
pregnant women can absorb as much as 50 percent. Children are also at higher risk when their
nutritional needs are not being adequately met. Calcium, iron, zinc, and protein deficiencies, in
particular, increase lead absorption rates. Fasting conditions in adults have a similar impact on the
absorption of lead. Lead dust inhaled and deposited into the lower respiratory tract is completely
absorbed by both adults and children.
Since lead is an inorganic metal, it is not metabolized and is distributed throughout the body by
the bloodstream. Over time, a portion of the lead may be eliminated from the body. The majority,
however, remains in the bloodstream, or is absorbed by soft tissue (kidneys, bone marrow, liver, and
brain), or mineralizing tissue (bones and teeth). In adults, 95 percent of the lead present in the body
is found in teeth and bones, where it remains inert. When the body experiences physiological
changes, howeversuch as pregnancy, lactation, or chronic diseasethis inert lead can leach into
the bloodstream and raise blood lead levels to dangerous levels. During pregnancy, this mobilized
lead can also be transferred to the fetus, which has no defense mechanism against it. This can result
in developmental and neurological damage.
In addition to absorbing a greater proportion of the lead to which they are exposed, children also
tend to retain a greater percentage of lead in their blood than do adults. This is partly because
a child's body is not as efficient as an adult's at absorbing lead into mineralizing tissue.
Consequently, a greater fraction of the lead absorbed remains in the bloodstream and has a toxic
effect on internal organs.
3.1.4 How COMMON la LEAD
POISONING IN CHILDREN?
The Second National Health and Nutrition Examination
Survey (NHANES II), released in 1980, showed that as
recently as 1976, the average blood lead level of the typi-
cal American child was 12.8 ug/dL. The survey also
revealed that at that time 88.2 percent of American chil-
dren ages one through five were suffering from some
degree of lead poisoning (i.e., over CDC's current level of
concern of 10 ug/dL).
In the 1970s, the federal government banned the use of
lead-based paint in residential buildings and houses, and
phased out the use of lead as an additive in gasoline. These
two actions had an immense impact on the blood lead lev-
els of children nationwide. NHANES III reported that by
1988, the national average blood lead level in children had
dropped to 2.8 ug/dL and the percentage of children suf-
fering from lead poisoning had dropped to 8.9 percent. By
the early 1990s, the average blood lead level of children ages
Change in blood lead levels in relation to a
decline in use of leaded gasoline, 1976-1980.
110-1
3
100--
90
80--
70
60--
50
1976 1977 1978
Year
Source: Centers for Disease Control, 1991,
Preventing Lead Poisoning in Young Children
1979
1980
3 LEAD IN SOIL: WHY is IT A PROBLEM? 1 3
-------
one through five was 2.3 ug/dL.1 A fourth
NHANES report has recently been completed;
though the report has not yet been made public,
the survey data apparently suggest that average
blood lead levels continue to decrease among
children in this age range.
While childhood lead exposure has diminished
over the past 25 years, the problem is far from
solved. In particular, minority, low-income,
inner-city populations continue to lag behind in
improvement, relative to national averages:
8 percent of impoverished children suffer
from lead poisoning compared to only
1 percent of children from high-income
families.2
11.2 percent of all African-American children are lead poisoned compared to 2.3 percent of
all white children.3
50 to 70 percent of the children living in the inner cities of New Orleans and Philadelphia
have blood lead levels above 10 ug/dL.4
Poor nutrition, deteriorating housing, lack of access to medical care, and language barriers all con-
tribute to placing poor and minority children at risk for lead poisoning. It is important to note,
however, that no economic or ethnic/racial group is free from the risk of lead poisoning. A sizable
number of affluent families renovating older homes, for example, have placed their children at risk
through unsafe lead paint removal techniques.
3.2 SOURCES AND LEVELS OF LEAD IN SOIL
When lead is deposited in soil from anthropogenic sources, it does not biodegrade or decay and is
not rapidly absorbed by plants, so it remains in the soil at elevated levels. Lead is estimated to have
a half-time of residence in soil of 1,000 years.5 In soils with a pH of greater than or equal to 5 and
with at least 5 percent organic matter (which immobilizes the lead), atmospheric lead is retained in
the upper 2 to 5 centimeters of undisturbed soil.6 Urban soils or other soils that have been turned
under or otherwise disturbed may be contaminated to much greater depths.
EPA estimates that 23 percent, or 18 million, of the privately owned homes in the United States
built before 1980 have soil-lead levels above 400 parts per million (ppm); that 3 percent, or 2.5
million, have levels exceeding 2,000 ppm; and that 3 percent, or 2.5 million, exceed 5,000 ppm.7
Natural Resources Defense Council, Our Children at Risk: The 5 Worst Environmental Threats to Their Health,
Chapter 3: Lead, Washington, DC, 1997. Available at http://nrdc.org/health/kids/ocar/ocarinx.asp
2Ibid.
3 Ibid.
^Mielke, H.W., "Lead in the Inner Cities," American Scientist, vol. 87, no. 1, Jan/Feb 1999.
-'Benninger et al., The Use of Natural Pb-10 as a Heavy Metal Tracer in the River-Estuarine System, ACS Symposium Series #18,
Marine Chemistry and the Coastal Environment, 1975.
6U.S. Environmental Protection Agency, Air Quality Criteria for Lead, Research Triangle Park, NC, EPA600-8-83-018F, 1986.
'U.S. Environmental Protection Agency, Distribution of Soil Lead in the Nation's Housing Stock, 1996.
14 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
-------
Lead in residential soil comes from several different sources, including lead-based exterior paint and
automobile tailpipe emissions from vehicles burning leaded gasoline. Industrial emissions are also
a source of residential soil contamination in some areas. These sources of contamination are dis-
cussed in more detail below.
3.2.1 LEAD-BASED PAINT
EPA has found building age to be the strongest statistical predictor of soil lead, with soil around
private homes built before 1940 having significantly higher levels of lead in soil than homes built
between I960 and 1979-8 While the use of lead paint in residential buildings was federally banned
in the United States in 1978, many homes built prior to 1978 still contain lead-based paint. Paint
used in homes built between 1950 and 1978 contained between 0.5 and 50 percent lead, and the
paint used prior to 1950 contained higher concentrations. One estimate is that more than 3 mil-
lion tons of lead-based paint remain in the 57 million homes built prior to 1980.9
Since a large portion of this lead-based paint covers building exteriors, it continues to be a signifi-
cant source of soil contamination. Lead-based paint contaminates soil as the paint film weathers
and reaches the soil in the form of chips and dust. Renovating, remodeling, and performing rou-
tine home maintenance will also mobilize this lead if proper precautions are not taken. As the paint
on a building's exterior deteriorates, lead paint chips and dust concentrate in the surrounding soil.
Dry scraping, sanding, and blasting of lead-based paint can mobilize large amounts of lead in a
short time and significantly increase lead concentrations in soil. Lead concentrations in soil are typ-
ically highest in the drip zone, or dripline, the area surrounding and extending out about 3 feet
from the perimeter of a building.
3.2.2 LEADED GASOLINE
The use of lead as a gasoline additive was phased out during the 1970s and banned in the United
States in 1986. It has been estimated that 4 to 5 million metric tons of lead, emitted from auto-
mobile tailpipes as fine dust particles,
remain in the environment in dust and
soil.10 This represents approximately 75
percent of the total amount of lead added
to gasoline. The remaining 25 percent was
deposited on internal engine surfaces or
ended up in the oil. The lead dust that
became airborne would migrate until hit-
ting a barrier such as the side of a house or
some other structure, to which it would
adhere. Subsequent rains washed this lead
dust down into the surrounding soil, where
it accumulated over time.
Scientists estimate that 4 to 5 million metric tons of lead emitted from
automobile tailpipes prior to 1986 remain in the environment in dust
and soil.
Soil-lead levels within 25 meters of road-
ways are typically 30 to 2,000 ppm higher
than natural levels, and can sometimes be as
8Ibid.
^Centers for Disease Control, Preventing Lead Poisoning in Young Children, 1991.
10
Ibid.
3 LEAD IN SOIL: WHY is IT A PROBLEM? 1 B
-------
high as 10,000 ppm.11 Some researchers have found that soil-lead concentrations typically are high-
est in older, inner-city neighborhoods, especially those near high-traffic routes, and that soil-lead
concentrations diminish with distance from the city center. Another study found that soil-lead con-
centrations are 10 to 100 times higher in old communities in large cities than in comparable
neighborhoods in smaller cities, perhaps because traffic volume is higher and vehicles remain inside
the city longer.12
3.2.3 INDUSTRIAL EMISSIONS
Communities near industrial and mining activities
that release lead (or released lead in the past) may also
have elevated levels of lead in residential soils.
Examples of such industries and activities are lead
smelting or refining plants, lead mining, auto repair,
battery recycling or manufacturing, bridge and water
tank repainting and reconstruction, plastic manufac-
turing, shipbuilding, glass manufacturing, printing,
and hazardous waste sites. EPA has found lead levels in
soils next to smelters as high as 60,000 ppm.13
3.3 SOIL AS AN
EXPOSURE
PATHWAY FDR LEAD
While deteriorated lead-containing paint in
housing is generally accepted as the leading
source of lead exposure to children, outdoor
activities where individuals come into contact
with lead-contaminated soil also represent an
exposure pathway that can be significant. When
children play outdoors, lead-contaminated dirt
and dust can get on hands, clothes, toys, and
food. Putting these items in the mouth can lead
to ingestion of lead.
A back yard in Dorchester, Massachusetts, with areas of bare, contami-
nated soil. When children play outdoors, lead-contaminated dirt and
dust can get on hands, clothes, toys, and food.
Children can also breathe lead dust or lead-con-
taminated dirt stirred up by the wind or by
outdoor play activities. During dry periods, dust from bare patches of contaminated soil can read-
ily become airborne, increasing the chance that it will be inhaled. Also, airborne lead dust and
lead-contaminated dirt can settle on play clothes and shoes and can be tracked into homes, further
increasing exposure. Pets, as well, can track lead-contaminated soil into homes on their coats and
paws.
The relative contribution of lead-contaminated soil versus lead-based paint and house dust is the
subject of research and debate. Although there are differing opinions among researchers and experts
as to the degree of significance of exposure to lead-contaminated soil, evidence does exist that soil
is one important pathway for lead exposure among children. Some researchers have shown an asso-
11
Ibid.
12Mielke, H.W., "Lead in the Inner Cities," American Scientist, vol. 87, no. 1, Jan/Feb 1999.
3U.S. Environmental Protection Agency, Air Quality Criteria for Lead.
16 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
-------
elation between increases in blood lead and increases in
soil or dust concentrations. Factors that influence this
relationship include access to soil, behavior patterns, pres- As the various pathways for lead exposure in young
ence of ground cover, seasonal variation of exposure children become better understood, the importance
conditions, and the particle size and chemical form of the of addressing all of the sources of lead in and around
lead. Others have found an association between time the home has also become clearer. For example, even
spent outdoors and children putting soil or dirt in their if the interior of a home is certified as deleaded,
mouths, which, in turn, is associated with elevated blood a lead-contaminated yard can remain a dangerous
lead levels.14 source of lead exposure for children living there.
Conversely, soil mitigation work will be ineffective
In 1996, EPA published the Integrated Report of the if nothing is done about heavily leaded exterior paint
Urban Soil Lead Abatement Demonstration Project. This on a home, because recontamination of the yard is
report assessed the scientific data from studies in three likely to occur.
cities (Boston, Baltimore, and Cincinnati) to determine Recause lead m yard ^ ^ Qmy Qne aspect of a
whether abatement of lead in soil could reduce blood lead multi_layered problem, the EMPACT Lead-Safe Yard
levels of inner-city children. The report concludes that Project decided in Phase 3 to address yards only for
when soil is a significant source of lead in the child's envi- residences where structural lead abatement had been
ronment, the abatement of that soil will result in a completed. Even in such homes, however, some lead
reduction in exposure that will, under certain conditions, probably remains, and precautions must be taken
cause a reduction in childhood blood lead concentrations. (e.g., using lead-safe renovation techniques) to
Important factors in reducing blood lead levels were prevent recontamination of the yard.
thought to be (1) the past history of exposure of the child
to lead, as reflected in pre-abatement blood lead levels; (2)
the magnitude of the reduction in soil-lead concentrations;
(3) the magnitude of other sources of lead exposure; and (4) a direct exposure pathway between soil
and the child.15
Howard Mielke, a leading researcher on lead poisoning and prevention, reviewed other evidence for
soil lead as an important exposure pathway in a 1999 article.16 Mielke demonstrated a strong cor-
relation between soil lead and blood lead in several studies.
3.4 STANDARDS AND GUIDELINES
FDR LEAD POISONING PREVENTION
This section provides an overview of federal guidelines and standards that may affect a lead-safe
yard program. When determining the requirements that apply to your program, it is important to
check with the state or tribal agency that addresses lead poisoning prevention. For example, many
states have requirements for training and certification of contractors performing lead hazard evalu-
ation and abatement work. For a list of state/tribal lead poisoning prevention agencies, see
http ://www. ncsl.org/programs/ESNR/pbdir.htm.
3.4.1 THE FEDERAL REGULATORY INFRASTRUCTURE
Title X of the 1992 Housing and Community Development Act (available online at
http://www.epa.gov/lead/titleten.html) otherwise known as the Residential Lead-Based Paint
Hazard Reduction Act (Public Law 102-550), mandated the creation of an infrastructure that
14Bruce Lanphear and Klaus Roghmann, "Pathways of Lead Exposure in Urban Children,"
Environmental Research, vol. 74, 63-73, 1997.
1'U.S. Environmental Protection Agency, Integrated Report of the Urban Soil Lead Abatement Demonstration Project,
EPA600-P-93-001aF, Office of Research and Development.
16Mielke, H.W., "Lead in the Inner Cities," American Scientist, vol. 87, no. 1, Jan/Feb 1999.
3 LEAD IN THE SOIL : WHY is IT A PROBLEM? 1 7
-------
would correct lead paint hazards in housing. Title X also redefined "lead paint hazards" and how
they can be controlled, and created Title IV of the Toxic Substances Control Act (TSCA), under
which EPA sets lead hazard standards, work practice standards, and training requirements for lead
abatement workers. Based on scientific research in the 1980s, Congress defined "hazard" to include
deteriorated lead paint and the lead-contaminated dust and soil it generates. The infrastructure has
been developed and includes the following:
Grant programs to make homes lead safe, now active in over 200 cities.
Training of thousands of workers doing housing rehabilitation, remodeling renovation,
repainting, and maintenance to help them do their work in a lead-safe way.
Licensing of inspectors and abatement contractors.
Compliance with and enforcement of lead safety laws and regulations.
Disclosure of lead paint problems before sale or lease.
National and local education and outreach programs.
Promulgation of federal standards of care.
Worker protection regulations.
The box below lists federal agencies and their programs related to lead poisoning prevention. For a
more detailed overview of these federal programs, see "Current and Ongoing Federal Programs and
Activities" in Eliminating Childhood Lead Poisoning: A Federal Strategy Targeting Lead Paint Hazards
(http://www.epa.gov/children/whatwe/leadhaz.pdf).
FEDERAL AGENCY ROLES IN LEAD POISONING PREVENTION
AGENCY PROGRAMS AND DUTIES
Department of Housing
and Urban Development
http://www.hud.gov/lea/leahome.html
Department of Health and Human Services:
Centers for Disease Control and Prevention
http://www.cdc.gov/nceh/lead/lead.htm
Health Care Financing Administration
http ://www.hcfa.gov
Lead Hazard Control Grant Program, enforcement
of Disclosure Rule (with EPA and DoJ) and
federally assisted housing lead paint regulations,
National Survey of Lead Paint in Housing, Lead
Hotline (with EPA), Internet listing of lead paint
professionals, public education and training of
housing professionals and providers and others,
technical assistance, research.
Blood Lead Screening Grant Program, public
education to medical and public health
professionals and others, National Health and
Nutrition Examination Survey, quality control for
laboratories analyzing blood lead specimens,
research.
Covers and reimburses for lead screening an
diagnosis, lead poisoning treatment, and follow-up
services for Medicaid-eligible children.
i a
3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
-------
FEDERAL AGENCY ROLES IN LEAD POISONING PREVENTION
AGENCY PROGRAMS AND DUTIES
National Institute of Child Health
and Human Development
http://www.nichd.nih.gov
Health Resources and Services Administration
http://www.hrsa.gov
Agency for Toxic Substances
and Disease Registry
http://www.atsdr.cdc.gov
Conducts and supports laboratory, clinical, and
epidemiological research on the reproductive,
neurobiologic, developmental, and behavioral
processes, including lead poisoning related
research.
Directs national health programs to assure quality
health care to under-served, vulnerable, and special
need populations including children with lead
poisoning.
Studies blood lead in populations near Superfund
sites and funds state health agencies to undertake
this type of work.
Food and Drug Administration
http://www.fda.gov
National Institutes of Health
http://www.nih.gov
Environmental Protection Agency
http://www.epa.gov/opptintr/lead/index.html
Department of Justice
http://www.usdoj .gov
Consumer Product Safety Commission
http://www.cpsc.gov
Enforces standards for lead in ceramic dinnerware;
monitors lead in food.
Conducts basic research on lead toxicity
Licenses lead paint professionals (or delegates this
responsibility to states); environmental laboratory
accreditation; enforcement of Disclosure Rule
(with HUD and DoJ) and Pre-Renovation
Notification Rule; hazardous waste regulation;
public education to parents, environmental
professionals, and others; training curriculum
design; Lead Hotline (with HUD); research;
addresses lead contamination at industrial waste
sites, including drinking water and industrial air
emissions.
Enforces Federal Lead Paint Disclosure Rule (with
HUD and EPA); defends federal lead paint
regulations; enforces pollution statutes, including
hazardous waste laws.
Enforces ban of lead paint; investigates and
prevents the use of lead paint in consumer
products; initiates recalls of lead-containing
products that present a hazard; conducts dockside
surveillance and intercepts imported products that
present a risk of lead poisoning; recommends
elimination of lead from consumer products
through Guidance Policy on lead.
3 LEAD IN THE SOIL : WHY is IT A PROBLEM? 1 9
-------
FEDERAL AGENCY ROLES IN LEAD POISONING PREVENTION
AGENCY PROGRAMS AND DUTIES
Occupational Safety and Health Administration Enforces worker protection regulations.
http://www.osha-slc.gov/SLTC/lead/index.html
Department of the Treasury Evaluates financial incentives (such as tax credits)
http://www.ustreas.gov for lead hazard control.
Department of Energy Conducts weatherization activities in a lead-safe
http://www.energy.gov manner.
Department of Defense Administers lead-based paint/lead hazard
http://www.defenselink.mil management programs in 250,000 family housing
and child-occupied facilities worldwide,
administers childhood lead poisoning prevention
programs on installations worldwide, administers
research and development programs to develop
new cost-effective technologies for lead paint
management and abatement, partners with other
federal agencies to develop policies and guidance
for lead hazard management on a national level.
3.4.2 THE FEDERAL STRATEGY
To ELIMINATE LEAD POISONING
The interagency President's Task Force on Environmental Health Risks and Safety Risks to
Children has proposed a coordinated federal strategy to eliminate childhood lead poisoning, focusing
on lead paint hazards (Eliminating Childhood Lead Poisoning: A Federal Strategy Targeting Lead Paint
Hazards, available at http://www.epa.gov/children/whatwe/leadhaz.pdf). The goals of the Strategy are:
By 2010, to eliminate lead paint hazards in housing where children under six live.
By 2010, to eliminate elevated blood lead levels in children.
To accomplish these goals, the Task Force makes the following recommendations:
Act before children are poisoned:
Increase the availability of lead-safe dwellings by increasing federal grants for
low-income housing and leveraging private and other non-federal funding.
Promote education for universal lead-safe painting, renovation,
and maintenance work practices.
Ensure compliance with existing lead paint laws.
Identify and care for lead-poisoned children:
Improve early intervention by expanding blood lead screening and follow-up
services for at-risk children, especially Medicaid-eligible children.
ZD 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
-------
Conduct research:
Improve prevention strategies, promote innovative ways to drive down lead
hazard control costs, and quantify the ways in which children are exposed to lead.
Measure progress and refine lead poisoning prevention strategies:
Implement monitoring and surveillance programs.
The Strategy notes that research is needed to help develop, evaluate, and market new products, such
as x-ray fluorescence technologies. It also notes that research is needed to test the effectiveness of
specific actions to reduce exposure to lead in soil and dust. These are areas in which the EMPACT
Lead-Safe Yard Project and other similar programs can make significant contributions through their
data and experience.
3.4.3 FEDERAL REGULATIONS AND GUIDELINES
AFFECTING LEAD-SAFE YARD PROGRAMS
EPA and the Department of Housing and Urban Development have issued regulations governing
lead contamination in residential buildings and soil. EPA regulates lead contamination in homes
and yards from lead-based paint under Title IV of TSCA EPA's Resource Conservation and
Recovery Act (RCRA) regulations also regulate lead-contaminated soil in certain situations. HUD's
regulations parallel the TSCA regulations and apply to residential buildings that are either federally
owned or receive federal assistance under HUD programs.
3.4.3.1 PROPOSED RULE UNDER TSCA
(40 CFR PART 745)
EPA is currently preparing a final rule under TSCA Section 403, "Lead; Identification of
Dangerous Levels of Lead," which will establish standards for lead-based paint hazards, including a
hazard level and level of concern for lead-contaminated residential soils. The pending rule is being
designed to contribute to the lead hazard identification and abatement mandates specified under
Title X, "The Residential Lead-Based Paint Hazard Reduction Act of 1992."
The Section 403 rule is expected to directly affect HUD and other federal agencies that own resi-
dential property by requiring soil abatement (such as soil removal or paving) before property sale if
soil-lead hazards are identified. It will also indirectly affect property owners who receive federal
housing assistance by potentially requiring hazard abatement or reduction. However, this pending
rule will not by itself require residential soil abatement, but will instead provide standards for use
in other regulations currently being implemented under Title X.
3.4.3.1.1 ARE THE TREATMENTS IN THIS HANDBOOK:
CONSISTENT WITH FEDERAL REGULATIONS?
The EMPACT LSYP was designed before the Section 403 rule was drafted; however, it can be con-
sidered to be complementary to the pending Section 403 rule. The project complements the "focus
on prevention" objective of TSCA Title IV and the pending Section 403 rule by providing residents
(particularly low-income urban minority residents) with practical low-cost yard improvements and
landscaping measures that will reduce exposure to lead-contaminated soils. These low-cost meas-
ures may be used, in the case of federally owned or assisted properties, as interim shorter-term
solutions until permanent, higher-cost solutions are employed. In addition, these low-cost measures
may also provide longer-term, but not permanent, protection at non-federally and if needed, federally
owned/assisted properties so long as homeowners and/or residents carefully and conscientiously fol-
low specific maintenance procedures developed by the LSYP.
3 LEAD IN THE SOIL : WHY is IT A PROBLEM? Z 1
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The tables below show the actions recommended for different soil levels by the EMPACT LSYP
and the pending Section 403 rule. Following the tables is a discussion of the context for the two
sets of recommended actions, as well as a comparison of the sampling plans used in each approach.
^m
EMPACT LEAD-SAFE YARD PROJECT
SOIL-LEAD LEVEL
(PARTS PER MILLION)*
5,000 (very high)
2,000-5,000 (high)
400-2,000 (moderately high)
400 (urban background)
RECOMMENDED
INTERIM ACTION
If soil removal or permanent barriers
are not possible:
Install semi-permanent barrier, such as
a wood-framed dripbox filled with gravel
or mulch.
Relocate gardensunsafe for all types
of gardening.
Relocate gardensunsafe for all types
of gardening.
Relocate children's play area, pet
area, and picnic area, if possible. If
not, install wood platform or wood-
framed raised play and picnic area
filled with woodchips.
Install path of walking stones for
high-traffic areas.
Seed and fertilize grassy areas, or
cover with mulch or woodchips if
not suitable for grass.
Install raised-bed garden and supplement
with clean topsoil.
Install wood-framed raised play and
picnic area filled with woodchips.
Install path of walking stones for
high-traffic areas.
Seed and fertilize grassy areas, or cover
with mulch or woodchips if not suitable
for grass.
No treatment necessary.
*Based on in situ XRF analysis of surface soils (typically 15 to 25 samples per yard) and lead concentration mapping of
the entire yard to include areas of special concern (play areas, gardens, outside eating areas, pet runs, etc.).
22 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
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PROPOSED SECTION 403
BARE SOIL-LEAD HAZARD IDENTIFICATION
SOIL LEAD LEVEL RECOMMENDED
(PARTS PER MILLION)** INTERIM ACTION
Eliminate hazard:
> 1,200 (hazard standard) Remove contaminated soil install
permanent covering.
Implement interim controls:
Cover bare soil
400-1,200 (level of concern) . Use doormats in entryways.
Wash hands, toys, etc., more frequently.
< 400 * No action
** For the yard, concentration is derived from an arithmetic mean of two composite samples, one from the drip line and
one from mid-yard. For identified play areas, a single composite sample is used.
The EMPACT LSYP's mitigation strategy currently focuses on application of interim controls,
though some permanent measures (blacktop) have been used for car park areas. Clearly, permanent
controls are desirable where the resources are available to implement them. The EMPACT LSYP
targeted its mitigation measures toward low-cost/no-cost options to address neighborhoods and
homes where hazards exist and resources for mitigating these hazards are limited.
It must be noted that the EMPACT LSYP approach to soil measurement is different from the pro-
posed standard in several respects:
1) The EMPACT LSYP maps the entire yard with 15 to 25 field screening XRF analyses;
this results in clear identification of hazard areas and the detailed information needed to
apply controls in a cost-effective manner.
2) Surface soils are analyzed in situ to provide data on the soil material most likely to come
into contact with the residents. Standard protocols would use field collection and offsite
analysis of composite grab samples.
3) The proposed 403 rule only applies to bare soil, while the EMPACT LSYP measures all
yard surfaces.
4) The proposed 403 rule relies on average measurements (composites) that will most often
result in lower lead concentrations than the discrete in situ measurements used to map
yards in the EMPACT LSYP.
3 LEAD IN THE SOIL : WHY is IT A PROBLEM? 23
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For these reasons, the proposed 403 standards and the action levels used for the EMPACT LSYP
may not be directly comparable. Nonetheless, before applying the EMPACT project's model to
your situation, you will need to consult local regulatory authorities to determine the requirements
you must meet. State/tribal and local government regulations may be more restrictive than existing
federal guidance.
3.4.3.2 RESOURCE CONSERVATION AND
RECOVERY ACT (4D CFR PARTS 24D-299)
RCRA regulates the disposal of solid and hazardous waste. EPA's interpretations of RCRA regula-
tions state that soils contaminated with lead-based paint as a result of routine residential
maintenance and/or natural weathering or chalking of lead-based paint fall under the household
waste exclusion and are not regulated as hazardous waste. This means that material may be disposed
of off site in accordance with the regulations governing solid (non-hazardous) waste, known as
RCRA Subtitle D, as well as applicable state and local regulations. Lead-contaminated soil that falls
under the household waste exclusion need not be tested to determine if it is hazardous waste; if it
is tested and found to be hazardous waste, it is still exempt from the RCRA hazardous waste regu-
lations. You should check with state and local authorities, however, to see what testing they require.
3.4.3.3 LEAD-BASED PAINT POISONING
PREVENTION IN CERTAIN RESIDENTIAL
STRUCTURES (4D CFR PART 35)
This HUD rule establishes procedures to eliminate, as far as practicable, lead-based paint hazards
in residential properties that are federally owned or receive federal assistance under HUD programs.
The rule requires lead inspection and screening to be performed at all federally owned or assisted
target housing, or any time a child under six years of age is found to exhibit an environmental inter-
vention blood lead level (> 20 ug/dL for a single test or 15 to 19 ug/dL in two tests taken at least
three months apart). Target housing is defined as any residence built prior to 1978, excluding hous-
ing for the elderly or those with disabilities (unless children under the age of six are expected to
reside there) or zero bedroom dwellings. Where a soil-lead hazard is found to exist, action is
required to reduce the hazard.
The rule establishes six levels of protection: abatement of the lead-contaminated soil, abatement of
the lead soil hazards, interim controls, paint stabilization, ongoing lead-based paint maintenance,
and safe work practices during rehabilitation.
When abatement (the permanent elimination of lead) is required for soil, the standards
promulgated under TSCA must be followed. Abatement can be achieved through either soil
removal and replacement with uncontaminated soil or permanent covering of the
contaminated area (e.g., with pavement or concrete).
Interim controls are steps taken to temporarily reduce lead exposure or hazards. They
include impermanent surface coverings (e.g., sod, gravel, bark, artificial turf) and land use
controls (e.g., fencing, warning signs, landscaping).
The remaining actions (paint stabilization, ongoing lead-based paint maintenance, and safe
work practices during rehabilitation) are not directly applicable to soil, but can help reduce
the potential for increased soil contamination.
The specific level of protection required depends on the type of housing and the type of federal
ownership or assistance. Once the required remedial action has been completed, the soil must pass
the clearance examinations outlined in the regulations or further action will be required.
Z4 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
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3.5 FDR MORE INFORMATION
3.5.1 ADDITIONAL RESOURCES
Agency for Toxic Substances and Disease Registry. 1992. Analysis Paper: Impact of Lead-
Contaminated Soil on Public Health. Available online at http://www.atsdr.cdc.gov/cxlead.html.
Agency for Toxic Substances and Disease Registry. Philadelphia Neighborhood Lead Study,
Philadelphia, Pennsylvania. Report of Lead Exposure Pilot Study. Division of Health Studies. Atlanta,
GA. Available from NTIS (order # PB92-123777INZ).
Agency for Toxic Substances and Disease Registry. 1999- Toxicological Profile for Lead (draft).
Atlanta: U.S. Department of Health and Human Services, Public Health Service.
American Academy of Pediatrics Committee on Drugs. 1995- "Treatment Guidelines for Lead
Exposure in Children." Pediatrics. 96:155160. Available online at http://www.aap.org/pol-
icy/00868.html.
Center for Bioenvironmental Research at Tulane and Xavier Universities. 1996. Lead's Urban
Legacy. Available online at http://www.tmc.tulane.edu/ecme/leadhome/soil.html.
Centers for Disease Control and Prevention. 1997- Screening Young Children for Lead
Poisoning: Guidance for State and Local Public Health Officials. Available online at
http://www.cdc.gov/nceh/lead/guide/1997/guide97-htm, or call (toll-free) 1-888-232-6789-
Department of Housing and Urban Development. 1995- Guidelines for the Evaluation
and Control of Lead-Eased Paint Hazards in Housing. Available online at
http://www.hud.gov/lea/learules.html.
Department of Housing and Urban Development. 2000. Residential Lead Desktop Reference, 2nd
Edition. CD-ROM containing more than 140 documents, including ASTM scopes, screening
guidance, community outreach materials, lead resources, scientific studies and reports, lead statutes
and regulations, lead training materials, regulation support documents, reports to Congress, HUD
guidelines, and other resources. Available for $10 by calling HUDUSER at 1-800-245-2691.
Lead-Based Paint Hazard Reduction and Financing Task Force. 1995- Putting the Pieces Together:
Controlling Lead Hazards in the Nation's Housing. Available online at http://www.hud.gov/lea/lead-
wnlo.html.
Mielke, H.W 1990. "Lead Dust-Contaminated Communities and Minority Health: A New
Paradigm," The National Minority Health Conference: Focus on Environmental Contamination.
B.L. Johnson, R.C. Williams and C.M. Harris, Eds. Princeton, New Jersey: Princeton Scientific
Publishing Co., Inc.
Mielke, H.W. 1994. "Lead in New Orleans Soils: New Images of an Urban Environment."
Environmental Geochemistry and Health. 16:123128.
Mielke, H.W. 1997- "Leaded Dust in Urban Soil Shown To Be Greater Source of Childhood Lead
Poisoning Than Leaded Paint." Lead Perspectives. 2831 (March/April).
Mielke, H.W. 1999- "Lead in Inner Cities." American Scientist. Vol. 87, No. 1 (January-February).
Mielke, H.W, and J.L. Adams. 1989- "Environmental Lead Risk in the Twin Cities." Center for
Urban and Regional Affairs. CURA 89-4. 22 pp.
3 LEAD IN THE SOIL : WHY is IT A PROBLEM? Z5
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Mielke, H.W., J.C. Anderson, KJ. Berry, P.W. Mielke, R.L. Chaney, and M. Leech. 1983- "Lead
Concentrations in Inner-City Soils as a Factor in the Child Lead Problem." American Journal of
Public Health. 73:1366-1369-
Mielke, H.W, S. Barroughs, R. Wade, T. Yarrow, and P.W. Mielke. 1984/1985- "Urban Lead in
Minnesota: Soil Transect Results of Four Cities." Journal of the Minnesota Academy of Science.
50:19-24.
National Research Council. 1993- Measuring Lead Exposure in Infants, Children and Other Sensitive
Populations. Washington, D.C. National Academy Press. Order online at http://books.nap.edu/cat-
alog/2232.html.
U.S. Congress. 1992. Residential Lead-Based Paint Hazard Reduction Act of 1992. Title X (42 USC
4851). Available online at http://www.epa.gov/lead/titleten.html.
U.S. Environmental Protection Agency. 1994. EPA Guidance on Residential Lead-Based Paint, Lead-
Contaminated Dust, and Lead-Contaminated Soil. EPA540-F-94-045- Order online at
http://www.epa.gov/ncepihom/ordering.htm.
U.S. Environmental Protection Agency. 1995- EPA Residential Sampling for Lead: Protocols for Dust
and Soil Sampling. EPA747-R-95-001.
U.S. Environmental Protection Agency. 1996. Distribution of Soil Lead in the Nations Housing
Stock. Available online at http://www.hud.gov/lea/lealead.pdf.
U.S. Environmental Protection Agency. 1997- Reducing Lead Hazards When Remodeling Your Home.
EPA/47-K-97-001. Order online at http://www.epa.gov/ncepihom/ordering.htm.
U.S. Environmental Protection Agency. 1997- Risk Analysis To Support Standards for Lead in Paint,
Dust, and Soil, Volumes 1 & 2. EPA/47-R-97-006. Available online at http://www.epa.gov/ncepi-
hom/ordering.htm.
3.5.2 LINKS
U.S. Environmental Protection Agency
National Lead Information Center
http://www.epa.gov/lead/nlic.htm
A federally funded hotline and clearinghouse that provides information on lead hazard
reduction and exposure prevention. To speak with one of the Center's clearinghouse
specialists, call 1-800-424-LEAD Monday through Friday, 8:30 a.m. to 6:00 p.m. EST
Office of Pollution Prevention and Toxics (OPPT)
http://www.epa.gov/opptintr/lead/index.html
Responsible for EPA programs related to lead poisoning prevention and lead regulation.
OPPT also provides educational packets for parents, teachers, daycare providers, and
librarians, as well as technical information and publications.
Integrated Risk Information System (IRIS)
http://www.epa.gov/iris
An electronic database containing information on human health effects that may result from
exposure to various chemicals in the environment. The information in IRIS is intended for
those without extensive training in toxicology, but with some knowledge of health sciences.
26 3 LEAD IN THE SOIL: WHY is IT A PROBLEM?
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Lead Poisoning Prevention Outreach Program
http://www.nsc.org/ehc/lead.htm
Funded through a cooperative agreement between EPA and the Environmental Health
Center.
Department of Housing and Urban Development,
Office of Lead Hazard Control
http://www.hud.gov/lea/leahome.html
Sets standards for evaluation and management of lead in federally assisted housing,
and promotes efforts to reduce lead hazards in privately owned housing. In addition,
provides grants to communities to reduce lead hazards in housing.
Centers for Disease Control and Prevention
Childhood Lead Poisoning Prevention Program
http://www.cdc.gov/nceh/lead/lead.htm
Promotes state and local screening efforts and develops improved treatments for lead
exposure. CDC also provides a database, 1990 Census Data on Housing and
PopulationInteractive Query, that allows you to search by county or zip
code to find the percentage of houses built before 1950.
Agency for Toxic Substances and Disease Registry (ATSDR)
http://www.atsdr.cdc.gov
An agency of the U.S. Public Health Service established by Congress in 1980 under the
Comprehensive Environmental Response, Compensation, and Liability Act
(CERCLA), also known as Superfund. ATSDR is required by law to conduct a public health
assessment at each of the sites on the EPA National Priorities List to determine if people are
being exposed to hazardous substances, which includes lead. The public can search by region
to see which health assessments are currently available in an online database located at
http://www.atsdr.cdc.gov/HAC/PHA.
National Conference of State Legislatures
http ://www. ncsl.org/programs/ESNR/pbdir.htm
Contains NCSLnet Searcha directory of state lead poisoning prevention contacts.
Consumer Product Safety Commission
http ://www. cpsc. gov
Identifies and regulates sources of lead exposure in consumer products.
Occupational Safety and Health Administration
http://www.osha-slc.gov/SLTC/lead/index.html
Develops work practice standards and worker exposure limits to protect workers
from occupational lead exposure.
3 LEAD IN THE SOIL : WHY is IT A PROBLEM? 27
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4
BEGINNING THE PROGRAM
This chapter provides guidance on important first steps that you will need to take as you start your
lead-safe yard program. Section 4.1 presents a brief overview of the structure of a lead-safe yard pro-
gram and outlines the roles and responsibilities of program partners, based on the EMPACT
Lead-Safe Yard Project model. Section 4.2 discusses the critical process of selecting program part-
ners who can best help you meet your program's objectives within your target community. Section
4.3 presents guidance on identifying potentially impacted communities that you may want to tar-
get with your program. Finally, Section 4.4 provides tips on getting to know your target community
in terms of the cultures and languages of residents, the types and conditions of housing stock, and
other factors.
The information in this chapter is designed primarily for managers and decision-makers who may
be considering whether to implement lead-safe yard programs in their communities, as well as for
organizers who are implementing such programs.
4.1 PROGRAM STRUCTURE:
OVERVIEW OF A LEAD-SAFE YARD PROGRAM
The EMPACT LSYP is a multifaceted project that engages in a variety of activitieseverything
from distributing flyers to planting grass. These activities can be grouped into four main categories,
which make up the main components of the project: education and outreach, soil sampling, yard
treatment, and program evaluation.
The following paragraphs summarize these activities to provide an overview of how the EMPACT
LSYP works. These activities are described in much greater detail in Chapters 5 through 9-
Outreach During the outreach phase, the EMPACT LSYP approaches homeowners in the tar-
get community to educate them about the hazards of lead in soil and to enroll them
in the project. Outreach workers make contact with homeowners though flyers, let-
ters, phone calls, and knocking on doors. Lead hazard education is conducted using
a variety of tools (printed handouts, videos, quizzes), and then homeowners are
asked to enroll in the project by signing a permission form. Finally, outreach work-
ers interview participating homeowners about the activities that take place in their
yards; these yard uses are mapped on a plot plan, which is then given to the
EMPACT LSYP's soil sampling team and landscaping team.
Sampling During the soil sampling phase, a field sampling technician (usually a licensed,
trained lead inspector) collects data on soil-lead levels in the yards of participating
homeowners, using field-portable x-ray fluorescence technology. Relying on the
yard-use map created during the outreach phase, the technician develops a sampling
plan that focuses on high-risk and high-use yard areas, where the potential for dan-
gerous exposures to lead-contaminated soil is highest. Sampling results are
transcribed onto a color-coded map of the property's lead levels, which is then given
to the homeowner and passed on to the landscaping team.
Treatment The EMPACT LSYP provides each participating homeowner with up to $3,000
worth of free landscaping materials and labor for yard treatment. Treatment is
4 BEGINNING THE PROGRAM Z9
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conducted by one or more landscaping teams, headed by a landscape coordinator.
This coordinator meets with the homeowner to go over the color-coded map of
sampling results and to develop a treatment plan. A typical treatment plan combines
various landscaping measures (e.g., wood-framed drip boxes, newly planted grass
and shrubs, stone walkways) with changes to the residents' yard use patterns (e.g.,
moving a children's play area to a safe part of the yard). Once the treatment plan has
been implemented by the landscaping team, the coordinator develops a property-
specific maintenance manual to help the homeowner maintain the treatment
measures.
Evaluation The EMPACT LSYP is currently involved in a major research study to evaluate the
effectiveness of its low-cost yard treatment measures. Evaluation is the last phase of
the project; however, an effective evaluation process depends on adequate docu-
mentation of the project's work during all phases. Key to the EMPACT LSYP's
evaluation process is a property-specific case file begun by the outreach worker for
each home, and maintained by all members of the EMPACT LSYP team.
The flow chart below summarizes the basic structure of the EMPACT LSYP. The chart identifies
the main activities of the project, the team members responsible for these activities, and the flow of
work between team members. It also indicates where in this handbook you can go for more infor-
mation about specific activities.
Program Manager
Identify target
community, select
program partners
(Chapter 4)
Outreach Worker
Enroll homeowners In
program and educate
about soil-lead hazards
(Chapter 5)
Field Sampling
Technician
Collect and map data
on soil-lead levels at
target properties
(Chapter 6)
Landscape Coordinator
Design property-specific
treatment plan, manage all
landscape work, develop
yard maintenance plan
(Chapters 7 and 8)
Program Manager
Evaluate effectiveness of
yard treatments and
education strategies
(Chapter 9)
4.2 SELECTING PROGRAM PARTNERS
As described in Chapter 1, the EMPACT LSYP is a partnership of several public, private, and non-
profit organizations. These include a university, a federal government laboratory, a community
planning agency, and private landscape contractors.
Why are so many partners needed for what is essentially a small-scale program? The activities con-
ducted by the EMPACT LSYP demand a number of specialized skills, from communication and
language skills to soil sampling training, from landscape design experience to management skills.
Each partner plays a different role in the project, based on the specific skills and qualifications that
partner has to offer.
For example, EPA's New England Regional Laboratory, a founding partner in the EMPACT LSYP
offers the technical skills needed for analysis of soil-lead levels. The laboratory's staff also have the
training to work safely in contaminated soil without endangering their own health. The Dudley
Street Neighborhood Initiative, the project's community partner, does not offer these kinds of tech-
nical skills, but contributes something just as important: familiarity with the Dudley Street
neighborhood and the communication skills necessary to work closely with its multilingual residents.
In starting your own lead-safe yard program, you'll need to assemble a team of individuals or organ-
izations who offer a similar range of skills and qualifications. To select partners or team members,
3D
4 BEGINING THE PROGRAM
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LESSONS LEARNED: YOUTH
EMPLOYMENT AND TRAINING
In its pilot phase, the EMPACT LSYP
wished to incorporate youth
employment and training into its work.
The project hired high school students,
who learned on the job while being
supervised by adults. This system turned
out to be problematic in the pilot
phase. It was logistically complex, and
costs changed because the on-the-job
training meant the work was accomplished more slowly than it would have with
trained landscapers. For this reason, it is advisable to get your program organized and
running smoothly, then determine which components of the program are a good match
for youth training and employment. At that point, you can focus on this aspect of
a program.
you should think about how each will fit into the overall program structure, and how different part-
ners can work together to create a successful program. You will also need to consider their
relationship to the target community. For example:
* An organization or agency that already has strong ties to the community can be ideal for
conducting outreach and education for your program. Neighborhood health centers or
community action programs can be a good choice.
A nearby college or university can help with any research components of your program, or
may be able to provide assistance and equipment for the sampling activities. (See Appendix
B for a more detailed discussion of this type of approach.) Make sure to check with your
state or tribal lead poisoning prevention agency about certification requirements for lead
inspectors. See Chapter 6 for more information on finding a qualified person to conduct
the sampling and analysis components of your program.
Landscaping companies are key partners for the design and landscaping components of
your program. A non-profit landscaping company specializing in community gardening
and small parks can be a good choice. Another approach (being implemented by the
EMPACT LSYP in Phase 3) is to develop a pool of small private landscaping companies.
Encouraging companies to bid on lead-safe yard work, as described in Section 7-5, is a
good way to obtain these services in a cost-effective manner. Landscaping companies should
be bonded and insured, and should have the skills to manage the work involved in treating
yards to meet your specifications.
As described in Chapter 1, the EMPACT program selected partners who could carry out specific
activities. The community partners (Bowdoin Street Health Center, and later the Dudley Street
Neighborhood Initiative) led the education and outreach work; the EPA Regional Laboratory led
the sampling and analysis activities, with assistance from a certified industrial hygienist from the
Health Center; a non-profit landscaping company performed the soil mitigation work; and Boston
University School of Public Health led the effort to develop a template for community action for
use by other programs.
4 BEGINNING THE PROGRAM 3 1
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4.3 IDENTIFYING POTENTIALLY
IMPACTED COMMUNITIES
The first step in beginning your lead-safe yard program is to identify communities that may have
homes with elevated soil-lead levels. For this purpose, you can determine where the important pre-
dictors of lead in soil are present. These predictors include large numbers of children with elevated
blood lead levels; a preponderance of older wood-framed housing (generally with wooden clap-
board), which is likely to have exterior lead-based paint; and heavy traffic flows, which are likely to
have caused deposition of lead from leaded gasoline. These characteristics are discussed in Sections
4.3-1 through 4.3-3- Industrial emissions of lead can also cause elevated soil-lead levels at residences
nearby (see Section 4.3-4).
You will also want to consider other characteristics of neighborhood life that can contribute to the
success of a program, such as the presence of a community organization that can partner with you
and help you get to know the community (see Section 4.3-5).
4.3.1 CHILDREN WITH ELEVATED BLOOD LEAD LEVELS
For Phases 1 and 2, the EMPACT LSYP reviewed available blood lead data for children aged six
months to six years from the Massachusetts Childhood Lead Paint Poisoning Prevention Program.
The target community was within the so-called "lead belt" in Boston (see map on page 3). Your
city or state childhood lead program or health department likely has similar blood lead data, organ-
ized by census tract or zip code. You can look up state and local lead poisoning prevention contacts
in your area on the following Web sites:
The Lead Program of the National Safety Council's Environmental Health Center:
http://www.nsc.org/ehc/nlic/contacts.htm
The National Conference of State Legislatures' Directory of State Lead Poisoning
Prevention Contacts: http://www.ncsl.org/programs/esnr/pbdir.htm
EMPACT LSYP SITE
SELECTION CRITERIA
High incidence of lead poisoning
Pre-1970 painted housing
(generally wooden clapboard)
Low-income/immigrant population
Contiguous neighborhood (for
neighborhood-wide impact)
An existing health organization
focused on the lead issue
Existing neighborhood
environmental activities the project
could build on and enhance
4.3.2 OLDER HOUSING
WITH LEAD-BASED PAINT
Another way to identify potential target communities is to determine
which neighborhoods have older, wood-framed housing (generally with
wooden clapboard). Such houses are likely to have lead-based exterior
paint. As described in Chapter 3, some studies have found a strong link
between building age and soil-lead contamination. Therefore, neighbor-
hoods with older housing (especially homes built before 1950) are more
likely than newer communities to have a soil-lead problem. The presence
of lead-based paint is also considered an important predictor of elevated
soil-lead levels. Both EMPACT study areas, the Bowdoin Street neighbor-
hood in North Dorchester and the Dudley Street neighborhood in
Roxbury and Dorchester, consist of predominantly older, wood-framed
homes with painted exteriors (generally wooden clapboard).
The Centers for Disease Control provides a database, 1990 Census Data on
Housing and Population that allows you to search by county, zip code, or
census tract for the percentage of houses built before 1950. The database
is at http://www.cdc.gov/nceh/lead/lead.htm.
3Z 4 BEGINING THE PROGRAM
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Keep in mind that some communities may contain vacant lots, greens, and parks in residential areas
that may have historical lead contamination from gasoline deposition, past industrial activity,
or former housing. See Chapter 10 for tips on applying lead-safe yard mitigation strategies to
non-residential sites, such as tot lots, playgrounds, community gardens, and vacant lots.
4.3.3 HEAVY TRAFFIC FLOWS
Some studies stress the concentration of lead-contaminated yards in congested high-traffic, inner-
city regions (see Chapter 3), pointing to the importance of lead accumulations from leaded
gasoline. Both EMPACT study areas are in heavily traveled inner-city neighborhoods.
4.3.4 INDUSTRIAL EMISSIONS
Communities near industries that emit lead (or have emitted lead in the past), such as lead smelters,
lead mines, battery recycling plants, and incinerators, may also have elevated levels of lead in resi-
dential soils. You can find out where such industries are locating by contacting your state
environmental agency or EPA Regional office, or by searching EPA's Toxic Release Inventory (TRI)
database for facilities in your area that have reported releases of lead to the environment.
(http: \\www. epa.gov\enviro\html\toxic_releases.html).
4.3.5 OTHER COMMUNITY CHARACTERISTICS
The EMPACT LSYP took into account several additional factors in potential target communities
that would contribute to the project's success. For example, the project targeted homes that were
located on adjacent streets rather than in dispersed areas. This made the work more efficient and
made it possible that homeowners would become interested in the lead-safe yard activities going on
nearby. It also meant that the neighborhood children would be better protected, because children
often play in yards near their own.
The project also favored working in service areas of active community-based organizationsfirst
the Bowdoin Street Health Center and later the Dudley Street Neighborhood Initiative
(http://www.dsni.org). Both of the selected neighborhoods had a history of environmental health
activities. The EMPACT LSYP could, therefore, build upon previous initiatives and take advantage
of neighborhood connections already made by these community organizations.
4.4 GETTING To KNOW THE COMMUNITY
Once you have identified your target community, your task is to learn more about it. Make sure
you have your target area clearly mapped and marked so that you can begin planning. Next, find
out the key "statistics" about the community. Some of the questions you will want to answer about
the community include:
What are the cultures and languages of the people who live there?
What are the residents' income and education levels?
What is the percentage of home ownership/owner-occupied dwellings?
What is the percentage of housing built before 1978?
What is the condition of the older housing stock?
What organizations and agencies are active in the community?
What prior work has gone on in the community to prevent lead poisoning?
4 BEGINNING THE PROGRAM 33
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What are the numbers, percentages, and location of lead-poisoned children in the community?
Have any homes in the area been de-leaded?
What are the names, addresses, and phone numbers of homeowners in the target area?
Information such as income and education levels and age of housing can be obtained from census
data; other questions about the community such as cultural characteristics can be provided by your
community partners. All this information will help you form a clear picture of your target com-
munity and the best ways to reach them. The EMPACT LSYP, for example, knew that many
residents in the Bowdoin Street neighborhood spoke Spanish, Cape Verdean Creole, or Haitian
Creole, so that conducting spoken and written outreach and education in these languages would be
critical to the success of the program. Sample outreach flyers in four languages are included on
pages 41 to 44 in Chapter 5-
34 4 BEGINING THE PROGRAM
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5
COMMUNICATING ABOUT LEAD
IN SOIL AND YOUR LEAD-SAFE
YARD PROGRAM
This chapter describes how to provide education and outreach to homeowners and residents about
the problem of lead in soil and the benefits of participating in a lead-safe yard program. Section 5-1
presents strategies for approaching homeowners and residents to inform them about your program
and to develop a sense of trust and credibility within your target community. Section 5-2 discusses
methods for educating people about soil-lead hazards and the benefits of your program. Section 5-3
is devoted to establishing an application process for enlisting homeowners in your program and
obtaining their consent for the work that will be done on their property.
The information in this chapter is designed primarily for managers who are implementing lead-safe
yard programs, as well as for outreach workers who are responsible for communicating about lead
in soil and your lead-safe yard program.
5.1 APPROACHING HOMEOWNERS AND RESIDENTS
Once you have learned the basics about your target commu-
nity, you can begin your education and outreach efforts.
First, determine who will be conducting outreach and edu-
cation for your program. If possible, the outreach worker
should be a person who lives in the community and is
respected and credible. People who do not live in the com-
munity can sometimes be very effective, however (such as a
lead nurse from a community health center, or someone oth-
erwise familiar with the community and the issues people
there are facing).
A good next step is to develop an area-appropriate flyer, such
as the EMPACT LSYP's flyer on pages 41 to 44 ("Dorchester
Lead-Safe Yard Program"). You can ask area businesses to
post the flyer or allow you to do so. You can also distribute
flyers to all the homes in your target neighborhood(s), then follow up by calling all the homeown-
ers to inform them of the project and their eligibility. Sending informational letters to the targeted
neighborhood homeowners might be an effective alternative. Examples of initial and follow-up
letters used by the Lead Safe Boston program (a spinoff of the EMPACT LSYP) are included on
pages 45 and 58 to 59- Other ways of increasing awareness of your program within the community
include radio promotions and forums at other local promotional events.
The next step is to focus on meeting people face to face. This is important because people need to
get to know and trust you before they open their home to your project. Below are some tips for
effective ways to approach people in person:
Walk around the area on a pleasant day or holiday, when people are most likely to
be out of doors. Weekend door knocking is recommended.
Vary the times of day at which you do outreach, but always be respectful of "normal waking
hours" for people, unless you have been otherwise invited. Try not to go at family rush hours
(around 8 to 10 a.m. or 4 to 6:30 p.m.); going at these times may turn people off to the project.
Walk around your target community
on a pleasant day and talk to people face to face.
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 35
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Residents will need to get to know you
before they open their home to your project.
If the area has a high percentage of non-English speakers and
you don't speak the languages spoken in the area, try to get a
friend or co-worker who speaks the most prevalent language
to walk with you.
Be sure to take project flyers with your name and number
on them, permission slips, and information/referrals about
lead testing, treatment, and de-leading programs.
Attend events and meetings in the neighborhood to give out
flyers and get to know people. The EMPACT LSYP
outreach worker found that outdoor events such as
community picnics are good venues for outreach work.
Community garden and food projects may also yield
receptive audiences.
Remember that news about a project like this spreads byword of mouth and visible results.
Any negative perceptions will travel twice as fast as positive ones, so try to make only
positive impressions!
The EMPACT LSYP engaged in a wide variety of additional activities to promote the project
as well as to enhance community lead awareness. These included:
Participation in a "Lead Expo" at a community center, in the citywide Lead Awareness
Week, and in the neighborhood Multicultural Festival.
Footage about the project on the local cable station (Neighborhood Network News).
Discussion of the project in a segment entitled "Removing Lead from a Low-Income
Community" on National Public Radio's Living on Earth, an award-winning environmental
news magazine.
Presentations at workshops and conferences, including the Second Syracuse Lead
Conference (October 1999) in Syracuse, New York, and the Toxics Action '99
conference at Boston College in Newton, Massachusetts.
5.2 EDUCATING PEOPLE
ABOUT LEAD AND LEAD IN SOIL
Once you have identified people interested in the program and willing to speak with you at greater
length, you will have the opportunity to provide education about the problem of lead exposure,
explain the benefits of your program, and answer questions. The EMPACT LSYP's Education and
Outreach Plan is presented in the box on page 39-
In conducting education, you should convey the basic dangers of lead firsthow and why lead is
dangerous to families' health, as well as what people can do to protect themselves (de-leading,
proper nutrition, cleaning, etc.) Remember that you need to educate people not only about lead in
soil, but about all the sources of lead in and around the home. It is important to follow up on the
advice you give about these issues, so that people don't get frustrated and give up on slow-moving
assistance programs.
Many city or state childhood lead programs have developed excellent written materials on lead poi-
soning prevention that you can use with residents. Examples of some used by the EMPACT
36 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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program, from the Boston Childhood Lead Poisoning Prevention Program, are included on pages
46 to 55. Using the Internet, you can also access educational materials developed by EPA and other
federal agencies. These materials include:
Protect Your Family From Lead in Your Home
(EPA 747-K-99-001, http://www.epa.gov/opptintr/lead/leadpdfe.pdf) is a 16-page
educational pamphlet that provides general information about lead and lead hazards.
A Spanish-language version can be found on HUD's Web site at
http://www.hud.gov/lea/leadpdfs.pdf.
Lead in Your Home: A Parent's Reference Guide
(EPA 747-B-98-002, http://www.epa.gov/lead/leadrev.pdf) is a more comprehensive
guidebook, 67 pages long, that recommends steps parents can take to reduce their
family's risk of lead exposure and prevent lead poisoning.
What Every Parent Should Know About Lead Poisoning in Children
(http://www.cdc.gov/nceh/lead/faq/cdc97a.htm) is a one-page fact sheet from the
Centers for Disease Control and Prevention that provides basic information about
lead poisoning and lead-paint hazards.
Keep in mind that written materials are not always enough to get the message across. The
EMPACT LSYP has found that outreach workers need to develop creative ways of emphasizing and
reinforcing the lead hazard message (e.g., by using tools such as films and quizzes), and to create
repeated opportunities for homeowner re-education. For tips on creative education strategies, see
"Lessons Learned: Education and Outreach" on page 38, and Sections 8.4 and 8.5-
For your lead-safe yard program, you will want to give special emphasis to why addressing lead in
soil can help protect health. You will need to explain how lead gets into soil, how children playing
in yards with contaminated soil are exposed to lead, and how dirt and dust containing lead can also
be tracked into the home. Once the levels of lead in a yard's soil are tested, you can go over the rec-
ommended actions (based on these levels) for the yard (see Section 7-4). Finally, the residents need
to understand that landscaping measures do not remove the contaminated soil; the landscaping
needs to be properly maintained to control exposure to the lead hazard, and future home improve-
ments need to be done safely to prevent recontamination.
5.3 NEXT STEPS: ENLISTING
THE HOMEOWNER IN THE PROGRAM
If a homeowner has shown interest in your program based on your initial outreach and education,
you can encourage him or her to take the next steps. The EMPACT LSYP found that at this point
in the process it was important to reassure homeowners that they would not be penalized if they
did not participate, and that there was no catch to the free landscaping provided.
The process of enlisting the homeowner into your program can be as formal or informal as you
want to make it. One option is to establish a formal application process that the homeowner will
complete before participating in the program. Lead Safe Boston, a spinoff of the EMPACT LSYP
run by the City of Boston (see Section 1.2.1), requires homeowners to fill out an application form
and submit copies of their insurance policy, their water and sewer payment plan, and a recent real
estate tax bill. Lead Safe Boston's application form is included on pages 56 to 57-
Once accepted into the program, the homeowner should sign a "permission slip" or consent form
that establishes an agreement between the program and the homeowner to allow testing of the
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 37
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LESSONS LEARNED: EDUCATION AND OUTREACH
A key to the success of a lead-safe yard program like EMPACT's is that residents understand
why lead in soil is harmful to their children. Without this understanding, it is more likely
that the landscaping measures will not be maintained, greatly reducing their effectiveness
in protecting children from lead exposure.
In its first two phases, the EMPACT LSYP followed a model commonly used for
community education and outreach: a bilingual outreach worker from the community
health center conducted typical outreach activities, including walking in the neighborhood,
door knocking, distributing flyers, speaking at community meetings, and talking with
people one on one. These efforts were culturally specific to the neighborhood and
conducted at an appropriate literacy level.
After Phase 2 was completed, the project returned to the residences where yard work had
been done to evaluate how the work had held up and what had been learned. They found
that people had not really taken in the problem of lead in soil, but viewed the project as
more of a landscaping program.
To remedy this shortcoming, in Phase 3 the project implemented a more comprehensive
education program, using several new approaches. The community outreach worker
received more extensive training on the lead issue. She helped devise a new plan to show
community residents a video, "The Thief of Childhood," as a teaching tool about the
hazards of lead. After watching the video, residents were given a short quiz (see box on
page 40). The quiz motivated the resident to pay attention to the video, whose key
messages were reinforced by the questions. The outreach worker graded the quizzes and
discussed the answers with the residents. Thus, the education work used three different
modes of learning: visual (the video), written (the quiz), and oral (discussion of the video,
quiz, and educational flyers). The quiz will be used again when the yard mitigation work is
completed, to see whether the residents have retained the information.
So far, the project has judged this new approach to be more effective than using literature
alone. The video and quiz seem to be an engaging, interactive "hook" to promote a better
understanding of the lead problem and the health benefits of a lead-safe yard.
Another video that could be used for the same purpose is EPA's "Little Moccasins" Lead
Safety Program video, created for day care centers, clinics, and families. This 22-minute
animated video was developed by the Houlton Band of Maliseet Indians with funding from
EPA's Lead Program. An interactive "First Steps" CD-ROM is also available, presenting
helpful information on lead poisoning prevention in the form of video clips, games, and
songs. Ordering information for the CD-ROM and both videos is found in Section 5.4.
Ask your community or state lead officials to recommend other videos appropriate for
your audience.
property, participation in a design session, and subsequent remediation through landscaping. The
permission form should include language regarding the homeowner's duty to have their property
in testable and workable condition (removal of trash, debris, and old cars; notification about/relo-
cation of pets). Again, the permission form can be formal or informal, depending on the needs of
your program. A very simple form, used by the EMPACT LSYP during Phases 1 and 2, is shown
on page 60. A more detailed consent form, developed by Lead Safe Boston, is shown on pages 61 to 62.
3S 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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At this point you should establish a case file that contains
all the information related to application, testing, mitiga-
tion, and follow-up for the property. The EMPACT
outreach worker keeps all this information, including
"before and after" photographs, in a binder, which is
given to the homeowner when the work is completed.
Next, the outreach worker conducts a homeowner inter-
view. The interview is designed to obtain information
about the activities that take place in the yard and the
ages and numbers of people who use the yard. The
questionnaire that the EMPACT outreach worker uses
is shown on pages 63 and 64 (filled out for a hypo
thetical home).
To map out yard use patterns, the outreach worker uses a
house plot plan, as shown on page 65- Plot plans can be
developed in one of several ways. For example, the out-
reach worker can visit the municipal assessor's office to
photocopy official drawings showing the footprint of the
house and all property lines. A plot plan can also be devel-
oped using a geographic information system (GIS), or the
outreach worker can simply draw one by hand, using a
measuring tape and pen and paper. The plot plan devel-
oped during this outreach phase will be used later as a
guide for the field testing crew and for the landscape
coordinator, as described in Chapters 6 and 7-
The next step in the process is testing of the yard soil, fol-
lowed by a design session with the homeowner if the yard
is found to have high levels of lead. These steps are
described in detail in Chapters 6 and 7 of this handbook.
5.4 FOR MORE INFORMATION
Your local or state childhood lead poisoning prevention
program may have good educational materials on lead
issues.
Lead education materials developed by EPA's Office of
Pollution Prevention and Toxics can be accessed at
http://www.epa.gov/lead/leadpbed.htm.
The following Web sites list state and local lead poisoning
prevention contacts:
The Lead Program of the National Safety Council's
Environmental Health Center:
http://www.nsc.org/ehc/nlic/contacts.htm
LEAD-SAFE YARD EDUCATION
AND OUTREACH PLAN
1. Make appointment with interested applicants to
discuss the problem of lead poisoning and the
lead-safe yard and home program.
2. Home visit: First, ask them if they have had
experience with lead poisoning. Have they had a
child, relative, or neighbor who was lead poisoned?
Using theeducational pamphlet, discuss five key
points about lead poisoning:
How does a child usually get lead poisoned?
(Paint chips, dust and dirt on hands and toys,
lead in water)
How do you avoid lead in drinking water?
(Run tap water until it is cold)
How do you avoid lead in the home?
(Specific lead-safe home cleaning and
maintenance procedures)
Why is dust on children's hands and toys, as
well as on window sills and floors, a problem,
especially if the house is not de-leaded?
(Children may put hands, fingernails, toys, or
food dropped on floor in their mouths)
What foods are good for preventing lead
poisoning? (Foods high in iron, calcium,
and vitamin C, and low-fat foods)
This is a good time to show the photos of the LSYP.
3. Give the homeowner the video which is available in
multiple languages, explores the dangers of lead
paint poisoning, its adverse health effects, and prac-
tical measures for protecting children (see Section
5.4 for ordering information). Also give the home-
owner the set of questions to answer after viewing
the video. (The answer sheet can be returned imme-
diately after watching the video, or later, with the
lead-safe yard and home application.)
4. Explain the application process and documentation
needed for the lead-safe yard program.
5. Leave the application, video, and sheet of questions
(if the homeowner hasn't returned it already) with
your business card.
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 39
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The National Conference of State Legislatures' Directory of State Lead Poisoning Prevention
Contacts: http://www.ncsl.org/programs/esnr/pbdir.htm
For guidance on writing clearly and effectively for a general audience, try http://www.plainlanguage.gov.
Video: "Lead Paint Poisoning: The Thief of Childhood" (20 minutes, 1996)
This video explores the dangers of lead-paint poisoning and its adverse health effects. It
provides information, education, and practical advice on protecting children, using
interviews and discussions with educators, health care providers, and culturally and
linguistically diverse parents whose children have been lead poisoned. The video is available
in English, Spanish, Cape Verdean Creole, Haitian Creole, and Vietnamese. Available for $ 10
from: City of Boston, Office of Environmental Health, 1010 Massachusetts Avenue, Boston,
MA 02118. Phone 617-534-5966, Fax 617-534-2372.
Video: "Little Moccasins" Lead Safety Program Video (22 minutes)
This lead poisoning prevention video was developed for day care providers, clinics, and
families by the Houlton Band of Maliseet Indians, with funding from EPA's Lead Program.
The video is available in English, but may soon be available in Spanish and some Native
American languages. Available free of charge from Philip Quint, Lead Director, Houlton
Band of Maliseet Indians, at 1-800-545-8524 or 1-207-532-4273- E-mail quint@ainop.com.
CD-ROM: "First Steps"
This CD-ROM, developed by the Houlton Band of Maliseet Indians with funding from
EPA's Lead Program, presents helpful interactive information on lead poisoning prevention
in the form of video clips, games, and songs. Course manuals are available on the CD in
English, Spanish, and Native American motif. Available free of charge from Philip Quint,
Lead Director, Houlton Band of Maliseet Indians, at 1-800-545-8524 or 1-207-532-4273-
E-mail quint@ainop.com.
QUIZ TO ACCOMPANY FILM, "THE THIEF OF CHILDHOOD"
1. By what year was lead no longer used in new house paint?
2. How can a child get lead poisoned?
a) paint chips b) dust
c) drinking water d) all of these
3. Name some foods that are good for children and that help decrease
blood lead poisoning.
4. How can you avoid lead in drinking and cooking water?
5. How can you avoid lead hazards from home interiors?
6. Name two ways in which lead has gotten into yard soil.
7. Give three suggestions for protecting children in the home and yard from
becoming lead poisoned.
4D 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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DORCHESTER LEAD-SAFE YARD PROGRAM
FREE SOIL TESTING IN YOUR YARD FOR LEAD
WE ARE LOOKING FOR 50 YARDS IN YOUR NEIGHBORHOOD
WITH HIGH LEVELS OF LEAD
IF YOUR YARD MEETS A CERTAIN LEVEL, YOU COULD BE
ELIGIBLE FOR $700 WORTH OF FREE MATERIALS AND LABOR
WHICH WILL MAKE YOUR YARD SAFER AND ATTRACTIVE
WITHOUT ANY COST TO YOU!
The Dorchester Lead-Safe Yard Program is a collaboration of the Bowdoin Street Health Center, the New
England Environmental Protection Agency Laboratory, Boston University School of Public Health and
Garden Futures. The purpose of this pilot program is to show that low cost methods exist which will make
your yard safer. By improving the safety of your yard, we hope this will further reduce the risk of our chil-
dren six years of age and younger becoming lead poisoned.
Your neighborhood has been chosen for this pilot project because there are a number of children with high
levels of lead in their blood. Lead is especially hazardous to children. This is the main reason we want to
conduct this pilot program. Because children play in many parts of this neighborhood, you do not have to
have children six years of age or younger to participate.
We will first test your yard for lead content and if your yard qualifies, we will work with you on certain meth-
ods of reducing exposure to elevated lead levels. Staff from Garden Futures will provide landscape materials
and labor to complete the work in your yard.
If you are interested in participating in this program, please call the number listed at the bottom of this page.
We will be in the neighborhood speaking with you and your neighbors about this program. If you have ques-
tions, please do not hesitate to call.
FOR MORE INFORMATION OR TO PARTICIPATE IN THIS PROJECT, CALL
Bowdoin Street Health Center, (617) 822-5318
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 4 1
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PROGRAMA DE PATIOS SIN PLOMO
DE DORCHESTER
(Dorchester Lead-Safe Yard Program)
PRUEBAS DE PLOMO GRATUITAS EN SU PATIO
ESTAMOS BUSCANDOS 50 PATIOS EN EL VECINDARIO CON ALTOS NEVELES DE
PLOMO EN LA TIERRA.
SI SU PATIO CONTIENE PLOMO, USTED PUEDE SER ELEGIBLE
PARA RECIBIR 700 DOLARES, ENTRE MATERIALES Y TRABAJO,
PARA REMOVER EL PLOMO DE LA TIERRA Y EMBELLECER
SU PATIO SIN COSTO ADICIONAL PARA USTED.
El Programe de Patios sin Plomo de Dorchester es una colaboracion del Centra de Salud de Bowdoin Street,
el Laboratorio de la Agenda de Protection Ambiental de Nueva Inglaterra, la Escuela de Salud Publica de
Boston University y Garden Futures. El objectivo de este programa piloto es il mostrar que existen metodos
a bajo costo que haran sus patios mas seguros. Mejorando los patios esperamos reducir el riesgo que corren
los nifios de seis afios y menores de acabar envenenados com plomo.
Su vecindario ha sido escogido para este programma piloto debido al alto numero de nifios envenenados o
con altos niveles de plomo en la sangrue. El plomo es realmente perjudicial para los nifios, y eelo es la razon
por la que queremos realizar este programa. Debido a que los nifios juegan en diferentes partes del vecin-
dario, usted no tiene que tener nifios de seis afios o menores para participar.
Primero mediremos la tierra de su patio para ver si esta contiene plomo, y si es elegible trbajaremos con uste
par mostrarle ciertos metodos para reducir el nivel de plomo en la tierra. Personal de Garden Futures traba-
jaran proveyendole materiales jardineria y trbajaran para completar el trabajo en su patio.
Si usted esta interesado en participar en este programa, por favor llame a la persona listada mas abajo en esta
pagina. Estaremos en el vecindario hablando con usted y sus vecinos sobre este programa. Si tiene alguna
pregunta, por favor llamenos.
Para Mas information o Para Participar en este Programa, Llame
Bowdoin Street Health Center, (617) 822-5318
4Z 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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Dorchester Lead-Safe Yard Program
Um teste gratuito para detectar veneno de chumbo no seu patio/quintal. Procuramos 5
patios, na vizinhan9a, com nivel de veneno de chumbo elevado. Se o seu patio/quintal
mostrar um nivel elevado de veneno de chumbo no solo voce se qualificar a receber uma
quantia de $700 no valor de materiais e mao-de-obra, o que Ihe ira ajudar a tornar o seu
quintal mais atractivo e seguro. Este programa Ihe sera ofericido sem nenhum custo
monetario.
Este programa e uma colabora9ao de Bowdoin Street Health Center, New England
Environmental Protection Agency Laboratory, Boston University School of Public
Health e Garden Futures. O proposito do programa e para mostrar que existen meios, a
pre9os accessiveis, para remover o veneno de chumbo do solo, e tornar o seu patio/quin-
tal mais seguro. Ao reduzir o nivel de chumbo no solo, esperemos que ira diminuir a
possibilidade dos seus filhos, menores de seis anos di idade, contrairem veneno de
chumbo no sangue.
A sua vizinhan9a foi escolhida para este programa porque existe un numero elevado de
criancas contaminadas de chumbo no sangue, o que e bastante prejudicial, e pode causar
graves problemas de saude. Porque as crian9as brincam em varios lugares, nao e neces-
sario que voce tenha filhos/as para poder participar neste programa.
Faremos un teste para detectar resdios de chumbo. Se o seu patio qualificar, entraremos
em contacto consigo para discutirmos meios de como reduzir o nivel do chumbo. O pes-
soal de Garden Futures providenciara materiais e mao-de-obra. Se voce esta interesada/o
em participar neste programa, por favor contacte:
Bowdoin Street Health Center, (617) 822-5318
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 43
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Pwogram Ki Okipe Lakou Kont Plon
Tes Gratis Nan Lakou Pou Plon
Nap Chache Sinkant Pie Nan Lakou Ki
Nan Zon Nan
Ki Genyen Yon Nivo Plon Ki Wo.
Si lakou a genyen Yon nivo plon, ou kapab elijib pou yon zafe de set san dola an mateiyo & men dev
sak ka fe lakou bel, san danje e gratis.
Pwogram sila ki pou kimbe lakou san danje. Mare avek Bowdoin St. Sant pou Sante, N.E. EPA,
B.U.S. of PH. & Garden Futures. Rezon pwogram sa se pou montre ou metod bon mache ki egziste
pou fe lakou san danje ak plon. Pake timoun yo ap jwe tout kote. Ou pa bezyen gen timoun sizan ou
by en timoun pi piti pou patisipe.
Nap Teste lakou pou plon, si lakou a kalifye nap travay ak ou pou redwi nivo plon an. Nap ba ou
materyo ak zouti pou travay sila.
Si ou enterese patisipe nan pwogram nan souple rele moun sa ke ou we nan an ba fey la. Nap pale ak
ou e ak vwazen ou o sije pwogram nan.
Si yon gen keksyon pa ezite rele:
Bowdoin Street Health Center, (617) 822-5318
44 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
BOSTON'S PUBLIC FACILITIES DEPARTMENT
THOMAS M. MENINO, MAYOR
CHARLOTTE GOLAR RICHIE, CHIEF AND DIRECTOR
January 5, 2000
Dear Property Owner:
The City of Boston's Lead Safe Boston program, in conjunction with the National Center for Lead Safe Housing
and the Environmental Protection Agency, would like to offer you the chance to improve the quality of the grounds
surrounding your home through a unique program:
Low Level Soil Treatment Demonstration Project
There is no cost involved or work required on the part of the property owner!
Properties meeting project criteria and enrolled in the program will be part of an effort to demonstrate low-cost soil
interventions through the use of landscape treatments that will enhance the appearance of your home!
What the Program Can Offer You!
Up to $3000 to cover the design, acquisition and installation of landscape elements.
Comprehensive testing/sampling of soil surrounding your home.
Scaled drawings of your property identifying lead hazard areas.
Fully developed plans showing proposed treatments and plantings.
Supervised construction and installation of all landscape treatments.
Detailed educational information.
What We Ask Property Owners To Do!
Answer a questionnaire concerning Lead Paint Hazards.
Allow project staff to sample the soil surrounding your home.
Participate in and provide feedback during the landscape design process.
Enjoy your newly landscaped yard!!!
A representative of Lead Safe Boston and The National Center for Lead Safe Housing
will soon be contacting you about your possible involvement in this program.
We hope you decide to join us in this important endeavor!
Please call the Lead Safe Boston office at (617) 635-0190 with any questions regarding the program.
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 45
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Fact Sheet: LEAD
What is Lead?
Lead is a poisonous metal found in nature. Because it is durable
and persistent, it was used in house paint, pipes, cans, old toys,
cribs, and furniture.
If a house was built before 1978, it probably
has lead paint. Lead dust can be created by
just opening and closing windows.
What does lead poisoning do to mv
child?
Lead poisoning can damage your child's
brain, cause hearing loss and learning
disabilities, and impair motor skills.
How can my child be exposed?
Your child can be exposed to lead by touching
window sills, ledges, arid other areas which
have lead dust, and then putting their fingers in
their mouths. This is normal behavior for
children.
Finding the Lead
The only way to find out where the lead is in the house is to have a
lead inspection done by a licensed inspector, if the inspector finds
lead, then a licensed contractor must come in and make the
house safe. You cannot iive in the house while this is happening.
46 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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Lead Dust is invisible
The most common way for children to be poisoned is by exposure
to lead dust.
What Can I Do?
Make sure your child has a well-baianced diet,
which includes milk (for calcium), dark green, '
leafy vegetables (for iron), and vitamin C.
Have your child's blood tested regulariiy.
Wash Hands and Toys Often!
Wash your child's hands and toys often, and
keep fingernails short.
Run the tap waterfor a few minutes every
morning. Use oniy COLD water for cooking
and drinking. Hot water concentrates the
lead.
Keep It Clean!
Wipe windows, windowsiiis and dusty
surfaces with warm water and TSP. Throw
used paper towels away after wiping.
Don't Disturb Leaded Paint!
Make sure that there is no loose or flaking paint.
NEVER scrape painted surfaces.
TSP
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For more information, contact the Boston Childhood Lead Poisoning
Prevention Program at the Boston Public Health Commission
1010 Massachusetts Avenue, 2nd Roor, Boston, MA 02118
(617)534-59<5<5
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 4V
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How Much Do You Know
About Lead Poisoning?
MYTH
There is no way to prevent children from
being lead poisoned.
FACT
Lead poisoning is completely preventable
Get the facts and learn how to protect
your child by getting lead out of your home
safely.
MYTH
Children have to eat paint chips, or chew on
walls, to be lead poisoned.
FACT
Children can be poisoned simply by breathing
lead dust. They can also be poisoned by
having lead dust on their toys or fingers and
then putting their fingers in their mouths.
MYTH
Only children with very high levels of lead in
their blood will be hurt by the lead.
FACT
Low levels of lead in a child's blood can cause
long term problems and permanently affect
learning and behavior.
43 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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MYTH
Only children who live in the inner city can be
lead poisoned.
FACT
Any child, from any neighborhood, can be
lead poisoned. Lead paint can be in any
home built before 1978.
MYTH
Lead poisoning is not a real problem. Many
people grew up in homes with lead paint
and are perfectly healthy.
FACT
The lead paint that existed in homes twenty
years ago is much more dangerous now, As
lead paint gets older, it is likely to peel, chip,
and create lead dust. This is a real health
hazard.
MYTH
Having a home deleaded is much more
dangerous than just leaving the lead paint there.
FACT
Lead removal must be done by a licensed
deleader who will use safe techniques and who will
clean up properly.
Far more information, contact the Boston Childhood Lead Poisoning
Prevention Program at the Boston Public Health Commission
1010 Massachusetts Avenue. 2nd Floor, Boston, MA 02113
(617)534-5966
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 49
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TEMPORARILY REDUCING LEAD PAINT
HAZARDS BY CLEANING
1 Wear plastic gloves to clean
Protect yourself from exposure to lead.
2 Pick up all chips by hand or use a damp paper towel
{Window areas often have lots of paint chips)
Seal chips and paper towels in a plastic bag and throw out
Do not use a household vacuum or broom to clean up
lead paint chips or dust!
3 Wash household surfaces
Use TSP, a lead-specific detergent, or any all-purpose,
non-abrasive cleaner.
Scrub well for best results. (Don't scrub hard enough to
remove the intact paint.)
Clean window wells, window sills, play areas, and floors
at least ones or twice a week.
Keeps children away when cleaning.
Keep ail cleaners safely away from children.
4 Use a spray bottle to keep dust levels down
Use a cleaner already in a spray bottle, or put the cleaner into a spray bottle.
If you must use a bucket, keep the wash water clean. Never put dirty paper towels into the wash water.
5 Use paper towels
Don't use dish cloths or sponges to clean.
Use a new paper towel to clean each area.
Seal the used paper towels and gloves in a plastic bag
and throw them out.
6 Rinse after cleaning
Use clean water and paper towels for rinsing each area.
7 Clean up properly
Wash your hands when cleaning is done.
Pour any wash and rinse water down the toilet, not
the sink.
Important! Do not use a household vacuum
or broom to clean up lead paint chips or
dust. This could spread the lead dust into the
air and into your vacuum cleaner or broom.
window wail
-window sill
Massachusetts Department of Public Health Childhood Lead Poisoning Prevention Program
5D 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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TEMPORARY WAYS TO KEEP CHILDREN
SAFE FROM LEAD PAINT HAZARDS
Under the Lead Law, the property owner is responsible for having his or her home deleaded or brought
under interim control if it was built before 1978 and achiid under the age of six lives there. Deieading
permanently reduces the risk of lead poisoning. Until deieading occurs, here are some temporary ways
to reduce lead hazards:
.1 Clean often
Wet wiping regularly reduces, lead dust levels in the home. See other side.
2 Put duct tape or contact paper over peeling paint and plaster
Put duct tape or contact paper on window wells, window sills, walls or other surfaces with peeling
paint or plaster. Clean these areas often. Window wells and sills can be cleaned more easily when
contact paper or duct tape are put down first. See other side.
3 Keep the lower part of the window closed {if possible)
If a window well'is in bad condition, keep the lower part of the window ciosed and open only the upper
part. This wilt prevent your children from putting their hands or objects in the window well where the
lead dust collects. It also helps keep lead dust from blowing into the. house.
4 Move furniture to block contact with peeling paint and plaster
By moving a sofa in front of a crack in a wall, you can biock a child's access to lead hazards.
Never place furniture where a child may climb on it and fall out of a window.
5 Change child's bedroom (if possible)
If your child's bedroom.has chipping paint or plaster, consider using another room.without chipping
paint for the bedroom.
6 Other ideas
Regularly have your child tested for lead poisoning; wash your child's hands and toys often; if you are
renovating or repainting call CLPPP for more information on how to do the work safely before you
begin; feed your child food high in iron, calcium/and vitamin C and low in fat.
Lead Poisoning and your child health
Lead pain is the most common cause of childhood lead poisoning. When old paint cracks or peels, or
when lead paint surfaces rub against each other or are bumped, lead paint dust or chips are created.
Children typically become poisoned by putting their fingers which have touched lead dust into their
mouths. Lead poisoning can cause lasting damage to children's brains, kidneys and nervous system.
Even lower levels of lead can slow children's development and cause learning and behavioral problems.
Children under six are at greatest risk.
Keep your child safe
Remember, these are only temporary ways to reduce the risk of lead poisoning from lead paint hazards.
The only permanent way to reduce the risk of lead poisoning is to have the home deleaded. The owner
of a home built before 1978 is responsible for having it deleaded or brought under interim control when
a child under the age of six lives there.
FOR MORE INFORMATION, CONTACT. or your toca! !ead program. at
Massachusetts Department of Public Health
Childhood Lead Poisoning Prevention Program
617-753-8400 or 800-532-9571 (toll free)
www.magnet.state-ma.us/dph
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 5 1
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BOSTON CHILDHOOD LEAD POISONING PREVENTION PROGRAM
UNDERSTANDING WHAT BLOOD LEAD (PB)
TEST RESULTS MEAN:
IF THE CHILD HAS A
PB LEVEL OF:
9 ug/dL or below
10 - 14 ug/dL
15 - 19 ug/dL
20 - 24 ug/dL
25 ug/dL and above
70 ug/dL and above
THEN:
A child with a blood lead level below 9 is not considered to be
poisoned.
The CDC defines a level over ten as a "level of concern/' The child
should be tested again frequently. Check with your pediatrician. He
or she may prescribe multi-vitamins and iron.
The child's pediatrician should be involved in helping bring this
blood lead level down by managing the child's diet and increasing
nutrition. In addition, the child should be tested frequently. An
environmental assessment should be done to find out where the lead
is coming from. Prevention measures should be implemented
immediately.
Get a complete medical evaluation, and have the child's home
inspected for lead. Find and get rid of lead hazards in the child's
home, school, and play areas.
A child with a blood lead level above 25 is considered poisoned.
A lead inspection in the home is required, and it is essential that the
child visit the doctor immediately. This is very serious. Medical
treatment such as chelation may be used.
A child with this level is considered a medical emergencv.
For help understanding your child's test result, talk with your pediatrician or health care provider. For
information and assistance regarding inspections and removing lead hazards from your home, in Boston
contact: The Boston Childhood Lead Poisoning Prevention Program at (617) 534-5966
Outside of Boston, call The Massachusetts Department of Public Health's Childhood Lead
Poisoning Prevention Program at (800) 532-9571.
For more information, contact the Boston Childhood Lead Poisoning
Prevention Program at the Boston Public Health Commission
1010 Massachusetts Avenue, 2nd Floor, Boston, MA 02113
(617)534-5966
52 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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PROGRAMA DE PREVENCION DEL ENVENENAMIENTO INFANTIL CON PLOMO
COMPRENDA EL SIGNIFICADO DE LOS RESULTADOS DEL EXAMEN
DE PLOMO EN LA SANGRE (PB):
SI SU NINO TLENE
UN NIVEL DE:
9 ug/dL o menos
10 - 14 ug/dL
15 - 19 ug/dL
20 - 24 ug/dL
25 ug/dL y mayor
70 ug/dL y mayor
ENTONCES:
Se considera que un nino con un nivei de plomo en la sanare con
menos de 9 no esta envenenado.
El Centro de Control de Enfermedades (CDC) define un nive! mavor
de 10 como un "nivel de interes." El nino debe ser chequeado
frecuentemente. Consulte con su pediatra, este le puede recstar
multi-vitaminas e hierro.
- El pediatra debe colaborar y ayudarle a reducir el nivel de plomo en
la sangre de su nino, atraves de cambios en la dieta y nutricion.
Tambien. el nino debe ser chequeado frecuentemente y el ambiente
tiene que ser examinado para encontrar la fuente del plomo.
Medidas de prevencion tienen que ser implementadas
inmediatamente.
Su nino necesita una completa evaluation medica. El pediatra puede
recetarie hierro. Localize el lugar de donde proviene el plomo y
aleje a su nino de este lugar. Recuerde que la fuente de plomo puede
estar en su casa, en la escuela y donde juesa su nino.
Se considera que un nino con un nivel de plomo en la sangre mayor
de 25 esta envenenado. _ Interventions ambientales y medicas tienen
que ser implementadas inmediatamente. Un tratamiento medico y
medicinas pueden reducir el nivel de plomo en la sangre.
Un nino con este nivel es considerado una emersencia medica.
Si necesita mas ayuda para comprender los resultados de su nino, hafale con su pediatra. Para mas informacion
sobre como puede remover el plomo de su casa en Boston, Ilame ah Programa de Prevencion dci
Envenenamiento Infandl Con Piomo al (617) 534-5966.
Si usted vive fuera de Boston, Ilame al Progranu de Prevencion del Envenenamiento Infantil Con Plomo del
Departamento de Salud Piiblica de Massachusetts al (800) 532-9571.
LA COMISION DE SALUD PUBL.'CA DE BOSTON
1010 MASSACHUSETTS AVEN-UE, 2oo Piso / ป BOSTON, MASSACHUSETTS + 0211S
* (617) 534-5966 (VOICE) * (617) 534-2372 (FAX) *
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 53
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Foods That Help Reduce
the Harmful Effects of LEAD
Lead is poisonous to the body. Infants, children under six, and
pregnant women are at the greatest risk for lead poisoning.
Calcium is very
important for growing
bodies. Extra calcium
will help protect
children from lead
poisoning!
Foods to Eat for Calcium
Milk
Yogurt
Tofu
Cheese
Sardines and Tuna
Green leafy vegetables
(Collard greens, broccoli, kale)
Lead looks like calcium, zinc and iron to the body. The body absorbs
lead just like these important minerals, but lead is harmful, not helpful,
to normal development. This is why it is important for you and your
children to eat a balanced diet.
54 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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When you don't have enough vitamins and minerals in
your diet, your body will absorb more lead. Lead is
stored in the bones, just like calcium and iron.
Foods to eat to get IRON
Lean meats
Chicken, Turkey
Black beans
Kidney beans
Rice
Cereal with added iron
Dried fruits
Peanut Butter
Corn Tortillas
Dark green leafy vegetables
(like spinach and kaie)
IRON is very
important for
growing bodies.
Extra iron win help
protect children from
lead poisoning!
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Iron works better with Vitamin C. Eat oranges, mangos, green peppers,
tomatos, and drink real fruit juices (not fruit punch or koo! aide] to help
your body absorb iron.
For more information, contact the Boston Childhood Lead Poisoning
Prevention Program at !he Boston Public Health Commission
1010 Massachusetts Avenue, 2nd Floor, Boston, MA 02118
(617)534-5966
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 55
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CITY OF BOSTON
DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
LEAD SAFE BOSTON PROGRAM
38Winthrop Street
Hyde Park, Ma 02136
(617)635-0190
LEAD SAFE BOSTON YARD PROGRAM APPLICATION
APPLICANT (Owner of Property)
Name:
Property Address:
I live here I do not live here # units in building
Mailing Address (Investor-Owners only):
Phone: (home) (work) SS #_
Identify your ethnic/racial category Female Head of Household Yes No
Contact person Phone (home)
CO-APPLICANT (Co-owner of property only if listed on deed)
Name:
Mailing Address:
Phone: (home) (work) SS #
Identify your ethnic/racial category
Please check the appropriate answer Yes No
1. Do you have a current homeowner's insurance policy in place?
(If yes, attach a copy of the insurance certificate to application)
2. Are you current with your Boston Water and Sewer Payments?
If no, do you have a payment plan in place?
3. Are you current with you real estate taxes?
4. Please complete the child information below (use additional sheets if necessary).
56 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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Name of Child(ren) Date of Unit # where
Who live on the property Birth child(ren) lives
AUTHORIZATION TO PROCEED WITH
LEAD SAFE YARD PROGRAM APPLICATION
I am interested in participating in the Low level Soil Treatment Demonstration and Evaluation Project, as outlined
in the Homeowner Consent Form. I understand in order to be eligible for this grant program I, as the Owner of the
Property, must be in good standing with my Boston Water and Sewer account, be current on my real estate taxes and
have a homeowner insurance policy in place. I also understand that this program is being offered to protect children
and that there must be young children living here: either the child/ren who lived here during the Round 1 evaluation
or at least one child under the age of 6 years old.
I hereby certify that the information that is provided in this application is true and complete to the best of my
knowledge. I will make this information available for review upon request by the City of Boston's Department of
Neighborhood Development, the U.S. Department of Housing and Urban Development, or its designee. I authorize
the program to proceed with my application.
Applicant's Signature: Date:
Co-Applicant's Signature: Date:
TERMS SUBJECT TO CHANGE WITHOUT NOTICE
MISSING INFORMATION WILL DELAY PROCESSING THIS APPLICATION AND MAY
JEOPARDIZE FUNDING AVAILABILITY!
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 5V
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DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
BOSTON'S PUBLIC FACILITIES DEPARTMENT
THOMAS M. MENINO, MAYOR
CHARLOTTE GOLAR RICHIE, CHIEF AND DIRECTOR
March 28, 2000
Homeowner Name
Homeowner Address
Mattapan, MA 02126
Dear Homeowner:
Thank you for your interest in our Lead Safe Boston Yards Program. As you know from visiting with our outreach
person Yvonne Illich of Silver Linings, if you participate in this program you will receive at no cost to you,
comprehensive testing/sampling of the soil surrounding your home; drawings of your property identifying lead
hazard areas; fully developed landscape plans showing proposed treatments; supervised construction and installation
of all landscape treatments and detailed educational information about how to maintain your lead safe yard!
On March 6, 2000 we sent you a letter requesting the following documents. As of today, we have not received the
documents listed below. It is important to note that we need these items before we can enroll you property in our
program. Please use the enclosed self-addressed stamped envelope to send copies of the following documents to
our office.
/ Boston Water and Sewer written approved payment plan.
Copy of current insurance policy for the property that will receive yard treatments.
Since this program will begin in early spring and funding is limited, it is very important that the document(s) be
forwarded to our office as soon as possible. If your application is still incomplete after April 6, 2000, we will not be
able to enroll you in our lead in soil grant program.
We are looking forward to working with you on this Low Level Soil Treatment Demonstration Project. Yvonne
Illich will be contacting you later this week to offer you assistance in sending this information to our office. If you
have any questions, please contact me at 617/635-0193.
Sincerely,
Sandra R. Duran
Lead Safe Boston
Cc: File
5S 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
BOSTON'S PUBLIC FACILITIES DEPARTMENT
THOMAS M. MENINO, MAYOR
CHARLOTTE GOLAR RICHIE, CHIEF AND DIRECTOR
June 12, 2000
Homeowner Name
Homeowner Address
Dorchester, MA 02124
Dear Homeowner:
Congratulations, you have been officially enrolled in the Lead Safe Boston Yards Program!
As a participant in our Lead Safe Boston/National Center for Lead-Safe Housing Low Level Soil Treatment
Demonstration and Evaluation Project, you will receive a grant of up to $3,000 worth of design and landscaping
work to reduce the exposures to lead in soil on your property. For your files, we have attached a copy of the consent
form that you signed. This form details the terms of our program that you are required to comply with in exchange
for this granted scope of services. This is a very important project and your participation is vital to our efforts to
demonstrate that low cost soil treatments are instrumental in reducing dust lead levels found inside homes.
Now that your property has been enrolled, EPA will sample the soil around your home and analyze the samples for
their lead content. Once the results are available, one of our landscape contractors will set up an appointment with
you to review your current yard use. With your input he or she will design a landscape plan that will abate the lead
hazards found around your home.
Once the design is approved, the landscape contractor will schedule another appointment to review the design with
you and determine the start date of your project. It is important to note that any debris that the landscape contractor
determines needs to be removed in order to facilitate his work must be completed before work can begin.
Once the new landscaping work is complete, the landscape contractor will schedule a convenient time to meet with
you to review the work and to explain the information contained in a Homeowner Maintenance Manual that will be
yours to keep. Over the course of the following year, there will be times when our outreach person will return to
your property to take dust wipes inside the entrance to your home and your tenant's units. We would like to thank
you in advance for your cooperation in providing access to these areas.
If you have any questions regarding the program please feel free to contact me at 617/635-0193.
Sincerely,
Sandra R. Duran
Lead Safe Boston
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 59
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HOMEOWNER PERMISSION FORM
Most homes in Boston have lead in the yard soil. This comes mainly from leaded paint flaking or
being scraped off houses and leaded gasoline which was used in cars until recently. Lead in soil
can harm children because dirt and dust get on children's hands, toys and other objects that
they often put in their mouths. Lead in soil can also be tracked into the house.
PURPOSE OF THE PILOT PROGRAM
The Lead-Safe Yard Program is a project to make yards in your neighborhood safer for residents,
especially children. We plan to do this by making low-cost and easy-to-install landscape
improvements in yards with high lead levels in soil.
PROGRAM ELEMENTS
1. Analysis.
As part of your voluntary participation in the Lead-Safe Yard Program, the soil around your
property at
will be analyzed for lead content. We will provide the analysis free of cost.
2. Improvements.
If the lead in your soil is above certain levels, we will suggest different kinds of landscaping
options for you to choose. These may include covering the soil with barriers such as: mulch,
wood chips, crushed stone, and shrubs. We will discuss options for children's play areas and
vegetable garden sites also. We will make the improvements that you choose, with materials
and labor provided free of cost.
VOLUNTARY PARTICIPATION
Your participation is voluntary because there is no obligation to reduce or protect against the
lead in your soil. If you wish to be part of the Lead-Safe Yard Program, we will make an
appointment to analyze your soil and make the results available to you If your soil has high levels
of lead, we will make a second appointment to discuss the yard improvements and to plan a
schedule for the landscaping work.
Value
If the levels of lead in your soil are above 400 parts per million, you are eligible to receive
materials, services, and labor in landscape improvements free of cost from the Lead-Safe Yard
Program.
I understand the conditions of this agreement and I agree to participate in the program.
Signature Date
GO 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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Homeowner Consent Form
Lead-Safe Boston/National Center for Lead-Safe Housing
Low Level Soil Treatment Demonstration and Evaluation Project
I am interested in participating in the Low Level Soil Treatment Demonstration and Evaluation Project.
If I meet the criteria for this project and if my property is accepted for the project, I understand that I
will receive up to $3,000 worth of design and landscaping work to reduce the exposures to soil lead on
my property in exchange for my participation in the program. The work will be completed in the year 2000 or 2001.
I will receive the following:
1. Up to $3,000 worth of design and landscaping work for my property.
2. Comprehensive testing/sampling of soil surrounding my home.
3. Scaled drawings of my property identifying the lead hazard areas in my yard.
4. Fully developed landscape plans showing proposed treatments and plantings.
5. Results of limited dust testing taken before, immediately after and one year after the work has been done.
6. Detailed educational information about how to maintain my yard.
7. A new door mat after all dust collection activities have been completed.
I agree to do the following:
1. Complete an application form and provide a copy of my homeowner's insurance policy to project staff.
2. Remove any debris, trash, old cars or other identified items that would make soil sampling or landscape work
difficult or not possible.
3. Participate in an initial interview to identify my current or planned uses of the yard.
4. Meet with the landscape designer to provide input into the plan.
5. Allow access to my yard for site testing by Region 1 EPA, prior to starting and after completion of the
landscape work.
6. Allow access to my home for dust testing by Silver Linings, Inc. Dust testing will take place three times
(immediately before the work is done, after work is done, and one year after work is done) and include wipe
sampling and laying down a dust collection mat to better measure accumulation of lead dust over time. I will
allow Silver Linings, Inc. access to my home to pick up the mats about two weeks after each has been put in
place.
7. Meet with the landscape designer after the plan has been developed, to review and approve the plan.
8. Allow the landscape designer access to my yard to complete planned treatments.
9. Cooperate with the landscape designer and allow him/her to use at no cost my utilities (such as lights, heat,
power and water) as needed to carry out and complete the work.
10. Meet with the interviewer and landscape designer after work is completed to review my Homeowner
Maintenance Manual, conduct dust testing, and complete project evaluation forms.
11. If a one year evaluation of this project is funded, allow one more site visit approximately one year after
the yard work has been completed by the interviewer who will conduct dust testing and complete project
evaluation forms.
12. Speak with the press and/or participate in a press event and/or publicity related to the Lead Level Soil
Treatment Demonstration and Evaluation Project.
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 6 1
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I will formally sign off on the proposed scope of work, Form #09 Owner Approval of Scope of Work, and Form #19
Homeowner Education and Project Completion Certificate, indicating that the work has been successfully completed.
I understand that Lead-Safe Boston will oversee the landscape work done in my yard and that the project's inter-
viewer, Yvonne Illich of Silver Linings, will coordinate collection of most of the data for this project. Soil-lead
measurements of my yard will be taken by the EPA as soon as it is feasible to sample, depending on weather condi-
tions; I do not need to be present during this sampling. Because of changes in field conditions such as weather, I
will not be notified in advance of the EPA sampling date.
If I have any questions about the construction work for this project, they will be answered by Sandra Duran, Lead-
Safe Boson at 617-635-0193. If I have questions or concerns about the evaluation aspect of this project, they will be
answered by Pat McLaine, National Center for Lead-Safe Housing at 1-800-624-4298.
Homeowner # 1 signature Date
Homeowner #2 signature Date
Interviewer signature Date
1 copy to homeowner
1 copy to Evaluation Files
62 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
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HOMEOWNER YARD USE/TREATMENT OPTIONS INTERVIEW
Name:
Address:
Using a "clean" copy of the plot plon with house footprint:
1. Show me where people walk through the yard going to and from the house.
(exposed soil?)
2. Show me where children play (how many and how old?)
3. Show me where people raise vegetables (or do other gardening)
4. Show me where people eat outside
5. Show me where pets (especially dogs) spend their time
6. Show me where cars or other vehicles are parked or repaired
7. Show me where people walk to hang out clothes
8. Show me other areas for:
Sunbathing
Garbage cans .
Recycling bins
Composting
Hobbies
9. Tell me any other places and ways children or adults spend their time in the
yard,
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 63
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HOMEOWNER YARD USE/TREATMENT OPTIONS INTERVIEW
Nome: _
Address: IO
Using Q "cleon' copy of the plot plon with house footprint:
1. Show me where people walk through the yard going to and from the house.
(exposed Soil?) lt>>(v% ArmMju^Q^ 4?-> Ax.cfcL 4-
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2. Show me where children ftlay (how many and how old?) TXO.C-L.ซ-A JXT*A
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3. Show me where people raise vegetables (or, do other gardening)
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4. Show me where people eat outside oo
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5. Show me where pets (especially dogs) spend their time rv->
6. Show me where cars or other vehicles are arked or repaired
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8. Show me other areas for:
Sunbathing _
Garbage cans
Recycling bins -f-yrxr
Composing.
Hobbies rv^
y jg^tx^'t-A^^i
K ,0a_ie
9. Tell me any other places and ways children or adults spend their time in the
yard. ca-JhAg^r. ">>r^jr^U^> LITN
64 5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
-------
10 HOME STREET
SCALE: 1" = I'-
\
/
^*ป
YARD U9E PATTERN KEY
DOTS
High Traffic Area (Exposed Soil)
LINES
High Risk Use Area
(Play Area or Vegetable Garden)
CROSS HATCH
Recreation Area (Picnic or BBQ)
5 COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM 65
-------
6
COLLECTION AND MANAGING
DATA ON LEAD IN
This chapter describes a state-of-the-art technique, using field-portable x-ray fluorescence technol-
ogy, for collecting and managing data on lead in soil. This technique allows inspectors to discern
patterns of contamination in a property quickly and accurately. The technology can be used only
by trained, certified inspectors who meet federal, state, and local requirements for collection of
environmental samples, as described in Section 6.4. This chapter is not intended to provide guid-
ance for inspectors, but to give you, as a program organizer or decision-maker, an overview of the
data collection and management process.
Section 6.1 is an overview of data collection and management techniques used by the EMPACT
Lead-Safe Yard Project. Section 6.2 provides information on how to find the necessary equipment
and laboratories for testing and how to cut costs. Section 6.3 is a step-by-step description of test-
ing, quality control, and data management procedures that are used by professional inspectors;
Section 6.4 discusses health and safety precautions for inspectors; and Section 6.5 is devoted to
equipment maintenance.
If you mainly want a general idea of what data collection and management entails, you can focus
on Section 6.1 alone. Sections 6.2 through 6.5 present more detailed material for those who are
responsible for implementing a lead-safe yard program. Such readers may also be interested in the
reproducible site worksheets at the end of this chapter.
6.1 COLLECTING AND MANAGING
DATA: AN OVERVIEW
A key component of the EMPACT Lead-Safe Yard Project is the use
of field-portable XRF technology. This technology allows inspectors
to provide residents with onsite, real-time data about lead contamina-
tion in yards, without having to wait for the results of laboratory
analysis. Field-portable XRF requires a substantial capital investment,
as noted in Sections 6.2 and 6.5- On the other hand, programs com-
mitted to soil inspection for the long haul may find
that the investment more than pays for itself. The
EMPACT LSYP has conducted XRF analysis on
roughly 2,000 soil samples over the past three years,
which makes the cost per sample far less than it would
have been for laboratory work. After all, sending sam-
ples to a lab involves not only charges for the analysis
itself but also the expense of sample collection, ship-
ping, and handling.
Studies have affirmed the accuracy of XRF, and it has
received EPA verification as well. (For example, EPA's
Environmental Technology Verification Program has
conducted field demonstrations to test several XRF
technologies. Verification Reports and Statements
i The XRF is a hand-held field-portable device that allows inspectors
from these tests are available online at to get a lead-level reading within seconds.
6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL 6V
-------
http://www.epa.gov/etv/verifrpt.htm#monitoring.) What makes XRF technology especially valu-
able for a lead-safe yard program is that it offers real-time results with a hand-held, battery-powered
device. This means that inspectors, while on site, can get parts per million (ppm) lead levels for
individual soil samples within seconds, and, if necessary, adjust
their testing strategy for the property as a whole accordingly.
Experience has shown that lead concentrations in properties often
vary significantly and unpredictably. With XRF, inspectors can
learn about any unusually high lead levels right away and then
take more closely spaced readings in the area from which the high
reading came. The result is a clearer delineation of how soil con-
tamination differs from one part of the property to another.
One concern that has been raised about field-portable XRF is that
it tests for lead only at the surface level. Many experts, however,
are convinced that this is usually where the lead level in soil actu-
ally is highest. Also, the top layer of soil clearly poses the greatest
potential health risk because of its accessibility.
Inspectors mark the location of each XRF reading on
a plot plan and record lead levels on a site worksheet.
When the EMPACT LSYP conducts XRF testing, the first step is to determine some rough guide-
lines by interviewing the homeowner and observing current conditions in the yard. Several
high-risk or high-use areas may be identified. As the sample interview form in Chapter 5 suggests,
these could include gardens, picnic areas, and children's play areas, in addition to areas of bare soil
and heavy foot traffic. Such parts of the property are singled out for careful inspection. Another tar-
get is the drip line, generally a 3-foot-wide strip around the foundation of a house where lead tends
to have been washed into the soil by rain.
The EMPACT LSYP's procedure for taking XRF readings is straightforward. The XRF and test
guard are placed on the exposed soil surface and depressed to open the shutter. A 30- to 60-second
measurement should yield reliable results. As inspectors take these readings, they mark the location
of each on a plot plan of the property and record the lead levels on a site worksheet. Also recorded
on the worksheet are measurements that fix the location of the reading somewhat more precisely.
Any other relevant descriptive information, such as the weather and the general condition of the
yard, is noted on the worksheet as well.
The ppm lead levels from different locations within a particular areasay, the east drip lineare
averaged to yield a mean value. Depending on this value, the EMPACT LSYP assigns each area to
one of its four categories (see Section 3-4.3-1 for a comparison with proposed categories under
TSCA Section 403):
Very high (5000 ppm or more)
High (2000 to 5000 ppm).
Moderately high (400 to 2000 ppm).
Low (400 ppm or less)
Detailed guidance about mitigation strategies for each of these categories is provided in Chapter 7
of this handbook.
The EMPACT LSYP takes several quality control measures to back up XRF readings on every
property. Accuracy and reproducibility are checked periodically using continuing calibrations
ฃป COLLECTING AND MANAGING DATA ON LEAD IN SOIL
-------
(against a known standard) and replicate
measurements, respectively. Inspectors
also collect a small number of soil samples
for confirmatory lab analysis. Since XRF
is still a new technology, its results need
to be judged against the gold standard of
accepted practice, in this case inductively
coupled plasma (ICP) or atomic absorp-
tion (AA) methods, both of which are
conducted in a laboratory and take about
2 to 4 weeks.
Nevertheless, inspectors often have
enough confidence in their XRF findings
to give homeowners and landscapers a
provisional color-coded map of a prop-
erty's lead levels well before the results of
confirmatory lab tests are available. The
map on page 81 is an example. Inspectors
may prepare such a drawing before they
even leave the site, using markers or col-
ored pencils and a copy of the plot plan.
This hand-drawn method is simple,
immediately interpretable, and readily
accessible to the homeowner.
Alternatively, the XRF readings may be
taken to an office and used to produce a
computer-generated map, as shown on
page 82. Either way, homeowners and
landscapers can gain a general under-
standing of what areas of a yard need
remediation and start making plans.
Once a lead-safe yard program has tested
a sizable cross-section of properties in a city
it might be useful to record the results on
a map to see if a geographical pattern
emerges. If such a pattern does emerge,
the information could be made available
to the public, perhaps on a Web site, to
promote awareness of the lead-in-soil
problem and help homeowners and com-
munities make more informed decisions.
As an example, maps showing the lead
content of soil in various parts of
New Orleans, Louisiana, are available
online at http://www.tmc.tulane.edu/
ecme/leadhome/soil.html. Environmental
EMPACT LSYP 1998
ANALYTICAL PROGRAM FINDINGS
In Phase I of the EMPACT Lead-Safe Yard Project, lead in surface
soil concentrations measured in the Bowdoin Street neighborhood
ranged from 103 to 21,000 ppm.
The mean value for these data was 1,632 ppm (n=781). Twenty-
two percent of the measurements were above 2,000 ppm, and 87
percent were above 400 ppm.
1000 2000 3000 4000 5000 6000 7000 8000 9000 10000
leadppm
Distribution 0-2,000
150
100
200 400 600 800 1000 1200 1400 1600 1800 2000
leadppm
Lead Concentration Distribution for Phase 1 Field Work
6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL & 9
-------
toxicologist Howard Mielke of Xavier University in New Orleans analyzed 3,074 surface soil sam-
ples representing 283 census tracts. The data indicate that the most contaminated areas usually lie
in the central part of the city, where traffic is heaviest.
6.2 GETTING STARTED
Individual homeowners or groups planning a very limited lead-safe yard program will probably just
want to hire a risk assessor certified for use of XRF for soil analysis. In any case, local authorities
regulating lead abatement activities should be consulted.Those seeking to implement an extensive
program will probably want to buy their own field-portable XRF to be used by trained/certified
inspectors working with the program. The EMPACT LSYP uses an instrument manufactured by
Niton Corporation17, which also provides training. For information, call 1-800-875-1578 or visit
http://www.niton.com. See Section 6.4.2 for information about XRF use licenses and certification.
An XRF similar to the one used in the EMPACT LSYP, a field portable Niton Model 702, costs
about $26,500, making it the most substantial expense a program will face. Day-to-day mainte-
nance of the XRF is generally not costly, though programs will face the additional expense (around
$2,600) for replacement of the instrument's radioactive source at least once every two years, if not
more frequently (see Section 6.5). Some savings are possible, however. The box below provides
some suggestions; for example, it describes a less costly XRF instrument that was not available when
the EMPACT LSYP purchased its instrument.
" A lead-safe yard program may also save money if it can align
Recently, Niton has developed a field portable itself with a university, which is much more likely if the work
XRF that tests for lead alone, not the wide range has a research component. In this case, the school might pick
of other metals detectable with a 700-series UP some or all of the cost of the XRF, and interns paid by the
Niton. This instrument, the XL309, costs just school might conduct inspections under the supervision of a
$17,000, and a version exclusively for lead in soil faculty member. This type of approach is described in more
is available for $15,000. The main reason the detail in Appendix B, which presents less-resource-intensive
XL309 is so much less expensive is that it lacks a approaches to implementing lead-safe yard programs.
high-resolution silicon pin detector. But this
feature is useful largely for measuring levels of 6.3 TESTING STEP BY STEP
elements such as arsenic, which require a great ...... r . .
i r . . T i i i i 1 his section describes the procedures used by professional
deal or precision. Lead levels, by contrast, are . . J, ,.,_. r ., .
r i i i . i i i .. inspectors in the EMPACT LSYP tor soil testing, quality
lairly broad measurements. A high-resolution ;
silicon pin detector is not necessary. control> and data management. In developing these proce-
dures, the EMPACT LSYP relied on two primary sources: 1)
Method 6200 from EPA publication SW-846 (entitled Test
Methods for Evaluating Solid Waste, Physical/Chemical Methods), EPA's compendium of methods on
evaluating hazardous waste; and 2) the Quality Assurance Project Plan (QAPP) that was developed
for the EMPACT program. What follows is mainly a summary of the directives from these two
sources, along with recommendations and insights from the program's inspectors themselves. You
can go to http://www.epa.gov/epaoswer/hazwaste/test/sw846.htm to learn more about SW-846
and obtain a copy online. The EMPACT LSYP's QAPP is provided in Appendix D.
6.3.1 BEFORE BEGINNING
The inspectors should plan to allot about two hours for testing a typical residence. Homeowners
need not be present, but they do have to have signed a permission form (see Chapter 5). Ideally, all
'Mention of trade names or commercial products in this publication does not constitute endorsement
or recommendation for use.
VD 6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL
-------
the information about yard use gained from observations and homeowner interviews will have been
incorporated into the plot plan prepared during outreach and education. This plot plan will be used
as a guide for testing. See Section 5-3 for guidance on conducting homeowner interviews and devel-
oping a plot plan. A sample interview form and plot plan can be found on pages 63 to 65.
Favorable weather conditions are necessary for testing. Experience shows that XRF testing does not
work well when the ground is frozen or when the air temperature falls below 40 degrees Fahrenheit.
And while high temperatures usually pose no problem,
direct sunlight can cause the instrument to overheat.
Inspectors should take care to shade it on sunny days, even
in relatively cool weather.
Soil moisture can not only interfere with readings but also
damage the XRF, so soil that is saturated with water should
not be tested. This condition is most likely to occur in
early spring, when the ground absorbs water inefficiently
because it hasn't yet thawed and dried out from the winter
months. Inspection should be delayed in the event of rain
as well; even after the rain has stopped, testing may still be
inadvisable for several hours, because of standing water on
the grass. The XRF can generally tolerate humidity, however.
Inspectors take at least two readings along
... r the property border on each side of the house.
It conditions are ravorable, and all the necessary paperwork
is in place, inspectors may prepare the property for testing. Debris such as rocks, pebbles, leaves,
and roots should be removed, and the ground should be made flat enough to allow uniform con-
tact with the XRF. In some cases grass or plant material may need to be moved aside to expose the
soil surface. As they do this, inspectors must remember that lead in soil is mostly a surface phe-
nomenon, and that readings may not be accurate if the ground is disturbed too much.
6.3.2 TESTING STRATEGY
Although each property is different and must be approached with its unique characteristics in
mind, testing typically focuses on four main concerns: the drip line, play areas, areas of exposed soil,
and areas that may be contaminated with lead from sources other than the house, such as structures
on abutting properties. In the EMPACT LSYP, if play areas are found to have lead levels greater
than 400 ppm, they are tested further to determine the extent of contamination. Other areas are
subjected to extra testing if they are found to have levels greater than 2000 ppm.
A variety of formats for testing are possible, but data collection is generally more systematic and
efficient if inspectors decide on one format and use it consistently. In the EMPACT LSYP, the sides
of the house on a property are labeled A, B, C, and D. The A side is that which bears the house's
address, and the B, C, and D sides follow in a clockwise fashion. Inspectors start at the corner where
the A and D sides meet, then cover the whole A portion of the yard, and after that the whole B, C,
and D portions, until finally they arrive at the A-D corner again.
The pattern for testing a particular area on any of the sides of the house depends on the size and
shape of that area. In long, narrow areas such as drip lines, initial XRF readings are generally taken
at 10-foot intervals along an imaginary line that extends from one end of the area to the other. If
an area is not long enough to yield at least three readings with this method, inspectors mentally
divide the imaginary line into thirds and take a reading from each third.
6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL 7 1
-------
Generic Testing Pattern
12
11
10
9
19 20 [2l]
U^i IOA
nousG
3 2 IT pi 1
27
28
29
30
Street
Scale
20 feet
10ft. 10ft.
72 & COLLECTING AND MANAGING DATA ON LEAD IN SOIL
-------
Inspectors then take a second series of XRF readings along an imaginary
line that is parallel to the first one but 2 to 5 feet away from it. If the area
is in fact a drip line, this second imaginary line usually falls outside it, so
lead levels are expected to drop off. If they don't, further testing is con-
ducted to ascertain whether and where they do.
Before completing testing on any one side of the house, inspectors take
at least two readings along the property border. These readings are gener-
ally evenly spaced. If either reading shows elevated lead levels, additional
reading are taken along the border.
For other areas of concern, including play areas, an imaginary X is usu-
ally superimposed on the ground. Readings are taken at 5- to 10-foot
intervals along each line of the X. If the area is too small to yield at least
five readings with this method, inspectors mentally divide the lines of the
X into thirds and take a reading from each third.
When sufficient readings have been obtained from a given area, the lead
levels are averaged to produce a mean value, and on the basis of this value,
the area is assigned to a specific lead-level category, as explained in
Section 6.1.
Testing Pattern for Play Areas,
Gardens, and Other Areas of Concern
Hay Area
V
Scale
10 feet
5ft. 5ft.
NOTE!
Borderline mean values for an area are judged to
fall into the more toxic category rather than the
less toxic one. For example, a mean value of 1,980
ppm would earn an area a "high" rating (2,000 to
5,000 ppm). The idea is to avoid the risk of
undertreating a contaminated area. Measurements
of lead levels are broad, and a difference of just
20 ppm is insignificant.
6.3.3 QUALITY CONTROL
Niton XRFs are factory calibrated, so site-spe-
cific calibration is not necessary. Regular
checks of the instrument's calibration are an
essential aspect of quality control, however.
Before inspectors from the EMPACT Lead-
Safe Yard Project begin to test a property, they
take readings on standard reference materials
(SRMs) whose lead levels are known to be 400
ppm, 1,000 ppm, and 5,000 ppm, the antici-
pated range for lead in urban soil. They also
take a reading on a blanka soil sample whose lead level is less than 100 ppm, which is the detec-
tion limit for the XRF instrument they use. If any of these readings fails the quality control criteria
(+ 30% for SRMs; < 50 ppm for field blank), possible problems are investigated and the check is
re-run until the instrument passes. If it never passes, it is sent back to Niton to be recalibrated.
These same calibration checks are conducted at the end of testing on a property, to ensure that the
instrument's calibration has remained intact throughout.
In addition, 10 percent of the XRF readings are replicate measures. That is, a particular location is
tested a second time, to see if the reading on it falls into the same range. If it doesn't, inspectors try
to find out what the problem is and fix it, and calibration checks and further repeat readings are
performed until the XRF results are clearly reliable.
The final quality control measure is to collect soil samples for confirmatory ICP or AA analysis. At
evenly spaced intervals within a particular area, inspectors scoop up a subsample, which is about a
tablespoon of the top half-inch of soil. These subsamples are emptied into a common ziplock bag
to create a composite for the area. An XRF reading is then taken on the composite, after which it
is ready to be sent to the lab.
I
[start Testing
6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL 73
-------
Typically, a perimeter composite sample is created by taking twelve subsamplesthree from the
drip line on each side of the house. Composite samples are also created for every other area desig-
nated as high use or high risk, such as gardens and play areas. As in XRF testing, an imaginary X
is superimposed on the area. Subsamplesa total of five, if possibleare taken along each line of
theX.
6.3.4 DATA MANAGEMENT
The two main data management tools, the plot plan and the site worksheet, are versatile and easy
to use. As shown on page 81, the plot plan can be converted into a color-coded map of a property's
lead levels to help homeowners and landscapers discuss plans for remediation. The plot plan can
also be used to formulate a guide for testing, and during the inspection itself, test locations can be
recorded on the plot plan, as shown on page 80. Information on developing an initial plot plan can
be found in Section 5-3-
The site worksheet offers a simple way to identify the locations marked on the plot plan more
closely. It also allows inspectors to keep track of the lead levels found at each location. Finally, it
provides convenient spaces to write down any relevant descriptive information: a short form at the
top and a "comments" column on the right side. On page 78 is a clean worksheet that groups
implementing a lead-safe yard program can reproduce. On page 79 is an example of a site work-
sheet that has been filled out.
The letters A, B, C, or D in the "sample I.D." column of the filled-out site worksheet tell which
side of the house a particular XRF reading came from. The number immediately after each letter
corresponds to the testing location noted on the plot plan. The last letter in the "sample I.D." col-
umn tells how many feet the testing location was from the foundation of the house.
The number in the "location" column of the worksheet tells how many feet the testing location was
from the corner that would be on someone's right when facing the A, B, C, or D side of the house.
Thus the right corner on the A side would be the A-D corner; on the B side it would be the A-B
corner; on the C side it would be the B-C corner; and on the D side it would be the C-D corner.
The "ppm-lead" column tells the lead levels measured at each testing location. The comment
"repeat" in the "comments" column indicates where a second reading was taken on a test location
as a quality control measure.
6.4 HEALTH AND SAFETY PRECAUTIONS
Testing for lead in soil entails two different kinds of risk. The first comes from the soil itself, which
frequently does contain high levels of lead. The second comes from the XRF, which employs
radioactive material. Inspectors must guard against both these kinds of risks.
6.4.1 GUARDING AGAINST LEAD HAZARDS
The important point to keep in mind is that lead can enter the body through ingestion, which
occurs as a result of routine hand-to-mouth activities such as eating, drinking, and smoking.
Therefore, inspectors should wear gloves and refrain from hand-to-mouth activities on the job.
When their work is done, they should wash their hands and faces and clean off their work shoes
after leaving the site. On a windy day, inspectors may need to use face masks to avoid breathing air-
borne lead-contaminated dust when working at dry, dusty sites.
74 6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL
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6.4.2 GUARDING AGAINST
RADIATION HAZARDS TB
Portable XRF instruments used for lead-based paint inspec-
tions contain radioactive isotopes that emit x-rays and
gamma radiation. Proper training and handling of these
instruments is needed to protect the instrument operator
and any other persons in the immediate vicinity during XRF
usage. The XRF instrument should be in the operator's pos-
session at all times. The operator should never defeat or
override any safety mechanisms of XRF equipment.
For a discussion of required (and recommended) licenses,
certifications, and permits for portable XRF instruments,
see the box on page 76.
6.5 MAINTAINING EQUIPMENT
Day-to-day maintenance of the XRF is generally not diffi-
cult. The instrument's display window should be cleaned
with cotton swabs. The case should be cleaned with a soft
cloth. Batteries should be recharged as directed in the
owner's manual. Beyond that, inspectors usually just need to
take care not to drop the instrument, not to get it wet, and
not to neglect the calibration checks described under
"Quality Control" in Section 6.3-3-
Over the long term, however, XRF owners face the very sig-
nificant maintenance concern of replacing the instrument's
radioactive source, a cadmium-109 isotope. Like all radioac-
tive isotopes, cadmium-109 decays at a fixed rate. Its
half-life, or the amount of time needed for the activity of the
radioactive source to decrease by one half, is about fifteen
months. After that, the XRF can still be used, but the instru-
ment becomes progressively less efficient. Readings that
once took 30 to 60 seconds take progressively longer.
Eventually the wait becomes burdensome, and a new cad-
mium-109 isotope must be purchased from Niton, at a cost
of about $2,600.
Niton recommends replacing the isotope source every fif-
teen months, as soon as its half-life is spent, but most
inspectors find that they can postpone the job for another
three to nine months. After all, readings are no less accurate,
just somewhat less prompt. When inspectors do decide to
replace the cadmium-109 isotope, they simply send the XRF
to Niton. The corporation not only puts in a new isotope
but disposes of the old one, upgrades the instrument's soft-
ware, and provides whatever preventive maintenance is needed.
SAFE OPERATING DISTANCE
XRF instruments used in accordance with
manufacturer's instructions will not cause
significant exposure to ionizing radiation. But the
instrument's shutter should never be pointed at
anyone, even if the shutter is closed. Also, the
inspector's hand should not be placed on the end
plate during a measurement.
The safe operating distance between an XRF
instrument and a person during inspections
depends on the radiation source type, radiation
intensity, quantity of radioactive material, and the
density of the materials being surveyed. As the
radiation source quantity and intensity increases,
the required safe distance also increases. Placing
materials, such as a wall, in the direct line of fire
reduces the required safe distance. According to
NRC rules, a radiation dose to an individual in
any unrestricted area must not exceed 2 millirems
per hour. One of the most intense sources
currently used in XRF instruments is a 40-
millicurie 57Co (cobalt-57) radiation source.
Other radiation sources in current use for XRF
testing of lead-based paint generally produce lower
levels of radiation. Generally, an XRF operator
conducting inspections according to
manufacturer's instructions would be exposed to
radiation well below the regulatory level. Typically,
XRF instruments with lower gamma radiation
intensities can use a shorter safe distance provided
that the potential exposure to an individual will
not exceed the regulatory limit.
No people should be near the other side of a wall,
floor, ceiling or other surface being tested. The
inspector should verify that this is indeed the case
prior to initiating XRF testing activities, and check
on it during testing.
Finally, the effectiveness of the instrument's
radiation shielding should be assessed every six
months through a leak test. The XRF manufacturer
or owner's manual can be consulted to obtain
vendors of leak test kits.
If these practices are observed, the risk of excessive
exposure to ionizing radiation is extremely low and
will not endanger any inspectors or occupants
present in the dwelling.
Adapted from HUD Guidelines for the Evaluation and Control of Lead Eased Paint Hazard Evaluation and Reduction Activities, Chapter 7: Lead Based Paint
Inspection, 1997 Revision. Available at http://www.hud.gov/lea
6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL 75
-------
XRF USE LICENSES AND CERTIFICATION
In addition to training and any required accreditation, a person using a portable XRF
instrument for inspection must have valid licenses or permits from the appropriate federal,
state, and local regulatory bodies to operate XRF instruments. (These are needed because
XRF instruments contain radioactive materials.) All portable XRF instrument operators
should be trained by the instrument's manufacturer (or equivalent). XRF operators should
provide you with information about their training, licensing, permitting, and certification
before an inspection begins. Depending on the state, operators may be required to hold
three forms of proof of competency: a manufacturer's training certificate (or equivalent), a
radiation safety license, and a state lead-based paint inspection certificate or license. To
help ensure competency and safety, HUD and EPA recommend hiring only inspectors who
hold all three.
The regulatory body responsible for oversight of the radioactive materials contained in
portable XRF instruments depends on the type of material being handled. Some
radioactive materials are federally regulated by the U.S. Nuclear Regulatory Commission
(NRC); others are regulated at the state level. States are generally categorized as
"agreement" and "non-agreement" states. An agreement State has an agreement with NRC
to regulate radioactive materials that are generally used for medical or industrial
applications. (Most radioactive materials found in XRF instruments are regulated by
agreement states). For non-agreement states, NRC retains this regulatory responsibility
directly. At a minimum, however, most state agencies require prior notification that a
specific XRF instrument is to be used within the state. Fees and other details regarding the
use of portable XRF instruments vary from state to state. Contractors who provide
inspection services must hold current licenses or permits for handling XRF instruments,
and must meet any applicable state or local laws or notification requirements.
Requirements for radiation dosimetry by the XRF instrument operator (wearing dosimeter
badges to monitor exposure to radiation) are generally specified by state regulations, and
vary from state to state. In some cases, for some isotopes, no radiation dosimetry is
required. However, it should be conducted even when not required, for the following five
reasons:
The cost of dosimetry is low.
XRF instrument operators have a right to know the level of radiation to which they are
exposed during the performance of the job. In virtually all cases, the exposure will be far
below applicable exposure limits.
Long-term collection of radiation exposure information can aid both the operator
(employee) and the employer. The employee benefits by knowing when to avoid a
hazardous situation; the employer benefits by having an exposure record that can be used
in deciding possible health claims.
The public benefits by having exposure records available to them.
The need for equipment repair can be identified more quickly.
76 6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL
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6.6 ALTERNATIVE APPROACHES
A number of organizations that conduct lead-safe yard activities rely on laboratory analysis rather
than field-portable XRF for testing of yard soil. For example, Lead-Safe Cambridge, described in
Appendix A of this handbook, sends soil samples to a state laboratory for analysis.
A homeowner in an area where no lead-safe yard program exists may also wish to determine
whether there is a lead problem in his or her yard. In this case, the homeowner can collect soil sam-
ples in ziplock bags and send them to a laboratory for analysis. To determine sampling locations, a
homeowner can follow the guidance in Section 6.3, or refer to HUD Guidelines for the Evaluation
and Control of Lead Hazards in Housing, June 1995 (Title X, Section 1017) Appendix 13.3, available
at http://www.hud.gov/lea/learules.html#download.
Homeowners can contact their state or local childhood lead poisoning prevention program for
more information about obtaining soil-lead testing. The following Web sites list state and local lead
poisoning prevention contacts:
The Lead Program of the National Safety Council's Environmental Health Center:
http://www.nsc.org/ehc/nlic/contacts.htm
The National Conference of State Legislatures' Directory of State Lead Poisoning Prevention
Contacts: http://www.ncsl.org/programs/ESNR/pbdir.htm
6.7 FDR MORE INFORMATION
6.7.1 XRF ACCURACY
Verification Reports and Statements on the accuracy of several XRF technologies are available on
the Web site of the EPA Environmental Technology Verification Program:
http://www. epa.gov/etv/verifrpt. htm#monitoring.
Clark, Scott, William Menrath, Mei Chen, Sandy Roda, and Paul Succop. Use of a Field Portable
X-Ray Fluorescence Analyzer to Determine the Concentration of Lead and Other Metals in Soil and
Dust Samples. Call the University of Cincinnati Department of Environmental Health at 1-513-
558-1749-
Shefsky, Stephen. Comparing Field Portable X-Ray Fluorescence (XRF) to Laboratory Analysis of Heavy
Metals in Soil. Call Niton Corp. at 1-800-875-1578.
6.7.2 TEST METHODS
Methods 6200, 6010B, and 7420 from EPA's SW-846 (entitled Test Methods for Evaluating Solid
Waste, Physical/Chemical Methods). For ordering information, or to obtain a copy online, go to
http://www.epa.gov/epaoswer/hazwaste/test/sw846.htm.
Sackett, Donald and Kenneth Martin. EPA Method 6200 and Field Portable X-Ray Fluorescence
Analysis for Metals in Soil. Call Niton Corp. at 1-800-875-1578.
6.7.3 QUALITY CONTROL
Shefsky, Stephen. Sample Handling Strategies for Accurate Lead-in-Soil Measurements in the Field and
Laboratory. Call Niton Corp. at 1-800-875-1578.
6 COLLECTING AND MANAGING DATA ON LEAD IN SOIL 77
-------
SITE WORKSHEET
Site Name: Dปte:
Site Address: Weather:
Building Tvpe: Lot Condition:
Yard Uses:
SAMPLE LD. LOCATION PPM-LEAD COMMENTS
\ = front, B = left, C = rear, D = right
Location = distance from right corner of house
73 & COLLECTING AND MANAGING DATA ON LEAD IN SOIL
-------
Site Name:
SITE WORKSHEET
Date:
Site Address
: .0 H:
Weather:
iA Coo I 5
Building Type:_
Lot Condition:
ClUta_.
SAMPLE I.D. LOCATION
PPM-LEAD
COMMENTS
A- l -
A-
A- '3- -
-
A- '1 4
i
- (
C- rt- (S
. 13
- IS --32.
o
tt
12.
2J
-B-l
(cH
as
o
to
to
435 J: MS
31SHJ: 4
ฑ US
^: 130
A = front, B = left, C = rear, D = right
Location = distance from right corner of house
COLLECTINC3 AND MANAGING DATA ON LEAD IN SOIL 79
-------
10 HOME STREET
E>
ฉ
rri<
.
If AD LEVELS COLOR KEY [
SOOO or more ppm {Very H^h)
bif treated with a
Unsafe for aH types &f gardening,
3
Trcalm&nt is nscessEirijf for
anij recfcational use by chfldf ei> or
adtiifs and for pet areas.
Unnafe for al types of fianden^g,
400-2000 pfm (Moderately High]
Trsfilmertt is nseomm'fcrided far use as
a chiWren'fi play ar*i and for gftrdenir
1 400 w l&se ppm (Low) 1
No freatmซnt is naesssary lor
mt:.r,t URRR by children,
adults, acid pets,
YARD USE PATTERN KEY
High Traffic Area (Exposed Soil)
UNE8
Nigh Risk UKS Area
(Play Ares or Vege
-------
10 HOME STREET
! LEAD LEVELS COLOR KEY
5000 or more ppm (Vwy High)
Musi t>R Irgatad with fi
f'ermanemf barrier,
Uneafa for all types of gardening,
[2000-5000 ppm (High) ]
is nwesftafLt fur
use by ohldren or
adults and for ptf areas,
Unsafe for all tijpea of
400-2000 f>r>m (Mnrierslely High)
Trttttment ie reoonwnefided for use as
a cftildr&n's play area and for gardening,
400 nr bss ppm
Mo trftflimwrt is necessary for
most usea by children,
Adults, and peta.
YARD USE PATTERN KEY
DOTS M$
High Ti-slfic ATM (Exposerf Soil)
LINEfl
High Risk Ui.ซ
Arefl or
CROSS HATCH
on Area (Picnic or 60Q)
COLLECTINC3 AND MANAGING DATA ON LEAD IN SOIL B 1
-------
32
COLLECTING AND MANAGING DATA ON LEAD IN SOIL
-------
7
YARD TREATMENTS
Once you have sampled and analyzed a property's soil and determined that a lead hazard exists, the
process of designing and implementing landscape treatments can begin. This chapter provides
guidance on matching treatments to the hazards you've identified (Section 7-1), and describes spe-
cific low-cost treatment measures used by the EMPACT Lead-Safe Yard Project (Section 7-2). The
chapter also covers the many "nuts and bolts" issues involved in the treatment process, including:
Developing a budget for each yard treatment (Section 7-3)-
Meeting with the homeowner to explain the sampling results and areas of concern
and to develop/review the treatment plan (Section 7-4).
Contracting with a landscaper to complete all design and landscaping work
on the property (Section 7-5)-
Establishing guidelines to ensure landscaper health and safety (Section 7-6).
Securing the homeowner's approval and signoff on completed work (Section 7-7).
Reviewing and approving landscaping work prior to final contractor payment
(also in Section 7-7).
If you are a homeowner interested in learning about low-cost landscaping measures for reducing
children's exposure to lead in soil, you can focus on Sections 7-1, 7-2, and 7-6. (Section 7.6, Health
and Safety for Landscapers, is essential reading for anyone who intends to do landscaping work
in a lead-contaminated yard.) You should also read Chapter 8, which covers the development of a
maintenance plan for the finished yarda critical part of the treatment process.
Sections 7-3, 7-4, 7-5, and 7-7 present detailed information for those responsible for implementing
a lead-safe yard program.
7.1 MATCHING TREATMENTS TO HAZARDS
There are many ways of protecting children and other people from the hazards of lead-contami-
nated yard soil. Possible methods include removing and disposing of the contaminated soil,
covering it with a permanent barrier such as asphalt, covering it with a non-permanent barrier such
as mulch or grass, or changing the way people use their yard to reduce exposures.
To select the best method or methods for a particular property, you need to consider a number of
factors, including the level of lead contamination, the frequency and extent of potential exposures,
the homeowner's esthetic preferences, the cost of the protective measure, the amount of mainte-
nance it will require, and its likely effectiveness. Protective measures can vary greatly both in the
level of protection they provide and in their associated costs. Soil removal, for example, can com-
pletely eliminate a soil hazard, whereas use of a non-permanent barrier such as grass cannot.
However, soil removal can be prohibitively expensive for many people due to the high cost of soil
excavation, transportation, and disposal.
7 YARD TREATMENTS S3
-------
The EMPACT LSYP was created to develop low-cost landscape measures that protect children
against exposure to high lead levels in yard soil. The landscape measures described in this handbook
were selected for four main reasons:
They are relatively inexpensive.
They can be implemented by the homeowner or a program partner
with a minimum of tools and experience.
They are attractive and enhance the value of the yard.
They are effective in reducing lead concentrations at the yard surface, and they therefore
effectively reduce the potential for children's exposures.
All of the measures presented here could be characterized as interim controls. None provide the sort
of permanent protection you could achieve through soil abatement (that is, by removing or paving
contaminated soil), nor are they meant as a substitute for abatement. In fact, in circumstances where
soil-lead levels are greatly elevated (i.e., above 2,000 ppm) and the possibility of children's exposure
is high (i.e., in residential settings), federal regulations recommend or require abatement of the soil
hazard (see Section 3-4.3).
The EMPACT LSYP encourages homeowners to follow all federal and state requirements and guid-
ance for soil abatement that apply to them. But the project also recognizes that there will be many
situations where homeowners and community organizations cannot afford the cost of abatement
measures. In such situations, these landscape measures can provide some degree of long-term, effec-
tive protection so long as they are properly applied and well maintained. The key is selecting the
right measures based on the existing lead hazards.
7.1.1 COMBINING TREATMENT MEASURES
So how do you choose among the treatment measures presented in this handbook? Your goal in
developing a treatment plan is to achieve a delicate balance between the safe use of the yard and the
existing lead levels. To do this, you should combine two main approaches:
Altering the surface cover. Select landscape measures that provide a sufficient barrier,
based on the soil-lead levels and the types of yard use.
Altering the yard use patterns. Encourage safe yard uses, and discourage certain activities
(e.g., gardening, children's play) in the areas of highest contamination. These activities
may need to be relocated to a safer part of the yard.
In many cases, you will need to design different treatments for each of the yard areas evaluated dur-
ing the sampling process: the house dripline, areas of bare soil, areas of unique use such as children's
play areas and picnic and gardening areas, and other areas. The illustration on page 86,
Characteristics of a Lead-Safe Yard, shows how a number of treatment measures can be combined
to create a yard that is safe and attractive and meets the needs of the homeowner and/or residents.
In other cases, you may only have to address a single yard area, such as the dripline (where soil-lead
levels are usually found to be highest).
The table on page 85 presents a list of treatment measures used by the EMPACT LSYP at specific
soil-lead levels. Each measure is described in greater detail in Section 7.2. However, before incor-
porating these measures into your own program, you should refer to Section 3-4.3 for a discussion
of how the EMPACT treatment approach compares with the approach recommended under the
B4 7 YARD TREATMENTS
-------
EMPACT LSYP TREATMENT MEASURES
Soil-Lead Level
(parts per million)
5,000 (very high)
EMPACT LSYP
Treatment Measures
If soil removal or permanent barriers
are not possible:
Install semi-permanent barrier, such as
a wood-framed dripbox filled with gravel
or mulch.
Relocate gardens
of gardening.
unsafe for all types
2,000-5,000 (high)
Relocate gardensunsafe for all
types of gardening.
Relocate children's play area, pet
area, and picnic area, if possible. If
not, install wood platform or wood-
framed raised play and picnic area
filled with woodchips.
Install path of walking stones for
high-traffic areas.
Seed and fertilize grassy areas, or
cover with mulch or woodchips if
not suitable for grass.
400-2,000 (moderately high)
Install raised-bed garden and
supplement with clean topsoil.
Install wood-framed raised play and
picnic area filled with woodchips.
Install path of walking stones for
high-traffic areas.
Seed and fertilize grassy areas, or cover
with mulch or woodchips if not suitable
for grass.
400 (urban background)
No treatment necessary.
7 YARD TREATMENTS S5
-------
Characteristics of a Lead-Safe Yard
Signs of a Healthy Yard:
Mulch tir gravel cowering
contaminated soil m the
drip zone
4
. \
Wateways of stepping sio-iws. paving
cr gravel !o teep contaminated soil
from bcwng tracked Into tha house
areas lor kids and pels located
away from the drip zorto and cove rod
wlll> mulch or woodenip&
I
^^f Hoarthy. svoll-!ondoO lawns (o
j^^'" ofo^de- iatc ouidoor sp^aco^
tor play
Sl'r<.il,>5 plrmteci around the house
10 Keep tfuldfen and pets awa
Itie dr
Areas of dusty, oxpo&od soil such as
walkways, dog funs, isrvd backyard
(rfay and p-cnic areas t"
'
Cars partwd on yard.
jaro contaminalod soil
Play
rปear Hie dnp zoos
Ve-yetables ptowidy in soil vnth a
lead contenl
Lead-based paint chปps near
Iric fourxJEititwi of inc house
conlamioatinf} soil w.i(hm the
dnp zone
B6 V YARD TREATMENTS
-------
pending TSCA Section 403 rule (information about the rule can be found at
http://www.epa.gov/lead/leadhaz.htm). Also keep in mind that decisions on specific landscape
measures (e.g., choosing between mulch or grass, or between types of grass) must be made on a
yard-by-yard basis to account for variables such as regional climate, yard topography, the amount
of available sunlight, and the homeowner's esthetic preferences. These factors will often play a major
role in shaping the final treatment plan for a property.
7.2 TREATMENT OPTIONS AND
DETAILED SPECIFICATIONS
This section presents the specific landscape treatments used by the EMPACT LSYP The treatment
measures described here represent a suite of tools that the landscaper can use to address elevated
soil-lead levels in specific yard areas: drip zones, grassed areas, parking areas, walkways, recreation
and children's play areas, gardens, pet areas, and porches. As mentioned in Chapter 6, these are the
high-risk and high-use yard areas where children are most likely to experience dangerous exposures
to soil lead. For most of these yard areas, the EMPACT LSYP has developed two or more treatment
options, giving the landscape designer some flexibility in selecting treatments that match both the
homeowner's esthetic preferences and other variables such as yard topography and the amount of
available sunlight.
It is important to keep in mind that not all treatments will be appropriate and/or effective at all
locations. The treatments described here were selected by the EMPACT LSYP because they address
the conditions found at a majority of sites in the project's target neighborhoods in Boston: high to
very high soil-lead levels; inner-city homes that are typically wooden and covered with lead paint;
high rates of yard use by children and families; and many areas of bare and partially bare soil. These
landscaping measures also work well given Boston's variable climate, with its cold, wet winters and
relatively hot, humid summers.
As you develop your own lead-safe yard program, you will no doubt want to pick and choose
among the treatments presented here, rejecting some, revising others to fit your specific needs, and
devising some entirely new treat-
PHYTOEXTRACTION: ments. The work you have done to
AN EXPERIMENTAL APPROACH get to know your target community
(see Section 4.4) will help you in this
All of the treatment measures used by the EMPACT LSYP T j j. .
, , . , process. In addition, you may want
locus on employing grass, plants, and other materials as a . . . .
, . j , ., j , , , . , to consult local garden centers, nurs-
barner to reduce childrens exposure to lead-contaminated
soil. None of these treatments, however, remove the lead erles> landscaPers> and arbonsts for
from the soil. Today, researchers are experimenting with helP selectmg Plants and grasses that
another approach for using plants to actually extract lead wil1 thrive in 7our area- If 7OU live in
and other contaminants from soil: phytoextraction. an arid or semi-arid climate, for
example, you may find yourself
As a technology, phytoextraction is still in its infancy. . . ^ ^ different
Researchers are still struggling with a number or questions, r , , . , -. T ,
. i i i i I I from those used in the Northeast.
such as which plants best absorb certain contaminants,
and how to make the technology affordable. The Qnce you have assembled a suite of
EMPACT LSYP does not use phytoextraction at this treatment options that will work in
point, but may consider it in the future, as more your program area> you should
information becomes available about its applicability in , ., .c ,
.... . .. i -i i develop detailed specifications that
residential settings. See Appendix C for a detailed r r r r r r r
,. . , , . . . , , derine exactly now the landscaping
discussion about this promising technology. J , ,
work should be done and what
7 YARD TREATMENTS 37
-------
A perimeter mulch bed covering the drip zone.
materials should be used. These specifications should be provided to the landscaper and included
with the landscaping contract (see Section 7-5-1) if you intend to engage a contractor. A set of sam-
ple specifications, developed by Lead Safe Boston and used by the EMPACT LSYP, is provided on
pages 99 to 100.
7.2.1 DRIP ZONES
The drip zone is the narrow 3-foot strip around the foundation of
the house. There, soil-lead levels are usually highest, because lead-
based paint on the outside of older homes weathers over time and
falls into the top layer of soil adjacent to the foundation, contam-
inating it. Play areas, picnic areas, and vegetable gardens must be
located away from the drip zone. In addition, covering the zone
with a permanent or semi-permanent barrier provides long-term
protection from the contaminated soil.
The EMPACT LSYP uses raised perimeter boxes that not only
cover the contaminated soil in the drip zone, but also prevent ero-
sion and offsite transport of the soil and allow for continued
weathering of the exterior. Built from 2" by 6" ACQ (Alkaline
Copper Quaternary) pressure-treated lumber, the boxes are lined
with a filter-fabric weed barrier and then filled with either gravel or mulch and plantings, depend-
ing on the homeowner's preference. Plantings, such as evergreen shrubs, azaleas, boxwoods, holly, or
thorny bushes, help keep children and pets
away from the drip zone. Plantings used by
the EMPACT LSYP are listed in the sample
specifications on page 99- Consult a local gar-
den center, nursery, or arborist to select
plantings appropriate for your area.
7.2.2 BRASSED AREAS
Maintaining a healthy lawn is one of the best
ways to reduce exposure to lead-contami-
nated soils. A healthy lawn acts as a
natural barrier between people and
contaminated soils, and provides a
safe outdoor space for play and relax-
ation. Lawns require routine
maintenance with water and fertilizer,
and should be protected from foot
traffic for the first 3 to 4 weeks after
seeding. Consult a local garden center
or lawn care professional to select
grasses that will grow in the soil and
climate conditions found in your
region. In areas of heavy foot traffic or
low light where grass won't grow well,
install a stone path or raised mulch ^Q .
bed to cover all bare soil.
-bare soil in drip zone (1660 ppm).
Bottom: Aftermulched planting bed covering soil.
SB
7 YARD TREATMENTS
-------
Existing lawn improvement. Improvement of
an existing lawn can be accomplished quite
inexpensively. Rake bare areas to loosen the
soil, apply seed mix at the rate specified by the
manufacturer, then apply 1/4" of top soil over new
seed. Water thoroughly.
New lawn installation (at existing grade). Where
little or no grass exists on a lawn, the entire lawn
area should be rototilled and reseeded (apply water
to contain dust during rototilling). Spread 1/4" of
loam (soil composed of sand, clay, silt, and other
organic matter) on top of the seed, then water
thoroughly. Two months post treatment. Lawn growth over
previously bare, contaminated soil (1,770 ppm).
New lawn installation (raised bed). For sloped yards,
the EMPACT LSYP sometimes uses raised grass beds to create a terraced effect and limit
runoff and erosion. A raised grass bed can also be installed in areas where roots or rocky
soil prevent grass from growing. In a perimeter box made of 2" by 6" ACQ pressure-
treated lumber, install 6" of loam over filter fabric weed barrier. Apply seed mix, then
spread 1/4" of loam on top of seed and water thoroughly.
Wood platform built with ACQ lumber.
LESSONS LEARNED:
USING ACQ PRESSURE-TREATED
LUMBER FOR ADDED SAFETY
Over the past 30 years, pressure-treated
lumber has become standard for outdoor
construction because it deters rot, decay, and
termite destruction. The EMPACT Lead-
Safe Yard Project used pressure-treated wood
for these reasons during its first two years of
yard treatments. Recently, however, there has
been a growing awareness of the dangers
posed by chemicals used in the traditional
wood-treatment process. There is some evidence that these chemicals, which include the
EPA-listed hazardous compounds arsenic and chromium, can leach out of pressure-treated
wood and into the environment.
During its third phase of yard treatments, the EMPACT LSYP began using a relatively new
type of pressure-treated lumber: ACQ Preserve. ACQ-treated lumber contains no EPA-
listed hazardous compounds and is guaranteed to protect against rot, decay, and termites.
In other words, it offers all of the values of traditional pressure-treated lumber with fewer
hazards. This is especially important when you use wood in and around gardens and
children's play areas, as the EMPACT LSYP does. Costs of ACQ-treated wood vary, though
the EMPACT LSYP has found these costs comparable to the costs of traditional pressure-
treated wood. For an information sheet on ACQ-treated wood, go to
http://www.conradwp.com/acq.htm.
VYARD TREATMENTS B9
-------
Raised mulch bed (with or without plantings). Raised mulch beds can be used to cover
areas of bare soil where grass won't grow well. The beds can serve as children's play areas,
or can be filled with various plantings to form an attractive garden area. Install a perimeter
box made of 2" by 6" ACQ pressure-treated lumber to completely cover bare soil area.
Install 4" of loam and 2" of pine bark mulch over filter fabric weed barrier. Select plantings
that are appropriate for the area (e.g., shade, partial shade, full sun; arid or semi-arid soil).
Provide recessed egress stepping-stones from the bed to an existing walkway.
7.2.3 PARKING AREAS
Cars parked on yards destroy grassed areas, turning them into
dusty areas of bare contaminated soil. Cars should be confined
to designated parking areas covered with gravel or asphalt.
Heavy landscape timbers can be sunk at the perimeter of the
parking area to define the edge and prevent stones from
spreading into grass areas. All lots, whether gravel or asphalt,
should have at least a 2-percent pitch across the surface
to ensure that water will not puddle. Detailed specifications
for creating a gravel or asphalt parking area are included on
page 99-
A stone driveway.
Install stepping stones to prevent contaminated
soil from being tracked into the house.
7.2.4 WAL KWAYS
Worn dirt paths create dust. By installing stepping stones in areas where
people regularly walk, you keep contaminated soil from being tracked
into the house. Alternatives include concrete walks, cement stepping
stones, gravel over filter fabric, recycled concrete, and brick paths.
7.2.5 RECREATION AND
CHILDREN'S PLAY AREAS
If possible, swing sets, sand boxes, and other children's play areas should
be relocated away from the drip zone and other areas of highly contami-
nated soil. The same is true for picnic, barbecue, and other family
recreation areas that receive heavy use. If relocation is not possible, the
EMPACT LSYP uses one of two options:
Wood Platform. A wood deck, made from ACQ pressure-treated 2" by 6" stock, can serve
as a site for picnics, cook-outs, and children's play, and provides long-term protection from
contaminated soil. Decking should be installed with a 1/4" pitch to drain rainwater off the
surface.
Raised bed filled with mulch or woodchips. Raised beds can be used to cover areas of bare
and/or highly contaminated soil. The beds provide an effective barrier and a safe, attractive
place for children's play and family gatherings. Install a perimeter box made of 2" by 6"
ACQ pressure-treated lumber, then install 4" of loam and 2" of pine bark mulch or
woodchips over filter fabric weed barrier.
7.2.6 GARDENS
Homeowners and residents should take precautions when gardening in or around lead-contami-
nated soil. Though plants generally do not accumulate lead, it is possible for a plant to absorb some
lead in settings where soil-lead levels are very high. In addition, lead-contaminated dust can settle
on the surface of garden plants.
9D
7 YARD TREATMENTS
-------
Basic precautions include washing all vegetables with a vinegar-water solution, locating gardens
away from roads and highly contaminated yard areas, and planting crops that are less likely to
absorb or accumulate lead. In general, this means planting fruiting crops (e.g., corn, beans, squash,
peppers, cucumbers, tomatoes, strawberries, apples) and avoiding root crops and leafy vegetables
(e.g., carrots, radishes, lettuce, collard greens, spinach) since they are more likely to absorb lead from
soils or become coated with lead-contaminated dust. Two excellent resources on lead in gardens are:
Lead in the Home Garden and Urban Soil Environment,
by Carl J. Rosen and Robert C. Munter
http://www.extension.umn.edu/distribution/horticulture/DG2543.html
Lead Contamination in the Garden, a fact sheet by Terry Logan
http://ohioline.ag.ohio-state.edu/hyg-fact/1000/1149-html
The EMPACT LSYP recommends relocating gardens away from the drip zone and other areas of
highly contaminated soil. The EMPACT LSYP treatment approach recommends using raised beds
in areas of moderate contamination (400 to 2,000 ppm). (Please refer to Section 3-4.3 for a discus-
sion of how the EMPACT treatment approach compares with the approach recommended under
the pending TSCA Section 403 rule.) Beds should be framed with 2" by 8" ACQ pressure-treated
wood, lined with a filter-fabric weed barrier, then filled with 6" of loam that has been tested for lead
levels (levels over 400 ppm are unacceptable). Gardening is considered safe in yard areas where lead
levels are below 400 ppm.
7.2.7 PORCHES
The soil found underneath porches is often contaminated
with lead from paint chips and with other chemicals that
leach from pressure-treated wood used in outdoor construc-
tion. Because it receives little sunlight, this soil is also
naturally bare. The EMPACT LSYP has developed two
strategies to discourage children from playing in contami-
nated soil beneath porches:
Lattice and Trim Barricade. All exposed soil under
porches is to be barricaded by ACQ wood
framing, lattice, and pine trim. Prep, prime,
and paint pine trim or apply two coats of
wood sealant. Install a framed access door of
like material. If loose soil is likely to be
blown out from under porches, a covering of
gravel or pea stone over bare soil would be
appropriate.
Raised bed filled with mulch or gravel.
Install a wood box made from 2" by 6"
ACQ pressure-treated lumber along
footprint of porch. Line the box with filter-
fabric weed barrier, then fill with either 2" of
loam and 3" of pine bark mulch or 3" of
loam and 2" of crushed stone.
U
Top: Beforebare soil under porch deck.
Bottom: Afterarea barricaded with lattice and trim.
7 YARD TREATMENTS 9 1
-------
7.2.B PET AREAS
By tracking lead-contaminated soil and dust indoors, dogs and other pets can be a major source of
lead exposure for humans. Pets that play regularly in certain parts of the yard can also create dusty
areas of bare contaminated soil. If possible, pet areas should be located away from areas of highly
contaminated soil. If not, install a wood box made from 2" by 6" ACQ pressure-treated lumber to
completely cover the bare soil area. Line the box with a filter-fabric weed barrier, then fill it with 4"
of loam and 2" of pine bark mulch or woodchips.
7.3 DEVELOPING A BUDGET
FDR EACH YARD TREATMENT
Once you have selected a suite of treatment measures for your program, you may want to develop
a standard budget that can be used to guide each yard treatment. This budget will represent the
maximum amount that the landscaper is authorized to expend in designing and implementing a
treatment plan for each home.
Three main factors will drive the budget development process: the amount of funding available to
your program, the number of yards you hope to treat, and the actual costs of materials and labor
needed to create a lead-safe yard. Some yards will obviously cost more than others to treat. Your goal
is to establish a reasonable budget for an average yard, with the possibility of authorized cost over-
runs at certain yards where treatments turn out to be unusually expensive.
A sample budget developed by the EMPACT Lead-Safe Yard Project is shown on page 101. The
budget was developed in two steps. First, the project team calculated an allowance for each indi-
vidual treatment measure by estimating the total cost of labor and materials. There are a number of
reference books that can help with this process. The RSMeans Company, for example, offers several
such books, including Means Site Work & Landscape Cost Data 2000 (ISBN 0-87629-547-2) and
Landscape Estimating, 3rd Edition by Sylvia H. Chattin (ISBN 0-87629-534-0). These books can
be found in some libraries and bookstores or ordered online (http://www.rsmeans.com). Keep in
mind that labor and material costs vary by region. You may want to consult a local landscaper as
you develop allowances for each measure.
Second, the project team identified ways in which the individual measures might be cost-effectively
combined to create a lead-safe yard. The goal was to make the yard lead safe by addressing as many
areas as possible within a set budget (in this case, $3,000), while giving homeowners some freedom
to choose the types of landscape measures they prefer. Note that the budget includes a standardized
construction management allowance of $500, which allows the
crMTDr^FC r\T! landscaper to cover costs such as landscape design, permits and fees,
OvJUlVv^llO vJ.T i i i i
FRFF MATFRTAT S a workmanship and materials warranty, insurance, construction
oversight, and the development of a maintenance manual for the
Parks departments completed yard.
ฐ Remember that the standard budget you develop represents the
Tree services maximum amount that the landscaper is authorized to expend for
Corporate sponsors each yard. Some yard treatments will cost less than the maximum.
For this reason, you should consider developing a standard cost esti-
mate sheet that the landscape coordinator can complete for each yard.
A sample cost estimate sheet is shown on page 102.
92 7 YARD TREATMENTS
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LESSONS LEARNED: ESTIMATING TREATMENT COSTS
The experience of the EMPACT Lead-Safe Yard Project illustrates the importance of
accurately estimating the per-yard costs of materials and labor. At the inception of the
project, the project team set a target of treating 70 yards over the first two years, with a
goal of expending about $750 per yard in landscape labor and materials that would be
offered free to the participating homeowners. However, the project quickly found that
treatment costs were running much higher than expected, partly because the project had
chosen to employ a landscape team of city youths who were learning on the job (see also
Section 4.2, "Selecting Program Partners"). The average cost per yard was roughly $2,100,
with $300 going toward materials and $1,800 toward labor. Project management and
indirect costs amounted to another $900 per yard. Because of these unexpected costs, the
project was forced to scale back its objectives, though it still managed to treat 42 yards over
the two-year period.
The EMPACT LSYP is currently investigating alternative models for organizing a lead-safe
yard program that could reduce current average costs, in particular costs for labor,
management, and overhead. For example, the EMPACT LSYP is investigating a model
based on the principles developed by Habitat for Humanity, in which the work involved in
achieving a lead-safe yard is carried out with the help of the homeowner by using volunteer
labor and donated materials. See Appendix B for more information on this and other
proposed models.
7.4 HOMEOWNER DESIGN SESSION
The EMPACT LSYP has found that it is critical to include the homeowner in designing landscape
treatments for his or her yard. Why? First, the homeowner is the person who can best verify that
the selected treatments provide enough actual protection from the lead-contaminated soil, based on
the way the yard is used. Second, the homeowner is there to ensure that the selected landscape treat-
ments meet his or her approval in terms of their esthetic value. A homeowner who is unhappy with
the appearance or layout of his or her yard is unlikely to commit the money and effort needed to
maintain the landscape treatments year after year.
Chapter 5 of this handbook described the necessity of creating a permission form to document the
homeowner's participation in your lead-safe yard program. That permission form should also spec-
ify the homeowner's role in choosing treatment options, should soil-lead levels on his or her
property turn out to be elevated. The homeowner design session is where these choices are made.
The EMPACT LSYP has tried using both the outreach worker and the landscape coordinator for
the design session. The landscape coordinator is the better option. However, the outreach worker
should facilitate a smooth transition for the homeowner from the outreach/sampling phase to the
design phase. For example, the outreach worker should convey names, numbers, and any linguis-
tic barriers to the landscape coordinator soon after the soil sampling is complete. The outreach
worker may also want to attend the initial meeting between the landscape coordinator and home-
owner to maintain a sense of familiarity, trust, and continuity for the homeowner. During the design
session, the landscape coordinator will do three things:
1) Communicate with the homeowner about the testing results. Using the color-coded map
developed during the data-collection phase, the landscape coordinator should describe the
testing results, the areas of concern, and the need for changes.
7 YARD TREATMENTS 93
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2) Ask follow-up questions about yard uses. During their initial meeting, the outreach
worker should have interviewed the homeowner about the activities that take place in the
yard and the ages and numbers of people who use the yard. Yard uses should have been
mapped on a plot plan using colored markers or crayons (see Section 5-3). During the
design session, the landscape coordinator should review the yard uses with the homeowner
and ask any follow-up questions.
3) Work with the homeowner to select appropriate treatments based on the lead levels, the
yard uses, and the homeowner's esthetic preferences. The selected treatments should be
mapped on the plot plan showing yard uses, and this treatment plan should be used by
the landscaper as a blueprint for work to be done. A sample treatment plan is shown on
page 103- See Section 7.1 above for guidance on matching treatments to hazards.
You may wish to develop a legally binding form that the homeowner can sign at the conclusion of
the design session, stating that he or she understands and approves of the final treatment plan. A
sample homeowner's approval form is included on page 104.
7.5 CONTRACTING WITH A LANDSCAPER
Early in the development of your lead-safe yard program, you will want to identify a program part-
ner for the design and landscape components of your project (see Section 4.2, "Selecting Program
Partners"). This could be a non-profit landscaping company, a private landscaping company, or even
a team of youth volunteers who have been trained in landscaping techniques. Another option, cur-
rently being tested by the EMPACT LSYP, is to develop a pool of landscaping contractors trained
at designing and implementing landscape treatments that can reduce exposure to lead-contaminated
soil. Why create a contractor pool? By training and partnering with multiple contractors, you cre-
ate competitiona marketfor the work you have to offer, and you also build "capacity" within
your community for this type of work. This is an important goal of your program:
to increase your community's base of knowledge about soil-lead hazards and strategies for
yard treatment.
No matter who you use for the design and landscape components of your project, you will need to
develop a contract for the work. If you have chosen to use only a single landscaper, this process will
be relatively straightforward: you will simply negotiate an agreement for the property or properties
requiring treatment, and then capture the agreement in the form of a contract. Guidance on devel-
oping a contract is provided below.
If you have succeeded in creating a contractor pool, you will need to develop a system for choosing
which contractor to use at a particular property. Here are two possible ways of doing this:
Group the properties geographically, then assign several to each contractor. Under this
scenario, each contractor is given a budget for each property he or she is assigned, and is
asked to develop and implement a treatment plan within the budget. This method is
relatively noncompetitive, in that contractors are not asked to bid against one another.
However, over time, you can determine which contractors do the best and most cost-
effective work, and then increase their workload.
Solicit bids for the property (or properties) requiring treatment. This works best if you (or
a professional landscape designer) have already developed a treatment plan for each property
identifying which landscape measures will be used. Each contractor is then given a copy of
the treatment plan(s), along with detailed specifications for the work to be done, and is asked
94 7 YARD TREATMENTS
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to submit a bid. The work goes to the lowest bidder. The disadvantage of this method is
that the landscape contractor is not included in the development of the treatment plan.
Whatever method you use, you should consider assigning or awarding several properties at a time
to each contractor, rather than one at a time. This allows contractors to benefit from the economies
of scale when buying materials and planning their work.
7.5.1 DEVELOPING A CONTRACT
To simplify the contracting process, you should develop a standardized contract for use at every
property. This contract should define the scope of services the contractor will perform, the time-
frame for the work, the contractor's legal responsibilities, and the details of compensation. The
sample contract on pages 105 to 108 shows some of the details that should be incorporated into a
standardized contract, including:
WarrantyContractors should provide a warranty guaranteeing their work from defects in
workmanship and materials for a specified period. The EMPACT LSYP requires a one-year
warranty from its contractors.
DrawsThe term "draws" refers to the timing of compensation. Many contractors will
want one-third of their compensation up front, one-third at the halfway point, and the
final third upon completion of the project. You should attempt to negotiate a payment
schedule that is mutually acceptable, though you should keep in mind that draws are
typically market-driven.
InsuranceEach contractor should be required to maintain general liability and workman's
compensation insurance to protect against claims due to bodily injury or property damage
and claims under state workman's compensation acts.
Pollution insuranceMost general liability insurance policies do not cover injury or illness
caused by pollution (for example, illness caused by lead exposure). You should look into the
costs and the potential necessity of pollution insurance in your state and consider
encouraging contractors to purchase such insurance.
7.6 HEALTH AND SAFETY FOR L.ANDSCAPERS
Before any field work begins, your program should develop safety guidelines that protect your soil
sampling team and landscape workers from the risks associated with working with lead-contami-
nated soil. All field workers should be educated about lead hazards, health effects, safe work
practices, and any federal or state regulations that apply to their work.
OSHA regulation 1926.62, the "lead in construction standard," applies to all private sector work-
ers, no matter how few are employed. Although it does not apply to workers in the public sector,
it is nevertheless a useful reference on responsible practices. The regulation, available online at
http://www.osha-slc.gov/OshStd_data/1926_0062.html, requires a written description of the work
to be done, an estimate of the anticipated exposure to lead, and a statement detailing the precau-
tions to be taken. If the anticipated exposure to lead reaches the "action level"30 micrograms per
cubic centimeter of air, averaged over an 8-hour dayextensive guidelines come into play to pro-
tect workers.
Since the lead to which landscapers in the EMPACT LSYP are exposed falls below the action level,
compliance with the lead in construction standard has not been difficult. However, to be on the
VYARD TREATMENTS 95
-------
safe side, the project has adopted an important con-
tract requirement that goes beyond what OSHA
stipulates for enterprises whose employees are
exposed to lead below the action level. This require-
ment is health and safety training for landscapers.
One of the main points conveyed in the training is
that lead enters the body chiefly through ingestion,
which happens as a result of routine hand-to-
mouth activities such as eating, drinking, and
smoking. An information sheet used in the training
is shown in the box, "Lead-Safe Yard Program
Health and Safety."
Even small amounts of lead on the hands can affect
blood lead levels. Also, lead on clothing is easily
transferred to the hands, and then from the hands
to the mouth. Another danger is that lead will be
brought into the home on landscapers' clothing,
especially their boots or shoes.
A key precaution is to avoid activities that generate
dust. When the ground must be disturbed, as is
often the case in landscaping, it should be damp-
ened to minimize the dust that may be generated.
Leather or comparable work gloves should be worn
to cut down on hand contamination, and land-
scapers should not eat, drink, or smoke in the work
area. After they leave, they should wash their face
and hands before doing any of these activities. They
should remove their boots or shoes at the door of
their home to keep from tracking in contaminated
soil, and they should wash their work clothing
separately from their other clothing.
Blood lead tests are advisable to make sure such measures are effective, and in fact are mandated by
OSHA for employees exposed to lead at or above the action level. Almost any doctor at almost any
clinic can perform this service, but an occupational health physician and an occupational health
clinic are recommended, primarily for skillful interpretation of test results.
Landscapers should have their lead levels taken before doing any work and then every two months
for the next six months. If levels are still less than 40 ug/dL, the time between tests can increase to
six months. If levels are between 40 and 50 ug/dL, testing should continue every two months. Levels
above 50 ug/dL should trigger monthly testing, and if they don't decrease, the landscaper should be
removed from the work area. However, this step may well be avoided. As soon as blood lead levels
rise, employers should try to find out why and remedy the situation. Often the cause is some break
in the accepted work practices, which can be handled by re-educating the employee.
The EMPACT LSYP has not seen any elevated blood lead levels among its team members as a result
of exposure to lead in soil during landscaping work.
LEAD-SAFE YARD PROGRAM
HEALTH AND SAFETY
I. Primary route of entry of lead into the body is ingestion:
A. Lead can enter the body through normal
hand-to-mouth activities.
B. Small amounts of lead left on hands or clothing
can impact blood lead levels.
C. Lead-contaminated soil can be transferred to the
interior
of dwelling (by pets, shoes, clothing).
II. Preventive measures:
A. Avoid dust-generating activities.
B. Dampen soil to minimize dust generation.
C. Keep children and pets away from area where
work is being done.
D. Wear leather or comparable work gloves to
minimize
hand contamination.
E. Do not smoke* or eat while in work area.
F. Wash face and hands before smoking* or eating.
G. Remove shoes/boots before entering a dwelling to
limit contaminated soil transfer.
H. Wash work clothing separately from other clothing.
* Do not smoke at all.
96
7 YARD TREATMENTS
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7.7 APPROVAL AND SIBNOFF
ON WORK COMPLETE
After all landscape work and construction is complete, both you and the homeowner should inspect
the property. You should look for the following things:
That all landscape treatments have been successfully implemented as per the scope of
work agreed to during the design session.
That, for each treatment measure, the landscaper has followed the detailed specifications
defining exactly how the work should be done and what materials should be used.
That the property has been left in a clean state. The homeowner must approve any
material remaining on site after completion of the landscape work.
This process of approving the completed work can be as formal or informal as you want to make
it. During Phases 1 and 2, the EMPACT LSYP approved each yard treatment during an informal
visit between the outreach worker and the homeowner (the outreach worker also used these visits
to reinforce the lead hazard education delivered during previous visits). On the other hand, Lead
Safe Boston, a spinoff of the EMPACT LSYP run by the City of Boston, has developed a legally
binding project completion certificate (see page 109) to be signed by the homeowner and the land-
scape contractor after the property has been inspected and all work approved. The certificate also
serves as a lien waiver, in which both the homeowner and contractor discharge Lead Safe Boston
from any legal claims that may arise in connection with the work performed under the program.
Lead Safe Boston has also created an additional form (see page 110) for the contractor to sign upon
receipt of final payment. The form certifies that the contractor:
Has paid all debts associated with the work done on the property.
Discharges the program and the homeowner from any claims made by subcontractors,
material suppliers, or workers, in connection with the work performed under the program.
Has completed all work on the property according to the terms of the contract.
Warrants the completed work against workmanship and material defects for the period
stipulated in the contract.
Has been paid in full for all work complete.
7.B HANDING OVER
THE CASE FILE
At the conclusion of the yard treatment process, after all land-
scape work has been inspected and approved, you should
present the homeowner with the case file that has been devel-
oped for his or her property. This file should be a binder
containing all information related to the property, including
copies of application and permission forms, testing results,
treatments plans, and approval forms. The binder should also
contain a copy of the maintenance manual that the landscape
coordinator develops for the property (see Chapter 8). Keep a
copy of each case file for your program's records.
A finished project.
VYARD TREATMENTS 9V
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7.9 FDR MORE INFORMATION
For information on U.S. EPA's proposed standards (TSCA 403) for lead-based paint hazards
(including lead-contaminated residential soils), visit the Office of Pollution Prevention and Toxics
at http://www.epa.gov/lead/leadhaz.htm.
The Department of Housing and Urban Development's Requirements for Notification, Evaluation
and Reduction of Lead-Based Paint Hazards in Federally Owned Residential Property and Housing
Receiving Federal Assistance (24 CAR Part 35) can be found online at http://www.hud.gov/lea/.
For an information sheet on ACQ pressure-treated lumber, go to http://www.conradwp.com/acq.htm.
Two excellent resources on lead in gardens are:
Lead in the Home Garden and Urban Soil Environment, by Carl J. Rosen and
Robert C. Munter, http://www.extension.umn.edu/distribution/horticulture/DG2543-html
Lead Contamination in the Garden, a fact sheet by Terry Logan,
http://ohioline.ag.ohio-state.edu/hyg-fact/1000/ll49-html
The RSMeans Company publishes two reference books that can help with the process of
estimating landscaping costs. The books, Means Site Work & Landscape Cost Data 2000
(ISBN 0-87629-547-2) and Landscape Estimating, 3rd Edition by Sylvia H. Chattin
(ISBN 0-87629-534-0), can be ordered online at http://www.rsmeans.com.
Information on OSHA's "lead in construction standard" (OSHA Regulation 1926.62) can be found
online at http://www.osha-slc.gov/OshStd_data/1926_0062.html.
9S 7 YARD TREATMENTS
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SAMPLE SPECIFICATIONS
FDR YARD TREATMENTS
DRIP ZONE
ST JCCFSTFF) PT ANTTNCS Raised perimeter box filled with gravel (no plantings). Install 2" x 6" ACQ
pressure-treated wood box 3' from foundation wall. All joints and corners shall
Azalea evergreen hybrid (2 gallon) be mechanically fastened with 3" galvanized wood screws to a 1-1/2" square
Torch azalea (2 gallon) stake driven into the ground to a minimum depth of 12". All corners shall be
braced with triangular exterior grade plywood keystones mechanically fastened
Japanese boxwood (1 gallon) directly to the wood box with 3" galvanized wood screws. Install 3" of loam and
Common boxwood (2 gallon) 2" of %" crushed stone over filter fabric weed barrier.
American holly (2'-3') Raised perimeter box filled with mulch and plantings. Install 2" x 6" ACQ
r, i /-, _ ,. pressure-treated wood box 3' from foundation wall. All joints and corners shall
Regal privet (18 -24 ) . . .. r . . . . . . .
be mechanically fastened with 3 galvanized wood screws to a 1-1/2 square
Columbine (1 gallon) stake driven into the ground to a minimum depth of 12". All corners shall be
Chrysanthemum (1 gallon) braced with triangular exterior grade plywood keystones mechanically fastened
directly to the wood box with 3" galvanized wood screws. Install 4" of loam and
foxglove (1 gallon) 3" of pine bark mulch over filter fabric weed barrier. Install a minimum often
Day lily (1 gallon) perennials per the list of plantings or approved equal.
Black-eyed susan (1 gallon) BRASSED AREAS
Hosta (1 gallon) Existing lawn improvement. Rake bare areas to loosen soil. Apply rye, fescue,
and bluegrass seed mix at the rate specified by manufacturer. Apply Wof top
soil over new seed and water thoroughly.
New lawn installation (at existing grade). Rototill existing lawn bed 6" deep. Apply water to contain dust
during rototilling. Apply rye, fescue, and blue grass seed mixture at the rate specified by manufacturer. Spread
1A" loam on top of seed. Water thoroughly.
New lawn installation (raised bed). Install 2" x 6" ACQ pressure-treated wood box at owner-approved
location. All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2"
square stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior
grade plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws.
Install 6" of loam over filter fabric weed barrier. Apply rye, fescue, and blue grass seed mixture at the rate
specified by manufacturer. Spread l/4" loam on top of seed. Water thoroughly.
Raised mulch bed (with plantings). Install 2" x 6" ACQ pressure-treated wood box to completely cover bare soil
area. All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2" square
stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior grade
plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws. Install 4"
of loam and 2" of pine bark mulch over filter fabric weed barrier. Install a minimum often perennials per the
list of plantings or approved equal. Provide recessed egress stepping-stones from bed to walkway.
PARKIN B AREAS
Gravel parking areas. Install 6" of compacted gravel/crushed stone base to all areas designated as parking areas.
Top of base shall be 2" to 3" below finish grade of surrounding area. Install a top layer of 1-1/2" to 2" of
processed gravel or crushed stone (3/8" or %" size) over gravel/crushed stone base. Final grade is to have a
minimum of 2% pitch across the surface to ensure that water will not puddle.
Asphalt parking areas. Level surface by preparing a 6" gravel base over a uniformly graded and compacted
subgrade. Form, spread, and roll 2" of bituminous base coat and 1" topcoat to create a driveway 10' wide. Final
grade is to have a minimum of 2% pitch across the surface to ensure that water will not puddle.
VYARD TREATMENTS 99
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WALKWAYS
Stone path. Install round or square red patio stepping stones at all egresses from front to rear yard. All stones
shall protrude no more than l/2" above the existing or new grade.
RECREATION AND CHILDREN'S PLAY AREAS
Raised play area. Install 2" x 6" ACQ pressure-treated wood box. All joints and corners shall be mechanically
fastened with 3" galvanized wood screws to a 1-1/2" square stake driven into the ground a minimum of 12".
All corners shall be braced with triangular exterior grade plywood keystones mechanically fastened directly to
the wood box with 3" galvanized wood screws. Install 4" of loam and 2" of pine bark mulch or woodchips
over filter fabric weed barrier.
Wood platform. Install a 10' x 12' ACQ wood platform built from 2" x 6" stock, 16" on center with 5/4" x
6" radius edge decking. All decking and joints to be mechanically fastened with 3" galvanized screws. Platform
shall be installed with a l/4 " pitch to drain rainwater off of surface.
GARDEN AREAS
Raised vegetable garden bed. Install 2" x 8" ACQ pressure-treated wood box at owner approved location. All
joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2" square stake
driven into the ground a minimum of 12". All corners shall be braced with triangular exterior grade plywood
keystones mechanically fastened directly to the wood box with 3" galvanized wood screws. Install 6" of loam
over filter fabric weed barrier.
PET AREAS
Raised pet area filled with mulch or woodchips. Install 2" x 6" ACQ pressure-treated wood box to
completely cover bare soil area. All joints and corners shall be mechanically fastened with 3" galvanized wood
screws to a 1-1/2" square stake driven into the ground a minimum of 12". All corners shall be braced with
triangular exterior grade plywood keystones mechanically fastened directly to the wood box with 3" galvanized
wood screws. Install 4" of loam and 2" of pine bark mulch or woodchips over filter fabric weed barrier.
PORCHES
Bare soil under porches (lattice and trim). All exposed soil under porches is to be barricaded by ACQ wood
framing, lattice, and pine trim. Prep, prime, and paint pine trim or apply two coats of wood sealant. Install
framed access door of like material. Include galvanized metal hasp and hinges.
Bare soil under porches (mulch bed). Install 2" x 6" ACQ pressure-treated wood box along footprint of
porch. All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2" square
stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior grade
plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws. Install 2"
of loam and 3 " of pine bark mulch over filter fabric weed barrier.
Bare soil under porches (gravel bed). Install 2" x 6" ACQ pressure-treated wood box along footprint of porch.
All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2" square stake
driven into the ground a minimum of 12". All corners shall be braced with triangular exterior grade plywood
keystones mechanically fastened directly to the wood box with 3" galvanized wood screws. Install 3" of loam
and 2" of %" crushed stone over filter fabric weed barrier.
1 DD 7 YARD TREATMENTS
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SAMPLE BUDGET FOR YARD TREATMENTS
House perimeter (drip zone)
Each house receives approximately 150 l.f. of perimeter raised boxes installed 3' from
foundation wall where feasible. (Exceptions to perimeter boxes are existing asphalt/concrete
paving, bulkhead, under rear porches, etc.). Fill perimeter boxes with homeowner's choice of:
Option #1: 6" of pine bark mulch, filter fabric, and ten 1-gallon plantings (i.e., common
boxwoods, azaleas, holly, or equal). Plantings to include compost/top soil/manure.
Or Option #2: 4" of gravel, filter fabric (no plantings).
Bare soil area under rear porch area (all areas matching this criteriaon to receive treatment)
Option #1: Barricade exposed soil by wood framing and lattice secured to porch
framing/supports. Install access door of like material with hasp.
Or Option #2: Area under porch to received raised perimeter boxes, filter fabric,
and installation of 6" of pine bark mulch or 4" of gravel.
Back yard (homeowner to choose one option)
Option #1: Each house shall receive a 10' x 12' wood platform built from 2" x 6" ACQ stock,
16" o.c. with 5/4" x 6" radius edge decking.
Each house shall also receive approximately 10' x 12' area of lawn. Treatment to include
rototilling soil 6" deep, installing filter fabric, adding 6" of conditioned top soil to be spread
by hand, perimeter edging to be constructed of 2" x 6" ACQ stock, and a 6# shade mix to be
installed by push spreader.
Or Option #2: Each house shall receive a 10' x 12' wood platform built from 2" x 6" ACQ
stock, 16" o.c. with 5/4" x 6" radius edge decking.
Each house shall also receive approximately 10' x 12' garden area. Treatment to include
rototilling soil 6" deep, installing filter fabric, adding 6" of conditioned top soil to be spread
by hand, perimeter edging to be constructed of 2" x 6" ACQ stock.
Or Option #3: Each house shall receive approximately 20' x 24' area of woodchips. Treatment
to include installation of filter fabric, adding 2" of topsoil spread by hand and covered with 6"
of woodchips, and installation of perimeter edging to be constructed of 2" x 8" ACQ stock.
Each house shall also receive misc. treatments to adjoin mulched area to egresses. Misc.
treatments to include up to 30 additional 12" x 12" red patio stepping stones, misc.
plantings, additional mulching, etc.
Vfolkways
Each house shall receive up to 30 red patio stepping stones, 12" x 12", to be used at major egresses.
SUBTOTAL (house perimeter, rear porch, back yard, and walkways)
Allowance
$1060.00
$1060.00
$350.00
$ 350.00
$780.00
$250.00
$780.00
$250.00
$905.00
$125.00
$60.00
$2500.00
CONSTRUCTION MANAGEMENT ALLOWANCE (general requirements; landscape
design and site development; construction oversight; homeowner education and maintenance $500.00
manual development)
TOTAL (APPROXIMATE) COST PER LOT $3000.00
VYARD TREATMENTS 1 D 1
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SAMPLE COST ESTIMATE SHEET
Property address:.
House perimeter (homeowner to choose one option)
Option #1 l.f.
Perimeter box with pine bark mulch, filter fabric, and plantings. $.
Or Option #2 l.f.
Perimeter box with gravel, filter fabric; no plantings. $.
Bare soil area under rear porch area (all areas matching this criteria to receive treatment)
Option #1
Wood framing, lattice, access door, stepping stones. $
Or Option #2
Raised perimeter boxes, filter fabric, and mulch or gravel. $
Back yard (homeowner to choose one option)
Option #1
Installed 10' x 12' x 6" ACQwood platform. $
New 10' x 12' area of lawn with ACQ perimeter edging. $
Or Option #2
Installed 10' x 12' x 6" ACQwood platform. $
New 10' x 12' x 6" garden area framed with ACQwood. $
Or Option #3
New 20' x 24' x 8" area of woodchips framed with ACQwood. $
Stepping stones, misc. plantings, additional mulching, etc. $
Walkways
Egress stepping stones. $
Misc. treatments:
Existing lawn improvement. $
Additional edging, material, plantings, etc. $
Total (Approximate) Cost
Cost Estimate Submitted by:.
Date:.
Company name:.
1 DZ 7 YARD TREATMENTS
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10 HOME STREET
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YARD UfiE PATTERN KEY
High Traffic Area (Exposed Soil}
UNE81
High Riek Ut4 Area
(Pfay Area or Vegc'able Garden}
I
CROSS HATCH I
Racrealion Area (Picnic or QBQ)
i-
VYARD TREATMENTS 1 D3
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SAMPLE FORM:
HOMEOWNER'S APPROVAL OF TREATMENT PLAN
Date:
Property Owner: .
Property Address:
I/We have reviewed the construction documents (specifications, plans, drawings, etc.) for
the proposed treatment of the soil around my/our property and attest that they are complete,
accurate and conform to my/our wishes.
I/We authorize the program to proceed with my/our application using said construction
documents fully aware that said documents may change. I/We understand that any changes
to the documents will be reviewed by me/us and I/We shall approve such changes prior to
commencement of the work by the landscaper. I/We also understand that [the lead-safe yard
program coordinator] must approve all changes to the proposed scope of work before
work begins.
Date of Specifications/Plans:
Date Landscaper can begin scope of work:
Number of days required to complete scope of work:
Calendar Days
Owner #1
Date
Landscaper
Date
Owner #2
Date
Program Coordinator
Date
1 D4 7 YARD TREATMENTS
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CONSULTANT CONTRACT
THIS CONSULTANT CONTRACT (the "Contract") is made as of this day of 200_ between
(Organization Name), with its principal office located at (Organization Street Address, City, State, Zip, hereinafter called
"(Organization acronym)", and (Contractor Name), the principal place of business of which is located at (Contractor Street
Address, City, State, Zip).
WHEREAS, the (Organization acronym) desires to engage the Consultant as an independent contractor, and the Consultant
desires to accept such engagement on the terms and conditions set forth hereinafter;
NOW, THEREFORE, in consideration of the covenants and agreements herein contained, the (Organization acronym) and
the Consultant agree with each other as follows:
1. Scope of Services.
Obtain completed Homeowner Yard Use Interview and plot plan, developed by the Environmental Protection Agency,
from (the organization acronym).
Design and landscape (number of) properties recruited and enrolled from (Target Area). All landscaping designs shall
include but not be limited to the attached Attachment A Lead Safe Boston/National Center for Lead Safe Housing
Standard Plan for Low Level Lead Soil Treatment dated December 29, 1999.
Meet with homeowner within ten business days after receipt of testing results and homeowner use questionnaire from
(Organization acronym/name) to complete Landscaper Information Sheet and to discuss current and future use of yard.
Generate landscape design within five business days from the date of meeting with the homeowner. Obtain
(Organization acronym/name) approval of design; obtain homeowner approval of same. Provide (Organization
acronym/name) with four copies.
Generate property specific cost proposals and submit to (Organization acronym/name) for approval.
Secure planting stock and materials required for specific project(s).
Pay for and post all necessary fees/permits.
Install landscapes as per owner and (Organization acronym) approved designs within thirty days from the date of
landscape plan approval.
Generate homeowner maintenance manual specific to each property. Provide (Organization name) with three copies
and homeowner with one copy.
Conduct 30-minute educational session with homeowner to review homeowner maintenance procedures and manual.
Obtain homeowner and (Organization acronym) final approval of landscape work.
Leave property in a clean state. Owner must approve any material remaining on site after completion of landscape
installation.
Provide a 1-year workmanship and materials warranty from date of final homeowner approval. This warranty is limited
to defects in workmanship and materials attributable to the consultant only and does not cover losses caused by: acts of
God, third parties or failure of the homeowner to comply with the maintenance procedures and manual.
Coordinate with Lead Safe Boston representatives and/or other applicable agencies in the execution of this contract.
Complete all work as per local, state and federal rules and regulations.
VYARD TREATMENTS 1 D5
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1. Compensation. The (Organization acronym/name) shall reimburse Consultant on a semimonthly basis for (Contractor name) serv-
ices on receipt of itemized invoices as follows:
$(Negotiated amount)/ea. On completion of initial visit with homeowner to discuss landscape design
$(Negotiated amount)/ea. On completion and approval of landscape design and maintenance manual.
Half of property specific cost proposal (less design fee) on commencement of landscape installation.
Balance on completion and approval of installation and 30-minute educational session with homeowner to review homeowner
maintenance procedures and manual.
No one property shall exceed $3,000 including general conditions, design work and maintenance manual without prior
approval from (Organization acronym/name).
Invoices shall reflect actual costs per property and are to be submitted semimonthly to (Organization acronym/name) for
processing and payment.
2. Term. The term of this Contract shall be from (Start Date) to (End Date). Either party on 30 days notice may terminate this con-
tract. In the event of premature termination by the (Organization acronym/name), the Consultant shall be paid for all work
completed prior to the termination as well as the reasonable value of all work partially completed and all materials obtained and
stored on-site.
3. Benefits. The (Organization acronym/name) is not responsible for any insurance or other fringe benefits, including, but not limited
to social security, worker's compensation, income tax withholdings, retirement or leave benefits, for Consultant or employees of
Consultant. The Consultant assumes full responsibility for the provisions of all such insurances and fringe benefits for himself or
herself and all Consultant's employees.
4. General Liability and Workman's Compensation. The contractor shall purchase and maintain such insurance as will protect
him/her from claims under the Workman's Compensation Acts (chapter 152 of the Massachusetts General Laws) and from claims for
damages because of bodily injury, including death and all property damage including, without limitation to, damage to the buildings
and adjoining the site of construction which might arise from and during operations under any Contract, whether such operations be
by himself/herself or by any subcontractor or anyone directly or indirectly employed by either of them. The Contractor shall, with-
out limiting the generality of the foregoing, conform to the provisions of the Section A of Chapter 149 of the Massachusetts General
Laws, which Section is incorporated herein by reference and made a part hereof.
General Liability Insurance Minimum bodily injury limits of $100,000 per person and
$300,000 per accident, and $300,000 aggregate during any twelve-month period, shall
include the following:
a. Public Liability (bodily injury and property damage)
b. Independent Contractor's Protective Liability
c. All Risk Insurance - covering all contractor equipment with provisions of waiver of Subrogation against the Owner
d. Comprehensive All Risk Motor Vehicle Liability Insuranceminimum bodily injury limits of $100,000 per person,
per accident, and property damage limit of $300,000 per accident
5. Arbitration. Any controversy or claim arising out of, or relating to, this Contract or the breach thereof, shall be settled by arbitra-
tion in accordance with the rules then obtaining of the American Arbitration Association. Judgement upon the award rendered may
be entered in any Court having jurisdiction thereof. Any award rendered hereunder shall be final and binding on all parties thereto.
6. Construction. This Contract shall be construed, interpreted and applied under and in accordance with the laws of Massachusetts.
7. Parties Bound. The terms and provisions of this Contract shall be binding upon the parties hereto, their legal representatives, suc-
cessors and assigns.
1 D6 7 YARD TREATMENTS
-------
8. Federal Requirements. The Consultant's services may be reimbursed in part from funds under a contract funded directory or
indirectly by the U.S. Department of Housing and Urban Development. Consultant is bound by the provisions of that contract.
9. Entire Agreement. This instrument contains the entire agreement between the parties. No statement, promises or inducements
made by any party hereto, or agent of either party hereto, which is not contained in this written contract, shall be valid or binding;
and this contract may not be enlarged, modified or altered except in writing and signed by the parties.
IN WITNESS WHEREOF, the parties have caused to be properly executed on their respective behalf, this Consultant Contract,
effective for all intents and purposes as of
(Month, Day, Year).
(Organization Name)
By:
Title:
(Contractor's Name)
By:
Title:
7 YARD TREATMENTS 1 DV
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ATTACHMENT ANarrative
Lead Safe Boston/National Center for Lead-Safe Housing
Standard Plan for Low Level Lead Soil Treatment
December 29, 1999
Goals of the Low Level Soil Treatments
The goal of this project will be to improve the lead safety in homes by the reduction of exposure to high levels of lead in soil. All
work will be based on soil assessments conducted by EPA. EPA will conduct all soil testing and provide to the vendor/contractor a
plot plan indicating areas of concern.
Abatement strategies shall be designed to change the use of the yards while providing a lead safe area for children and families to
enjoy.
Outreach and Enrollment
The outreach and enrollment component of the project will be undertaken by a contractor already in use by The National Center
(Silver Linings). Outreach will focus on a pool of properties deleaded under Lead Safe Boston's Round 1 Evaluation project. These
properties will be targeted primarily because of the extensive data collected to date.
Typical Yard
When the deleading of a home was complete, the single soil treatment conducted by Lead Safe Boston deleading contractors
included a final cleanup of the soil by hand raking after abatement of the structure as per the Massachusetts Lead Law. The proper-
ties averaged 4000 s.f. and the footprint of the home averaged 1000 s.f. In addition, the yards are mostly flat, compacted soil with
evidence of tree roots and shade. Most properties do not have driveways.
General Requirements
The General Requirements are to include but are not limited to: permits/fees, a 1 year workmanship and material warranty period,
general liability and worker's compensation requirements (see attached).
Landscaping and Site Development
Landscaping and Site Development is to include generation of the initial Landscape design based on use and the plot plan provided
by EPA. Also to be included is the generation of the maintenance manual for the homeowner education component.
Construction Oversight
The construction oversight allowance is to include construction monitoring, final inspection/sign off and homeowner final approval.
The date of final homeowner approval will be the starting date of the 1 year warranty period.
Homeowner Education
The homeowner education allowance is to include two on-site meetings: initial meeting to obtain homeowner approval and a final
meeting to review all site specific maintenance manuals and work completed by the vendor/contractor.
Design
The Consultant shall use this document as a guideline for all landscape design decisions.
1 DS 7 YARD TREATMENTS
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SAMPLE PROJECT
COMPLETION CERTIFICATE
Date: Building ID:.
Property Owner:
Property Address:
I/We have inspected my/our property and found that the work conducted to make our yard lead safe has
been successfully completed according to the scope of work I/we approved dated
I/We have met with [Contractor name] and attended a 30-minute educational session to review the Lead
Safe Yard Maintenance Procedure Manual. [Contractor Name] has provided me/us with a copy of this
manual for my use.
In accordance with the scope of work and in connection with the final payment made to the contractor, I
hereby agree to discharge, and hold [Your Program] harmless from any and all claims which arise against
the Owner and/or his/her property, in connection with the work performed under this Program.
Homeowner Name Date Homeowner Name Date
Inspection has been made of the yard made lead safe through the [Your Program]. I have examined the work
and found all the work to be completed in a satisfactory manner and in accordance with the scope of work
dated
Program Representative Date
In accordance with the contract dated and in connection of the final payment made there-
under, I hereby agree to discharge, and hold the Owner and [Your Program] harmless from, any and all claims
(including all liens resulting therefrom) which arise against the Owner of his/her property the contractor as its
assignee now has or ever had by virtue of, or in connection with the work performed under, said Agreement.
That also in consideration of said final payment I hereby agree to discharge, and hold the Owner harmless
from, any and all claims (including all liens resulting therefrom) which may be brought within forty (40) days
of the date hereof by all sub-contractors, all suppliers of materials and equipment, and performers of work,
labor or services arising by virtue of, or in connection with the work performed under, said Agreement.
That I warrant same for one (1) year from the date hereof, against workmanship and materials defects. One-
year warranty does not cover losses caused by: acts of God, third parties or failure of the homeowner to comply
with the maintenance procedures and manual.
Contractor Name Date
7 YARD TREATMENTS 1 D9
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SAMPLE FORM:
CONTRACTOR'S AFFIDAVIT OF PAYMENT OF DEBTS, RELEASE OF CLAIMS,
WARRANTY OF WORKMANSHIP AND RECEIPT OF PAYMENT
Property Address:.
Pursuant to the Agreement between [Contractor Name] and [Your Program], dated / /, for
the scope of work conducted at the above listed property, the undersigned, acting on behalf of the
contractor, hereby certified and agrees as follows:
1) That he/she has paid in full, or has otherwise satisfied obligations for all materials and
equipment provided, and for all work, labor, and services performed and for all known claims
for all damages arising by virtue of, or in connection with the work performed under, said
Agreement for which the owner of his/her property might in any way be held responsible.
2) That in accordance with said Agreement and in connection of the final payment made
thereunder he/she hereby releases the Owner and [Your Program] of any lien, or claim or right
to lien on said property resulting therefrom, which against the owner of his property the
contractor or its assignee now has or ever had by virtue of, or in connection with the work
performed under, said Agreement.
3) That also in consideration of said final payment he/she hereby agrees to discharge, and hold
the Owner and [Your Program] harmless from, any and all claims (including all liens resulting
therefrom) which may be brought within forty (40) days from the date hereof by all
subcontractors, all suppliers of materials and equipment, and all performers of work, labor, or
services arising by virtue of, or in connection with the work performed under, said Agreement.
4) That all work in connection with said Agreement has been performed in accordance with terms
thereof.
5) That he warrants same for one (1) year from the date hereof, against workmanship and materials
defects. The one-year warranty does not cover losses caused by: acts of God, third parties, or
failure of the homeowner to comply with the maintenance procedures and manual.
6) That he/she has received from [Your Program] all sums of money payable to the contractor
under said Agreement and any modifications or changes thereof.
By:
Contractor Name Date
1 1 D 7 YARD TREATMENTS
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YARD MAINTENANCE
Since the start of the EMPACT Lead-Safe Yard Project in 1998, the project's leaders have gained a
heightened appreciation of the importance of yard maintenance to the project's overall success. It
is safe to say that good maintenance is as critical as gathering accurate soil samples or selecting
appropriate treatment measures.
This chapter explains the importance of yard maintenance (Section 8.1) and provides guidance on
making maintenance an integral part of your lead-safe yard program. Section 8.2 presents specific
maintenance guidelines for the landscape treatments found in Chapter 7- Section 8.3 describes the
development of a property-specific maintenance manual and presents a sample manual used by the
EMPACT Lead-Safe Yard Project. Section 8.4 provides tips on homeowner education, while
Section 8.5 suggests creative ways of encouraging ongoing maintenance.
All of these sections will be useful to someone responsible for implementing a lead-safe yard pro-
gram. Homeowners interested in applying landscape treatments to their own yards can focus on
Sections 8.1, 8.2, and 8.3-
B.T THE IMPORTANCE OF YARD MAINTENANCE
Why is yard maintenance such an important part of a successful lead-safe yard program? The
answer is quite simple. All of the landscape measures used by the EMPACT LSYP are interim con-
trols: that is, they are designed to protect children and other people from existing soil-lead hazards
without permanently abating the hazards. These landscaping measures provide protection only so
long as they are kept in good repair. Evergreen shrubs, for example, will discourage children from
playing in the drip zone only if the shrubs are kept alive. Grass serves as a protective barrier only if
it is healthy and well maintained. Likewise, a mulch-filled pet area must be raked regularly to main-
tain a 6-inch mulch barrier and keep pets from contacting lead-contaminated soil.
The good news is that all of these landscape measures can provide effective, continuing protection
if well maintained. And most maintenance tasks are relatively simpleas easy as tightening a screw,
watering a lawn, or raking a gravel drive.
B.Z MAINTENANCE REQUIREMENTS
FDR EMPACT TREATMENT MEASURES
The table on pages 114 to 116 summarizes all maintenance tasks required for the landscape treat-
ments described in Section 7-2 of this handbook. The table includes information on the optimum
frequency of maintenance and the tools needed for each task.
B.3 DEVELOPING A PROPERTY-
SPECIFIC MAINTENANCE MANUAL
For each completed yard treatment, the landscape coordinator should prepare a property-specific
maintenance manual that can be provided to the homeowner as part of the case file for his or her
property (see Section 7-8). This maintenance manual should tell the homeowner what maintenance
tasks need to be performed, when it is best to do them, and what tools (if any) are required for
each job.
3 YARD MAINTENANCE 111
-------
The maintenance manual used by the EMPACT LSYP during its Phase 1 and 2 treatments is
shown on pages 117 through 122. The manual has several features that make it effective and easy
to use:
It is easily customized for each yard treated. The landscape coordinator simply places
a checkmark next to each treatment measure used in that particular yard.
It is easy to read. The homeowner simply looks for the checkmarks identifying the
treatments used, then follows the maintenance guidelines provided.
It is keyed to correspond with the treatment plan developed during the design session.
The letters identifying particular treatment measures match up with those shown on
the site worksheet (see page 79 in Chapter 7).
It includes a list of materials used for yard maintenance, their typical costs, and places
they can be obtained (including sources of free materials).
B.4 EDUCATING HOMEOWNERS
ABOUT YARD MAINTENANCE
At the conclusion of each yard treatment, the landscape coordinator should meet with the home-
owner to review all landscape work that has been completed in the yard, pass on the
property-specific maintenance manual, and explain the information it contains.
This meeting provides a perfect opportunity to educate the homeowner about the importance of
yard maintenance and to re-emphasize some of the key lessons of your program. The EMPACT
LSYP has found that homeowners often don't retain the information on soil-lead hazards that was
presented to them by the outreach coordinator (see Lessons Learned below). For this reason, the
landscape coordinator should use this opportunity to review the following:
The results of the soil-lead sampling and the areas of concern.
Why lead-contaminated soil is harmful to children and other people.
The landscape treatments that were employed and how they protect
against harmful exposures.
The homeowner's responsibility in maintaining the landscape installations.
Throughout the meeting, the landscape coordinator should emphasize that the landscape treat-
ments will only be effective if well maintained. He or she should also emphasize that all involved
maintenance is easy and inexpensive to perform.
B.5 STRATEGIES FOR ENCOURAGING
ONGOING MAINTENANCE
Once you have finished treating a yard, met with the homeowner one last time, thanked him or
her for participating, and said goodbye, the success of that yard treatment is almost entirely in the
homeowner's hands. If he or she completes all maintenance tasks as outlined in the maintenance
manual, the treatments that have been installed can provide ongoing protection for many years. On
the other hand, if the homeowner neglects all maintenance, the benefits of the yard treatment will
be limited.
1 1 Z 3 YARD MAINTENANCE
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LESSONS LEARNED: RE-EDUCATING HOMEOWNERS
ABOUT SOIL-LEAD HAZARDS
During Phases 1 and 2 of the EMPACT Lead-Safe Yard Project, the project team made
focused efforts to educate homeowners about the need for maintaining the landscape
treatments that were installed in their yards. These efforts included the creation of a
homeowner packet for each completed property; the packet contained a record of the
soil-lead sampling results, a color-coded plot plan showing treatments used, and a
property-specific maintenance manual identifying maintenance tasks needed for that yard.
In the spring of 2000, less than two years after the first Phase 1 treatments were
completed, members of the EMPACT team revisited several of the Phase 1 and 2
properties to evaluate the level of maintenance that had taken place. The results were
disappointing. Their observations indicated that, at some properties, little or no
maintenance had occurred. Many of the landscape installations (especially those requiring
frequent attention from the homeowner, such as grassed areas and plantings) had degraded
to the point where they no longer appeared to provide effective protection. Some
homeowners were unable to locate their maintenance manuals when asked.
In assessing the reasons for these disappointing results, the project team found that many
of the homeowners perceived the LSYP as a "yard beautification" project rather than as a
risk-prevention program designed to protect children from dangerous lead exposures.
Though each homeowner had been given extensive information about soil-lead hazards and
how landscape measures could help protect their family's health, the homeowners had not
always retained this message. The project team concluded that they needed to find new
strategies for emphasizing the lead hazard message during Phase 3 of the project, and for
creating repeated opportunities for homeowner re-education.
The strategies devised by the project team included sending out
reminders about the need for yard maintenance, holding
community-wide lead-safe yard maintenance days, and offering
annual educational events about soil-lead hazards. These
strategies are presented in Section 8.5. Additional strategies are
described in Section 5.2, "Educating People About Lead and
Lead in Soil."
Here are three strategies for encouraging ongoing maintenance
over time:
Send out reminders. Try developing a standard maintenance
reminder that can be sent out annually to all homeowners
who have participated in your program.
Organize a presentation on lead poisoning and soil-lead
hazards to encourage ongoing yard maintenance within
the community.
Hold community maintenance days. Once or twice a year (perhaps in spring and/or fall),
organize a community-wide "Lead-Safe Yard Maintenance Day." Such an event could be
combined with community clean-up days.
Offer annual educational events within your community about soil-lead hazards. For
example, you might want to organize a presentation on lead poisoning and soil-lead
hazards at a local community center or community college.
Above all, remember to be creative in communicating your message about soil-lead hazards, and
repeat it at every opportunity.
3 YARD MAINTENANCE 113
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MAINTENANCE REQUIRED FDR
EMPACT LANDSCAPE TREATMENTS
Yard Area
Drip zone
Grassed
areas
Treatment
Measure
Raised perimeter
box filled with
mulch and
plantings
Raised perimeter
box filled with
gravel
Existing lawn
improvement
OR
New lawn
installation
(at existing grade)
New lawn
installation
(raised bed)
Raised mulch bed
(with plantings)
Maintenance Tasks
Check that all screws and other
connections on box are secure
Look for and remove splinters
Remove weeds and debris
Replenish mulch to 6" depth
Water plantings
Check that all screws and other
connections on box are secure
Look for and remove splinters
Remove weeds and debris
Apply grass fertilizer
Water lawn
Reseed bare spots
Check that all screws and other
connections on box are secure
Look for and remove splinters
Apply grass fertilizer
Water lawn
Reseed bare spots
Check that all screws and other
connections on box are secure
Look for and remove splinters
Remove weeds and debris
Replenish mulch to 6" depth
Water plantings
Frequency
Annually
Annually
Three times a year
Every two years
Regularly
Annually
Annually
Annually
Twice a year
(spring and fall)
Regularly
Annually (spring or
early fall)
Annually
Annually
Twice a year
(spring and fall)
Regularly
Annually (spring or
early fall)
Annually
Annually
Three times a year
Every two years
Regularly
Tools Needed
Screwdriver,
hammer
None
None
Mulch fork or rake,
shovel, wheelbarrow
Sprinkler, garden hose
Screwdriver,
hammer
None
None
None
Sprinkler, garden hose
Rake, seed mixture
Screwdriver,
hammer
None
None
Sprinkler, garden hose
Rake, seed mixture
Screwdriver,
hammer
None
None
Mulch fork or rake,
shovel, wheelbarrow
Sprinkler, garden, hose
114 3 YARD MAINTENANCE
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MAINTENANCE REQUIRED FDR
EMPACT LANDSCAPE TREATMENTS
Yard Area
Parking
areas
Recreation
and
children's
play areas
Pet areas
Bare soil
under
porches
Treatment
Measure
Gravel parking
area
Asphalt parking
area
Wood platform
Raised bed filled
with mulch or
woodchips
Raised pet area
filled with mulch
or woodchips
Install lattice and
trim
Maintenance Tasks
Remove weeds and debris
Rake to maintain evenly spread
top layer of 1 l/2 " to 2"
No maintenance needed
Check that all screws and other
connections are secure
Look for and remove splinters
Sweep to maintain cleanliness
Check that all screws and other
connections on box are secure
Look for and remove splinters
Remove weeds and debris
Replenish mulch to 6" depth
Check that all screws and other
connections on box are secure
Look for and remove splinters
Remove weeds and debris
Rake to maintain 6" depth
Replenish mulch or woodchips to
6" depth
Check that all screws, nails, and
other connections on installation
are secure
Look for and remove splinters
Scrape, sand, and paint or apply
additional coats of sealant
Frequency
Twice a year
(spring and fall)
As needed
None
Annually
Annually
As needed
Annually
Annually
Three times a year
Every two years
Annually
Annually
Twice a year
As needed
Every two years
Annually
Annually
Annually
Tools Needed
None
Rake
None
Screwdriver, hammer
None
Broom
Screwdriver, hammer
None
None
Mulch fork or rake,
shovel, wheelbarrow
Screwdriver, hammer
None
None
Rake
Mulch fork or rake,
shovel, wheelbarrow
Screwdriver, hammer
None
Scraper, sandpaper,
paintbrush, paint or
sealant
3 YARD MAINTENANCE 115
-------
MAINTENANCE REQUIRED FDR
EMPACT LANDSCAPE TREATMENTS
Yard Area
Bare soil
under
porches
Garden
areas
Walkways
Treatment
Measure
Raised bed filled
with mulch or
gravel along
footprint of porch
Raised vegetable
garden bed
Stone path
Maintenance Tasks
Check that all screws and other
connections on box are secure
Look for and remove splinters
Remove weeds and debris
Rake to maintain evenly spread
top layer
For mulch beds, replenish mulch
to 6" depth
Check that all screws and other
connections on box are secure
Look for and remove splinters
Add additional loam
(or compost)
Sweep to maintain cleanliness
Frequency
Annually
Annually
Annually
As needed
Every two years
Annually
Annually
Annually
As needed
Tools Needed
Screwdriver,
hammer
None
None
Rake
Mulch fork or rake,
shovel, wheelbarrow
Screwdriver,
hammer
None
Shovel, wheelbarrow
Broom
116 3 YARD MAINTENANCE
-------
LEAD-
-------
LOOK FOR THE
Ef
THAT SHOWS THE TREATMENTS
USED IN YOUR YARD AND FOLLOW THE GUIDELINES
A. Pressure Treated Wood Drioline Boxes
MAINTENANCE
Once a year:
Check to make sure that all screws
and other connections are secure
Look for and remove splinters
Tools Needed:
Screwdriver and/or hammer
Dripline Boxes are Lined with Perforated Plastic or Landscape Film
Then Filled with One of the Following:
Mulch
""MAINTENANCE
Three times a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Every two years:
Replenish mulch to 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
Gravel
MAINTENANCE
Once a year:
Remove weeds and debris
Tools Needed:
None
J
Mulch Over gravel
MAINTENANCE
Three times a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Every two years;
Replenish mulch to 2" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
1 1 S S YARD MAINTENANCE
-------
B. Pressure Treated Wood Raised Picnic/Play Areas
MAINTENANCE
Once a year:
Check to make sure that all screws
and other connections ore secure
Look for and remove splinters
Tools Needed:
Screwdriver and/or hammer
Pressure Treated Wood Raised Play or Picnic Areas are Lined
with Perforated Plastic or Landscape Fabric and then
Filled with One of the Following:
Woodchips
MAINTENANCE
Three times a year:
Remove weeds and debris
Spring and summer
Tools Needed:
None
Every two years:
Replenish wood chips to 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
ป
Gravel
MAINTENANCE
Once a year:
Remove weeds and debris
Tools Needed:
None
Mulch
MAINTENANCE
Three times a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Every two years:
Replenish mulch to 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
See Resource List for Sources of Free Materials
S YARD MAINTENANCE 119
-------
Pressure Treated Wood Raised garden Plots
MAINTENANCE
Once a year:
Check to make sure that all screws
and other connections are secure
Look for and remove splinters
Tools Needed:
Screwdriver and/or hammer
Pressure Treated Wood Raised Garden Plots are Lined with Landscape
Film and then filled with Loam and Compost:
MAINTENANCE
Once a year:
Add additional Compost
Early spring
Tools Needed:
Shovel
Wheelbarrow
1 2O B YARD MAINTENANCE
-------
D. Covered Surface Areas for People, Cars and Pets
/IStepping Stone Paths
Y flUUNTEKUNCE
Sweep as needed
Tools Needed:
Broom
Grassed Areas
(Recommended for sunny spaces)
MAXNTOMNGE
Twice a year:
Apply grass fertilizer
spring and fall
Tools Needed:
None
Water regularly especially
during hot, dry weather
Tools Needed:
Sprinkler
Garden hose
Every Year:
Reseed bare spots
spring or early fall
Tools Needed:
Rake
gravel Driveways and Paths
(6ravei spread to 2"depth)
M/UNTBvMNOE
Twice a year:
Remove weeds and debris
spring and fall
Tools Needed:
None
Rake as needed to
maintain 2" depth
Tools Needed:
Rake
Areas For Pets
(Woodchips spread to 6" depth)
JVUINTBMNCE
Twice a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Rake as needed to
maintain 6" depth
Tools Needed:
Rake
Every two years: ^
Replenish woodchips to
maintain 6" depth
Tools Needed:
AAulch fork or rake
Shovel
Wheelbarrow
See Resource List for Sources of Free Materials
S YARD MAINTENANCE 1 Z 1
-------
RESOURCES AND TYPICAL COSTS
Prepared for Dorchester Lead Safe Yards Program 1999
MATERIAL
Gravel
Mulch
Woodchips
Pressure Treated
Lumber (2"x 6")
Grass Seed
Grass Fertilizer
Plastic in Rolls
Landscape Fabric
Compost
Stepping Stones
SOURCE
Building Supply or
Garden Center
Garden Center
Tree Service or
Recycling Center or
Parks Department
Lumber Yard
Garden Center
Garden Center
Hardware Store
Garden Center
Garden Center or
Recycling Center or
Parks Department
Building Supply or
Garden Center
TYPICAL COST
$20.00 per cubic yard
plus delivery
$25.00 per cubic yard
$6.00 per 3 cubic foot
bag
plus delivery
FREE
FREE
FREE
$.75 per linear foot
plus delivery
$10.00 per 3 Ib. bag
(covers 1700 sq. ft.)
$10.00 per bag
(covers 5000 sq. ft.)
$3.00 per 3'x50' roll
$15.00 per 3'x50' roll
$5.00 per 50 Ib. bag
FREE
FREE
$2.00 per 12" pre-cast
square or round stone
1 22 B YARD MAINTENANCE
-------
EVALUATING YOUR
LEAD-SAFE YARD PROGRAM
This chapter provides guidance on evaluating the effectiveness of your lead-safe yard program.
Section 9-1 suggests questions that you may want to focus on during your evaluation. Section 9-2
discusses the need for documenting your program's work at key evaluation points.
The information in this chapter is designed primarily for managers and organizers who are respon-
sible for running lead-safe yard programs.
9.1 FOCUSING YOUR EVALUATION
How effectively does your program reduce young children's exposure to lead? To answer this, you
will need to evaluate your program.
As described in Section 1.2.2, EPA New England and the National Center for Lead Safe Housing
(http://www.leadsafehousing.org) are currently leading a HUD-funded research study to document
the effectiveness of the low-cost interim soil control measures used by the EMPACT Lead-Safe Yard
Project. The study will include a retrospective evaluation of the soil intervention work conducted
during Phases 1 and 2 of the EMPACT LSYP It also will examine data collected during the sum-
mer of 2000 by all three Boston-based lead-safe yard programs: the EMPACT project, the Lead
Safe Boston demonstration project, and the Boston Public Health Commission project. Soil-lead
data will be collected before, during, and after each yard intervention, mainly to document the
effectiveness of the landscape treatment measures in reducing risk to residents.
In designing an approach to evaluating your own program, you can focus on any of a number of
criteria. Some of these are easily measurable, others are not. Here are four questions you may want
to look at in your evaluation:
How effective were the yard treatments in reducing soil-lead levels?
How well did the yard treatments hold up over time?
What effect did the yard treatments have on children's blood lead levels?
How well did your program educate residents about lead poisoning?
9.2 DOCUMENTING EVALUATION POINTS
An effective strategy for evaluating mitigation work is to compare the yard at three points in time:
pre-treatment, immediately after treatment, and one year after treatment. Key to conducting an
evaluation is adequate documentation of the program's work. Throughout this handbook, tools for
documenting lead-safe yard activities have been identified. The following documentation should be
contained in the case file you began upon initial contact with the homeowner:
Homeowner application materials and consent form (Chapter 5).
Results of educational 'quiz' (Chapter 5).
"Homeowner Yard Use/Treatment Options Interview" Form (Chapter 5).
"Before and after" photographs of the yard.
EVALUATING YOUR LEAD-SAFE YARD PROGRAM 1 23
-------
Site worksheet (with monitoring results) and color-coded plot plan (Chapter 6).
Treatment plan (Chapter 7).
Contract (Chapter 7).
Cost estimate sheet (Chapter 7).
"Homeowner's Approval of Treatment Plan" Form (Chapter 7).
Project Completion Certificate (Chapter 7).
Any information available about blood lead levels of children living in the home.
When you return a year later, you should again obtain the homeowner's permission for inspecting
the yard and taking additional measurements and photographs. A sample form is shown on
page 126 ("Homeowner Permission FormOne Year Follow Up"). Your photos and notes from the
follow-up visit will help document how well the landscaping measures have been maintained. You
should also get input from the owner on:
His or her impressions of the benefits and/or drawbacks of the landscaping done
at the home.
How hard or easy it was for the homeowner (or another resident) to maintain the
landscaping measures and whether the maintenance plan was clear and easy to follow.
How your lead-safe yard program could be improved (e.g., through better treatment
measures or better maintenance procedures).
You can also try to evaluate how well your educational efforts worked; the EMPACT outreach
worker, for example, plans to readminister the quiz that she gives following the educational video,
'Lead Poisoning: The Thief of Childhood.' Finally, you can ask the residents if they are willing to
give you the results of any lead testing done on children who live at the home.
All of this information will help you document and assess the various aspects of the program. This
evaluation will be of value to your project team, your funders, the community, and each family
involved in the program.
1 Z4 9 EVALUATING YOUR LEAD-SAFE YARD PROGRAM
-------
ASSESSING REDUCTIONS IN SOIL-LEAD LEVELS
In the summer of 1999, the EMPACT Lead-Safe Yard Project returned to several
residences in the Bowdoin Street neighborhood to assess changes in surface soil-lead levels.
All of these residences had been treated one year earlier, during Phase 1 of the project.
Retesting efforts focused on play areas and/or areas that had been found to have high soil-
lead levels during the initial testing. As illustrated in the graphs below, the results of the
retesting showed that lead concentrations in the yard surfaces were significantly lower at
each site. This indicated to the project team that the landscape barriers installed at the
sites during the yard treatments were effectively covering the contaminated soil below.
In the year 2001, the EMPACT LSYP intends to do another round of retesting at 25 sites.
Property #1
tot avg
Property #2
A-Side Picnic Area
tot avg
Property #3
A-Side
Picnic Area
tot avg A-Side Picnic Area
Lead Concentration Before and After Mitigation for Three Phase 1 Properties
*Soil-lead concentrations were sampled 10 to 13 months after mitigation.
EVALUATING YOUR LEAD-SAFE YARD PROGRAM 1 Z5
-------
Homeowner Permission Form
Boston Lead Safe Yard Program
One Year Follow Up
Your yard has been made more safe for children to play in and for you to enjoy by the landscaping improvements
that we have done through the Lead Safe Yard Program. Thank you for your cooperation during this community
effort.
Now that we have finished a large number of yards in your neighborhood, we would like to inspect the work to see
how well the improvements are holding up over time. We would like your permission to talk with you and to visu-
ally inspect all of the landscape improvements made by our program. During the visual inspection, we would also
make some measurements and take a few photographs of the work. The inspection will take about an hour. This
evaluation is funded by Lead-Safe Boston and the U.S. Department of Housing and Urban Development (HUD)
and coordinated by the National Center for Lead-Safe Housing.
I give my permission for a visual inspection and measurements of the landscape improvements made by the Boston
Lead Safe Yard Program.
Homeowner #1 signature Date
Homeowner #2 signature Date
Lead-Safe Yards Evaluation staff Date
or Interviewer
1 26 9 EVALUATING YOUR LEAD-SAFE YARD PROGRAM
-------
10
NON-RESIDENTIAL
APPLICATIONS OF LEAD-SAFE
MITIGATION STRATEGIES
Many of the mitigation strategies and approaches incorporated into a lead-safe yard program can
be applied to non-residential properties as well. Properties such as tot lots, playgrounds, commu-
nity gardens, and vacant lots where children play may contain high levels of lead in their soil. Also,
while children should not be playing at abandoned industrial sites or commercial buildings, these
properties can be sources of increased exposure if children have access to areas of lead-contaminated
soil. Specific mitigation approaches that have proven successful in reducing lead exposure risk at
residential properties can be just as effective when applied to certain non-residential properties.
At tot lots and playgrounds, for instance, raised sand boxes can be constructed. The bottoms of
these boxes should be lined with perforated plastic, landscaping fabric, or even indoor-outdoor car-
peting to create a barrier between the lead-contaminated soil and the clean sand in which the
children play. Clean sand should be tested to ensure that it does not contain lead levels of concern
(i.e., greater than 400 parts per million). Similar raised boxes can be built around playground
equipment and play areas and filled with sand, gravel, or mulch. Another alternative is to lay down
rubber matting in play areas, or even paving lots. Planting and maintaining healthy grass cover is
yet another option for play areas. Planting evergreen shrubs in areas with especially high lead levels
can also be effective in keeping children from playing in these areas.
Community gardens can also incorporate lead-safe yard principles to protect against lead exposure.
Raised garden boxes can be constructed, lined with perforated plastic or landscaping fabric, and
filled with clean loam and compost. Loam should be tested to ensure that it does not contain lead
above the 400-ppm level. Clean compost should be added yearly to replenish nutrients and help
control lead levels.
Vacant lots where children play can be made lead-safe by covering exposed areas of soil. Planting
grass is one approach, but other materials such as woodchips, mulch, or even gravel could be used.
To keep children from playing in areas with high levels of lead in the soil, plant evergreen bushes
and shrubs.
For abandoned industrial sites and commercial buildings, construct barriers (such as fences or walls)
to keep children out of these potentially dangerous areas.
1 D LEAD IN SOIL: WHY is IT A PROBLEM? 1 ZV
-------
SAFER SOIL PILOT PROGRAM
DDPi^jniv OF CAMBRIDGE, MASSACHUSETTS
ABOUT THE PROGRAM
The Lead-Safe Cambridge (LSC) program works to make the homes of income-qualified people in
Cambridge, Massachusetts, lead safe through interior and external lead hazard control. It began the
Safer Soil Pilot Program in 1997 to build on this effort by making the yards of participants in its
interior de-leading program lead safe as well.
After soil sampling was initiated for the Safer Soil Pilot Program, LSC found that over 95 percent
of the yards it investigated contained soil with lead levels above 400 parts per million. Currently,
all homeowners participating in LSC are eligible for additional assistance under the Safer Soil Pilot
Program. However, after September 2000, participation in the Safer Soil Pilot Program will be
required, in keeping with new federal regulations.
Under the pilot program, soil samples are taken from select areas of a home and tested to determine
their lead content. If elevated lead levels are found, a landscape planner works with the homeowner
and/or tenants to develop an appropriate landscape remediation plan. The Safer Soil Program pro-
vides homeowners free soil sampling and grant support to reimburse them for the cost of
implementing LSC-recommended soil remediation and landscaping plans. Specifically, the
program offers:
Free soil testing.
Training on the dangers of lead exposure.
Free technical advice on preventing lead exposure.
Grant support of up to $2,000 per unit and $6,000 for three or more
units toward the cost of approved materials used to make the yard leadsafe.
PARTNER ORGANIZATIONS
LSC receives funding for its Safer Soil Pilot Program from the U.S. Department of Housing and
Urban Development. LSC collaborates with a number of local non-profit housing groups, includ-
ing Just-A-Start and Homeowner's Rehab, as well as with the U.S. Environmental Protection
Agency and the Massachusetts Department of Environmental Protection.
DUTREACH BARRIERS AND STRATEGIES
Cambridge is a diverse community. Its residents come from many different cultural backgrounds
English is not always their primary language. Successful communication with homeowners and
residents often requires close cooperation and coordination with their English-speaking relatives, as
well as the help of multilingual LSC staff members.
Homeowners and tenants are recruited to participate in the program through newspaper ads, Web
announcements, property owner workshops (such as Cambridge Homefair), and word of mouth.
As part of its soil education strategy, LSC distributes flyers to educate homeowners about the soil-
lead problem and inform them about the program, disseminates fact sheets via the Internet
APPENDIX A 1 Z9
-------
(http://www.ci.Cambridge.ma.us/^LeadSafe), and presents lead-safety materials at public meetings
throughout Cambridge. In addition, LSC offers two annual Safer Soil workshops, free and open to
the public, at which people can learn why lead in soil is a problem, find out how to landscape a
yard to make it safer, and get technical advice from a landscape planner. LSC also enlists the help
of local garden centers, which sponsor the workshops and offer coupons to workshop participants.
SOIL SAMPLING AND ANALYSIS
After their units have been de-leaded under the LSC program, homeowners interested in partici-
pating in the Safer Soil Pilot Program sign an agreement with LSC to have their soil tested for lead.
LSC takes soil samples from different use areas in each yardsuch as driplines, play areas, gardens,
walkways, and other bare areasand sends them to a state laboratory in Jamaica Plain for analysis.
All samples are analyzed using the atomic absorption method (microwave digestion followed by
flame atomic absorption spectroscopy). LSC relies on laboratory analysis, as opposed to onsite
analysis using field portable x-ray fluorescence technology, because of cost and liability issues. A
new XRF costs $15,000 or more (see Section 6.2); because an XRF contains radioactive materials,
only a trained technician can use it. Getting sample results back from the laboratory takes about 7
to 10 days, but this has not been a problem.
Once LSC receives the sample results, it reviews them and consolidates them in the form of hand-
drawn plot diagrams. These are then presented to (and interpreted for) the homeowners and/or
tenants. If the test results reveal that soil on a property exceeds EPA-recommended levels for lead,
an LSC landscape planner works with the homeowner and/or tenants to design attractive, usable
lead-safe urban yards, providing them with plans, product recommendations, and cost estimates.
The landscape planner works with homeowners in the design and construction of these plans. LSC
believes that close cooperation with homeowners helps to create a sense of ownership, community,
and most importantly, safety for children. In addition, this cooperation makes for longer-term com-
pliance and better maintenance.
REMEDIAL MEASURES AND YARD TREATMENTS
The Safer Soils Pilot Program favors a combination of techniques for remediating lead-contami-
nated soil around a residence. These include selectively paving contaminated areas, using softer
paving materials (such as gravel with brick edging), and incorporating plants and shrubs in the
yard. The program often recommends placing plants and shrubs around house driplines to reduce
access to these areas while making the yard more attractive.
The program also works to reduce lead toxicity in the soil by rototilling organic matter (such as
composted cow manure) and rock phosphate, which bind with lead, into affected areas. Once
organic material has been introduced, the Safer Soil Pilot Program recommends taking the addi-
tional step of putting down landscape fabric over the contaminated area and covering the fabric
with 3 to 4 inches of bark mulch or pea gravel to create a natural barrier. Sodding is another effec-
tive option, although its drawbacks include its high cost relative to other treatments and the need
for routine watering in its early stages of establishment.
In areas where lead levels in the soil are found to be greater or equal to 5,000 ppm, LSC follows
current EPA recommendations for remediating high-lead-content soil by covering the area with an
impermeable surface (such as concrete or pavement) or, in extreme cases, removing the soil
altogether. However, the Safer Soil program generally tries to avoid complete soil removal, in large
part because of its cost and the difficulty of disposing of lead-contaminated soil.
1 3D APPENDIX A
-------
Participants in the Safer Soil program are offered grants to help them pay for the materials they need
to remediate their properties. The standard grant is $2,000 per unit and up to $6,000 for three or
more de-leaded units. In order to make full use of an available grant, the homeowner (or a
landscape contractor) must implement the program's recommendations for the property. Work
must be done according to the landscape planner's recommendations; soil must be kept damp in
order to prevent unnecessary lead dust exposure. Homeowners can use landscape contractors to exe-
cute their Safer Soil landscape plans if they are unable to do the work themselves. If the homeowner
chooses to use a landscape contractor, he or she takes the landscape plan and specifications devel-
oped by the landscape planner and obtains three estimates for the landscaping work. The landscape
planner approves the selected contractor, who then begins work. Homeowners save all receipts for
materials and labor and submit them to the landscape planner for reimbursement (up to the total
grant amount) after work has been completed.
The Safer Soil program also offers homeowners and tenants guidance on preliminary steps they can
take to mitigate children's exposure to lead-contaminated soil. These tips include:
Establishing a play area away from areas once exposed to old paint, such as the
house or a fence.
Covering leaded dirt with clean gravel or grass (preferably sod).
Buying or creating a sandbox to cover leaded soil (making sure that the bottom
is sealed away from the soil).
RESULTS
To date, 27 yards have been landscaped through the Safer Soil Pilot Program, with 106 yards tested
for lead. Landscaping plans and specifications have been developed for an additional 11 yards, and
will be implemented in the near future.
AWARDS AND RECOGNITION
In 1999, LSC's Safer Soil Pilot Program was presented a National Merit Award from the American
Society of Landscape Architects for its innovative approach to addressing lead in residential soil.
FOR MORE INFORMATION
Ann Stroobant
Landscape Planner
(617) 349-4652
astroobant@ci.cambridge.ma.us
APPENDIX A 1 3 1
-------
SOME PROPOSED MODELS
FOR LESS-RESOURCE-INTENSIVE
APPROACHES TO IMPLEMENTING
LEAD-SAFE YARD PROGRAM
To develop feasible working models that can be applied in other communities, the issues of cost-
effectiveness and homeowner participation need to be addressed. In the absence of a HUD-funded
municipal program, or for those homeowners or residents not eligible for grants or loans from such
a program, less costly approaches can be considered. In Boston, the EMPACT Lead-Safe Yard
Project is currently investigating the following possibilities, several of which could be drawn upon
in carrying out a lead-safe yard program at the local level:
Using a model based on the principles developed by Habitat for Humanity, in which the
work involved in achieving a lead-safe yard is carried out by the homeowner with the help
of community volunteers (possibly other residents in the area who would then receive help
with their yards). Habitat for Humanity is a non-profit organization that builds and
rehabilitates low-cost homes through volunteer labor and donations of money and
materials, with the help of homeowner (partner) families.
Offering courses/workshops for homeowners and for landscapers through a local
community college or other adult education program. Such a course would include
information on building and landscaping techniques and materials, as well as
maintenance required to achieve lead-safe yards. This could be part of a longer
course on home maintenance or a course for new homeowners.
Training environmental science students at a local community college to carry out
sampling of yards for lead contamination. Students would be trained in how to draw plot
plans, how to take samples, and how to interpret and write up the results, as well as in
health and safety issues surrounding the handling of lead-contaminated soil. This would
substantially reduce sampling costs, while providing an educational experience for the
students concerned.
Involving youth volunteers from a program such as City Year in carrying out the
construction and landscaping work for lead-safe yards. City Year, a program of AmeriCorps
(the domestic Peace Corps), engages young people aged 17 to 24 in youth development,
human services, public health, and environmental programs. Another option would be to
contract with a training and construction program such as Youth Build. Youth Build is a
youth and community development program that offers job training, education,
counseling, and leadership development opportunities to unemployed and out-of-school
young adults, aged 16 to 24, through the construction and rehabilitation of affordable
housing in their own communities.
APPENDIX B 133
-------
APPENDIX C
FUTURE OPTIONS
USING PLANTS TO TREAT
LEAD-CONTAMINATED Soi
This handbook focuses on measures that can keep children safe by reducing their risk of exposure
to lead. The fact is, though, that unless the lead is permanently removed, exposure can reoccur (for
example, if landscaping measures are not maintained).
The most frequently used method of removing the lead is to dig up the contaminated soil and haul
it to a hazardous waste facility. This method is costly and requires intensive labor. However, some
promising and innovative experiments explore how to minimize lead exposure by actually extract-
ing it from the soil. This angle of research explores how nature itself, through a process called
phytoextraction, might hold a potent solution for removing lead and other hazardous metals from
contaminated soils.
Phytoextraction involves using living green plants for removing contaminants, such as lead, from
soil and water. The term refers to the uptake of metal contaminants by the plant's roots and the sub-
sequent transport of the contaminants to various parts of the plant. In general, plants do not absorb
or accumulate lead.19 But certain plants, such as the sunflower and Indian mustard, absorb remark-
ably large amounts of metals compared to other plants and actually survive. After the plants are
allowed to grow on a contaminated site for a period of time with proper soil amendments to mobi-
lize the metal, they are harvested. After this, they are either disposed of as a hazardous waste or
incinerated (and the metals recycled). The schematic below illustrates phytoextraction processes
(adapted from http://aspp.org/public_affairs/briefing/phytoremediation.htm).
Solublllzed lead Is
taken up by the roots and
transported to the shoots
3
Plants are
cultivated usl
special agronomic
practices
1
Rosen and Robert Munter. 1998. Lead in the Home Garden and Urban Soil Environment. University of Minnesota Extension
Service. FO-2543-GO. http://www.extension.umn.edu/distribution/horticulture/DG2543.html
APPENDIX C 1 35
-------
Scientists have studied phytoremediation (the use of plants to recover contaminated soils and water)
extensively. It is slowly becoming an acceptable, and even preferred, technology. Numerous demon-
stration projects have shown the promise of phytoremediation. For example:
In Trenton, New Jersey, the Gould National Battery site was home to commercial lead-acid
battery manufacturers from the 1930s to the 1980s. In those years, the land became heavily
contaminated with lead. Under the Brownfields Initiative, the U.S. Environmental
Protection Agency awarded Trenton a grant to restore the site. In 1995, Phytotech Inc.
(now Edenspace Systems Corporation) approached the city about using "green technology"
to clean up the site. Three crops of plants over a summer reduced lead levels on 75 percent
of the treated area to below the New Jersey residential standard of 400 parts per million.
See http://www.edenspace.com/CaseStudies.htm.
In Chernobyl, a team of scientists from Rutgers University headed by plant biologist Ilya
Raskin tested phytoextraction to remove radioactive cesium and strontium from a
contaminated pond. Sunflowers were set floating on small polystyrene rafts so that their
roots dangled in the water. Despite the poisons, the plants thrived. So far, Raskin has used
phytoextraction techniques in sites in New Jersey, Massachusetts, and Connecticut.
Only a handful of demonstration projects focused on removal of lead from residential soils. Here's
an example from the Boston metro area:
The Boston Health Department sought a comprehensive strategy to remove lead from a
small Dorchester neighborhood that hosted a cluster of childhood lead poisoning cases.
Excavation and removal simply cost too much, so the department sought other methods.
They teamed with Edenspace Systems Corporation to explore phytoextraction using Indian
mustard plants on a 1,000-square-foot test site in the neighborhood. They spread a soil
amendment that would loosen the lead so it dissolves in the moisture. They planted Indian
mustard, which is well suited for metal removal because it accumulates the metal in its
leaves rather than its roots. After six weeks, they harvested the plants and analyzed the soil.
Lead concentrations decreased 47 percent, and after a second growing, the overall lead
reduction was 63 percent (from 1,500 ppm to under 300 ppm). The harvested plants were
incinerated, and the metals in the ash were recycled. Based on the results of the
demonstration, Tom Plante of the Boston Health Department feels this method is very
effective in reducing lead levels in soil and has the potential for a wide array of applications
including brownfieldsand now urban residences (if there is enough sunlight and
moisture). For more information on this demonstration project, visit the Boston Childhood
Lead Poisoning Prevention Program at http://www.tiac.net/users/bdph/oeh/leadhome.htm.
Edenspace Systems Corporation is continuing research on residential soil-lead remediation. One of
the challenges of lead remediation in residences is that the plantings can put an entire yard out of
use and out of sight for months or even years. Therefore, the company is researching the potential
of turf grasses to extract lead from the soil. Making the technology affordable, ensuring proper
sunlight and irrigation, bringing heavy machinery into residential neighborhoods, and reaching
lead that is too far for plant roots to reach might pose additional challenges. However, research will
continue to build on existing knowledge of phytoextraction and help address the potential challenges.
1 36 APPENDIX C
-------
For more information on phytoextraction and other forms of phytoremediation, see the following
online resources:
Edenspace Systems Corporation
Edenspace now owns or licenses an array of proprietary techniques used in removing lead,
arsenic and other metals from the environment. The resources page provides many useful
links to articles on phytoremediation.
http ://www. edenspace. com/newpage4.htm
Phytoremediation: using plants to remove pollutants from the environment
An overview of phytoremediation written by Rutgers University plant biologist Ilya Raskin.
http://aspp.org/public_affairs/briefmg/phytoremediation.htm
Rutgers University Center for Agriculture and Environmental Technology
One of the pioneer research institutions for phytoremediation.
http://aesop.rutgers.edu/^biotech/brochure/index.html
U.S. EPA Citizen's Guide to Phytoremediation
http://www.epa.gov/swertiol/products/citguide/phyto2.htm
APPENDIX C 137
-------
APPENDIX D
Quality Assurance Project Plan for:
A COMMUNITY BASED ENVIRONMENTAL
LEAD ASSESSMENT AND REMEDIATION PROGRAM
Prepared for:
Lead Safe Yard Program
USEPA New England Lab
60 Westview Street
Lexington, MA 02421
Prepared by:
Paul Carroll, Chemist
Investigations and Analysis Unit, OEME
Approved by:
Robert Maxfield, Chief
Investigations and Analysis Unit, OEME
Approved by:
Andy Beliveau, QA Officer
Quality Assurance Unit, OEME
APPENDIX D 1 39
-------
1 .D SCOPE AND APPLICATION
This QAAP outlines procedures for the field analysis of lead in soil using the Niton 700 Series Field
Portable X-Ray Fluorescence Spectrometer. These methods are designed as part of the sampling and
analysis protocol for the Lead Safe Yard Program and are applicable to the measurement of lead in
urban soils.
Project
Management
R. Maxfield, EPA
P. Hynes, BU
Outreach Coordinator
T. Settles, DSNI
Quality Control
A. Beliveau, EPA
Sampling and Analysis
W. Straub and P. Carroll, EPA
Site Remediation
L. Pettrucci, DGP
2. PROJECT ORGANIZATION AND RESPONSIBILITY
The Project Managers are in charge of coordinating, maintaining and monitoring all activities,
including direction for preparation of work plans, sampling plans, and analytical procedures rela-
tive to the project. The Quality Assurance personnel will evaluate and approve QA/QC plans
through the course of the project and oversee all data quality assurance aspects of the project. The
Outreach Coordinator will be responsible for locating potential properties for sampling and analy-
sis, contacting property owners and gaining consent to work on the property. The sampling and
analysis team will be responsible for scheduling and conducting data collection and data reduction
procedures, properly maintain samples, develop site sketches and other observations, generate
1 4D APPENDIX D
-------
required QA/QC records and implement corrective actions. The site remediation group will apply
innovative and cost effective landscape techniques for site improvements.
3. PROBLEM DEFINITION
Lead poisoning continues to be an extremely serious environmental health issue for youth, partic-
ularly in poorer inner city neighborhoods with older wood framed housing. While considerable
attention has been focused on the lead contaminated paint prevalent on the surfaces of homes in
these neighborhoods, less attention has been paid to the lead contaminated soil that surrounds each
home. The reasons for this lack of attention by regulators stems from a variety of concerns: perhaps
foremost is the cost of soil removal and disposal.
4. PROJECT DESCRIPTION
The overall objective of the proposed project is to produce a summary report documenting the
effectiveness of low cost residential soil intervention. The project will incorporate two sampling
plans to accomplish this goal. One sampling strategy will be to measure surface soil lead at resi-
dential properties in the Greater Boston area. Properties that exceed project specific action levels
will be mitigated with simple, low cost methods that are designed to minimize the risk of human
exposure to the contaminated soil. Soil surfaces will then be measured to evaluate the effectiveness
and durability of the intervention measures over time. A second sampling strategy involves meas-
uring tracked-in soil Pb (house dust) to compare pre and post intervention Pb levels inside the
residence. This Quality Assurance Project Plan outlines protocol for the residential soil surface sam-
pling program that will be used in this project.
4A. PROJECT TIMELINE
Activity Start End
Review existing data 11/99
Determine target community 2/00
Community Outreach 2/00 9/01
Site Investigations 3/00 11/01
Meet with property owners
Site Remediation 3/00 11/01
5. SAMPLING DESIGN
The sampling strategy is designed to assess the potential of excessive lead exposure to humans from
soil on the property. Each property will be evaluated with focus on four areas of concern: the
dripline along the house foundation, play areas in the yard, areas of exposed soil in the yard, and
any other potential sources of soil lead contamination including those from abutting properties.
Play areas found to contain greater than 400 parts per million (ppm), and other areas that are found
to contain greater than 2000 ppm lead will be further characterized to determine the nature and
extent of contamination (note Appendix 1, the Sampling Logic Tree). Two soil sampling strategies,
APPENDIX D 141
-------
in situ and bag sampling, will be used to determine lead content in these residential soils.
Descriptions of each along with QA/QC protocol follow.
In-Situ Sampling. Samples will be analyzed with a Niton Model 702 XRF Spectrum Analyzer. The
702 is a field portable multi-element, multi-functional x-ray fluorescence analyzer (FPXRF)
equipped with a lOmCi cadmium-109 source and a high resolution Silicon-Pin detector. The hand
held, battery powered FPXPvF is capable of in-situ analysis techniques. Based upon a minimum
detection limit study (MDL), the detection limit for this method is approximately 100 ppm. These
data are attached as Appendix 4. This instrument is factory calibrated, has been found to hold cal-
ibration quite well, and is software compensated for any deterioration of the source. In addition to
the MDL, precision and accuracy studies (1998 and 2000) are attached as Appendix 5.
Soil lead measurements will be taken in-situ during the screening phase provided that the surface is
not inundated with water. Large nonrepresentative debris, including rocks, pebbles, leaves and
roots, will be removed from the soil surface prior to sampling. The area will be smooth enough to
allow uniform contact between the FPXRF and the ground surface. The initial sample locations
will depend upon the size and shape of the region of interest. A line pattern will be used when the
area is linear (e.g. dripline). In-situ measurements will be taken at approximate 10 foot intervals
along the line depending upon the length of the building. Additional lines are tested at 2 to 5 foot
sampling intervals away from the original sampling area to characterize the extent of any lead con-
tamination. Target patterns will be used for sampling larger, nonlinear areas of potential exposure
(e.g. play areas). A large "X" will be superimposed upon the space to be analyzed. In- situ meas-
urements will be taken at 5 to 10 foot intervals along each line of the "X" unless the samplers
determine that additional (or less) resolution is required. Screening data and descriptive informa-
tion about each site will be recorded on the Site Worksheet (Appendix 2).
Quality control checks will consist of replicate measurements, standard reference material (SRM)
checks and confirmation samples as defined in Section 10, Acceptance Criteria for Soil Lead by
XRF. Replicate measurements will be conducted over a minimum of 10% of the screen samples to
indicate the precision of analysis and the homogeneity of the sample matrix. Three point SRM
measurements and a blank measurement will be conducted at the beginning and end of each sam-
pling day to ensure linearity over the expected sampling range (e.g. 400-5000 ppm) and to
determine that the instrument is operating contaminant free. SRMs (NIST 2586 @ 432 ppm lead
in soil) will be used as continuing calibration checks after every 10th screen sample. A minimum
of one confirmation sample will be collected from each site. Approximately 4 tablespoons of sur-
face soil, to no more than the approximate depth of 0.5 inches, will be collected into a soil sample
container and thoroughly mixed for each confirmation sample. The sample will be properly labeled
and returned to the laboratory for analysis by EPA Method 6010A.
Bag Sampling. If site conditions are such that in-situ sampling is not appropriate and sampling
activities must continue, this bag sampling method will be used to evaluate soil lead conditions on
the residential properties. The sampling strategy will be a scaled down version of the in-situ strat-
egy. The focus will still be on the dripline of the building on the property, play areas, bare soil and
other concerns such as sources from abutting properties. The bag approach involves collecting soil
samples into a sampling container and returning them to the laboratory for preparation, XRF
analysis and ICP confirmation.
Typically, a minimum of 4 discreet soil samples will be collected from each side of the building
perimeter within 1 to 3 feet of the foundation (dripline). These samples will be collected at the very
minimum of 2 feet from each other. Bare soil areas are the preference (vs. covered areas).
1 4Z APPENDIX D
-------
Composite samples from play areas will consist of aliquots collected along an X shaped grid. These
subsamples will be collected at a minimum of 1 foot from each other. Bare soil areas are preferred.
This method will also apply to bare areas of soil, vegetable gardens and high use areas noted on the
subject property.
The decision to sample along the property boundary will be determined by the samplers at the time
of the site visit. If conditions exist on an abutting property that would appear to present a risk of
soil lead contamination to the subject property, the following protocol will be followed. Aliquots of
surface soil will be collected along the property line(s) of interest. These subsamples will be collected
no closer than 1 foot apart and will be located within 1 to 5 of the property line. Subsamples will
only be collected on the subject property.
Quality control for the composite method measurements will be identical to QA/QC for the in situ
method. Three point SRM measurements and a blank measurement will be conducted at the begin-
ning and end of each sampling day to ensure linearity over the expected sampling range (e.g.
400-5000 ppm). SRMs will be used as continuing calibration checks after every 10th screen sam-
ple. A minimum of one confirmation sample will be collected from each site.
All bag samples will be collected according to protocol outlined in Section 7 (Sample Handling and
Chain of Custody Requirements). The samples will be returned to the EPA laboratory where they will
be dried, screened to remove nonrepresentative debris, and analyzed using XRF technology. Select
samples will be designated for confirmation analysis by Inductively Coupled Plasma Optical
Emission Spectroscopy (ICP).
Confirmation Samples. Confirmation samples are collected during sampling activities to be ana-
lyzed at the University of Cincinnati, Hematology and Environmental Laboratory by Atomic
Absorption Spectrometry. These samples are collected in selected intervals around the house
perimeter (designated HC for house composite), any play areas (PC), from any on-site vegatable
gardens (GC) and from any high use areas (HUC).
Typically, 12 subsamples are collected for each perimeter composite sample (3 from each side of the
house). If possible, 5 subsamples are collected for each play area composite, garden composite
and/or each high use area composite using the target pattern approach. The samples are returned
to the EPA laboratory, sieved with a number 10 sieve (U.S.A. Standard Sieve Series) to removed any
coarse debris, rebagged and analyzed for lead content using the Niton XRF. Each sample is then
labeled (street number and name and composite designation), recorded on a chain of custody form
and sent to the U. of C. Lab for the extraction and AA analysis for lead content.
6. SAMPLING AND
ANALYTICAL METHODS REQUIREMENTS
Parameter Matrix # of Samples Analytical Containers Preservation Hold Time
Lead (XRF) Soil TBD EPA 6200 N/A N/A N/A
insitu
Lead (XRF) Soil TBD ziplock 4ฐC 1 year
confirmation bags
Lead (ICP) Soil TBD EPA6010A ziplock 4ฐC 1 year
confirmation bags
APPENDIX D 1 43
-------
7. SAMPLE HANDLING AND
CHAIN OF CUSTODY REQUIREMENTS
The majority of the soil lead measurements will be taken in situ during the site characterization
phase. Sample handling and chain of custody requirements will not apply to these procedures. Soil
will be collected as confirmation samples and as discreet bag samples. Chain-of-custody (COC)
procedures will be followed for these samples to maintain and document possession from the time
they are collected until they are delivered to the laboratory for analysis. A sample COC form is
attached. The sample handling and COC predator will include:
sample information on the jar/bag with sample ID, time and date of collection and
technician ID, all written in unerasable ink.
a sample seal attached firmly to the sample cover as soon as possible after collection when
using sample jars.
a chain of custody record containing the project name and number, the sampling station
ID, date and time of collection, a brief description of the type of sample collected,
parameters for analysis, the samplers name and signature, adequate space for any
transferee's name and signature and a comment section to describe any special conditions
associated with the samples.
All sample sets will be accompanied by a COC document. Any time the samples are transferred,
both the sample custodian and the receiver shall sign and date the COC document. COC docu-
mentation will be maintained in the project folder.
B. QUALITY CONTROL REQUIREMENTS
Accuracy****
ฑ25
ฑ10
ฑ20
**Typically 3 times the MDL
***Precision determined by replicate sample analyses
****Accuracy determined by analysis of SRMs
9. DATA MANAGEMENT AND DOCUMENTATION
A field log book, dedicated to the project, and field data sheets will be maintained during sampling
events. There will be separate field sheets for the screening and additional site characterization
phases. Each sheet will include the date, time, property name and address, sample locations, a site
sketch that includes sampling locations, sample description, important details about how the sam-
ple was collected, analyst(s) names, along with the respective measurement data, and any additional
comments that would accurately and inclusively describe the sampling activities. Care will be taken
to maintain the logbook and field data sheets neatly with factual, objective language that is free of
personal feelings and other terminology that may be deemed inappropriate.
Analyte
Lead
Lead
Lead
Analytical
Method
EPA 6200
EPA6010A
Kevex XRF
Detection
Limit*
" 75 ppm
42ppb
50 ppm
Quantitation
Limit**
-225
-120
-150
Precision
ฑ50
ฑ20
ฑ20
1 44 APPENDIX D
-------
These field data sheets, along with confirmation sample data received from the laboratory will
be kept on file at the EPA Region 1 Lab. The confirmation information will include results of
sample analyses, method blanks, matrix spike/spike duplicates and acceptance criteria. Copies
of the field data sheets and validation information from the confirmation samples will be dis-
tributed to members of the remediation team to help determine where remediation activity will
take place.
1 D. ASSESSMENT AND RESPONSE ACTIONS
ACCEPTANCE CRITERIA FOR SOIL LEAD BY XRF(IN-SITU)
Audit
Initial
Calibration
(SRM) @ 50,
500, 5000 ppm
Continuing
Calibration
Frequency
Run prior to daily
sampling events
Sample data must
be bracketed every
10th sample (or
less) using SRM
Limits Corrective Action
%RSD=30 Investigate problem and
re-run initial calibration
until an acceptable
calibration is obtained
%D <ฑ25% Re-analyze CC and if passes
continue sample analysis. If
fails investigate problem and
re-analyze all samples following
the last acceptable CC starting
with a new initial calibration.
Field Blank
Replicate
Analysis
(Accuracy)
Confirmation
Samples
Varies by site
Varies by site
Site Dependent,
minimum I/site
<100 ppm
%D <ฑ50%
Variable
Corrective action determined
by end user.
Intrusive sample for
conformation and/or
confirmation analysis
MDL
IDC
When there is
a change in the
method or
instrument.
When there is a
change in sampling
method or
instrument
Instrument
Specific
ฑ 30%
recovery*
Action taken at data validation
level.
Investigate problem
and correct. Re-run.
APPENDIX D 1 45
-------
APPENDICES
Appendix 1 Sampling Logic Tree
Appendix 2 Site Worksheet
Appendix 3 IDC Study
Appendix 4 MDL Studies
Appendix 5 Accuracy Studies
Appendix 6 Results of Confirmation Samples
Attached Sample Chain of Custody Form
APPENDIX 1
Sampling Logic Tree
Lead Levels < Action Level
/Complete QA/QC\
\. Measurements /
No Further Action }*NO-
\
No
In-Situ Sampling
Lead Levels at Action
Level +/-10%
//'.Replicate^x
<^ colocated ^>
^\ analyses^/
I A
/ Lead Levels at Action A
Level
+/-10%
Replicate Analyses
Fail QC Criteria \
/^Composite Samples for\
\Confirmation Analysis/
Lead Levels > Action Level
/Complete QA/QC\
\. Measurements /
Consider Site for \
Remediation J
a
/
Yes
/
\ r
Lead Levels at Action
Level
+/-10%
1 46 APPENDIX D
-------
APPENDIX 2: SITE WORKSHEET
Site Name:
Address:
Date:
Building Type:,
Condition:
Lot Condition:
Yard Uses:
Sample ID
Location
PPM-Lead
Comments
Distance
APPENDIX D 1 4V
-------
APPENDIX 3
INITIAL DEMONSTRATION
OF CAPABILITY FOR LEAD
IN SOIL BY NITON XRF
ppmlead
IDC1
IDC2
IDC3
IDC4
IDC5
IDC6
IDC7
IDC8
IDC9
IDC10
IDC11
1123
1144
1127
1225
1076
1036
1095
1235
1208
1228
1140
True Value 1162
Average
Concentration
% True Value
Standard Deviation
%RSD
1148.
98.9
67.2
5.9
Criteria: %RSD<30%
%TV<ฑ30%
1 4S APPENDIX D
-------
APPENDIX 4
MINIMUM DETECTION LIMIT STUDY
OF LEAD IN SOIL BY FIELD PORTABLE XRF
MDLl
MDL2
MDL3
MDL4
MDL5
MDL6
MDL7
MDL8
MDL9
MDL10
True Value
Avg. Cone.
% True Value
Standard Deviation
MDL
%RSD
H.P. 600703
5/12/98
PPM-Lead
190
151
170
177
188
196
170
138
138
128
129
164.6
127.6
24.3
68.7
14.8
H.P. 600703
2/29/00
PPM-Lead
170
209
179
161
220
164
137
129
177.1
137.3
28.7
90.3
16.2
LCS 0996
2/29/00
PPM-Lead
235
246
303
242
320
254
250
224
264.3
118.0
33.2
104.3
12.6
NIST 2586
2/29/00
PPM-Lead
365
357
398
355
423
392
422
432
387.4
89.7
29.1
91.4
7.5
Criteria: %RSD<30%
%TV<ฑ30%
APPENDIX D 1 49
-------
APPENDIX 5
ACCURACY DATA (1998) FOR LEAD IN SOIL BY FPXRF
NIST2710 NIST2711 LCS 0996 HP 69073 Cleve-1
True Value
Average Concentration
% Recovered
Standard Deviation
RSD
5427
5632
5651
5587
5657
5372
5516
5769
5532
5576.4
100.8
122.5
2.2
1123
1144
1127
1225
1076
1036
1095
1235
1208
1228
1140
1162
1148.8
98.9
64.1
5.6
268
283
269
280
291
202
383
343
224
289.9
129.4
50.3
17.4
204
190
151
170
177
188
196
170
138
138
128
203
129
171.1
132.6
25.6
15.0
426
554
526
440
488
490
456
494
456
441
433
477.1
110.2
38.8
8.1
1 5D APPENDIX D
-------
APPENDIX 5 CONT.
ACCURACY DATA (2000)
NIST 2710
5580
5780
5590
5970
5490
5610
5530
5780
5460
5750
True Value 5532
Average
Concentration 5654.0
% Recovered 102.2
Standard
Deviation 1 52.4
RSD 2.7
NIST 2711
1070
1140
1190
1290
1110
1070
1160
1170
1090
1140
1162
1143.0
98.4
62.8
5.5
FOR LEAD
NIST 2586
365
357
398
355
423
392
422
397
388
408
432
390.5
90.4
23.4
6.0
IN SOIL BY FPXRF
LCS 0996
235
246
303
242
320
254
250
275
391
277
224
279.3
124.7
45.5
16.3
HP 690703
170
209
179
161
220
164
137
242
232
146
129
186.0
144.2
35.1
18.9
Lot 217
241
220
230
159
144
135
211
175
173
126
101
181.4
179.6
39.4
21.7
APPENDIX D 151
-------
APPENDIX 6 CONFIRMATION SAMPLE RESULTS
10000
Niton v. ICP
as of 8/19/99
8000
, 6000
Q.
O.
O
4000
2000
R-squared = 0.926
y intercept = 168.4
2000 4000 6000
ICP (ppm - Lead)
8000
10000
1 52 APPENDIX D
-------
&EPA Lead-Safe Yards
Developing and Impleme
Monitoring, Assessment, and Outreach
Program for Your Community
j
I
I
I 1
P A C
nvironmental Monitoring for Public Access
& Community Tracking
-------
System Requirements
Internet browser required (i.e.,
Netscape Navigator or Microsoft
Internet Explorer)
MAC and PC Compatible
Macintosh: Power Macintosh or
compatible computer, 4.5MB of
application RAM, Apple System
Software version 7.1.2 or later,
CD-ROM drive, Adobe Acrobat
Reader 3.0 or 4.0
Windows: 486 or Pentium processor-
based PC, Windows 95, 98, 00 or
Windows NT 4.0,10MB RAM or
greater, CD-ROM drive, Adobe
Acrobat Reader 3.0 or 4.0
Installation (for both Windows and
Macintosh Operating Systems)
1. Insert the CD into your CD-ROM
drive.
2. Launch your Internet browser
(i.e., Netscape Navigator or
Microsoft Internet Explorer).
3. Under your browser's File menu,
select Open Page. Choose File,
then select the Start.htm file found
on the CD.
4. Once you have loaded the
Start.htm i\\e with your browser,
a graphic will appear. Click any-
where on the graphic to view the
table of contents.
5. Navigate through the CD using
your Internet browser.
This CD-ROM provides information
your community can use to create
and implement a lead-safe yard pro-
gram. It presents step-by-step
instructions on how to:
Identify target communities and
select program partners.
Provide lead-safety education and
outreach to homeowners and resi-
dents.
Use field-portable x-ray fluorescence
technology to collect real-time soil
lead data.
Design and implement property-spe-
cific treatment plans and develop
yard-maintenance plans.
Evaluate the effectiveness of your
program.
It also contains links to Web sites
where you can find additional technical
guidance.
The U.S. Environmental Protection Agency (EPA), through its Office of Research and Development,
has developed the handbook Lead-Safe Yards: Developing and Implementing a Monitoring, Assessment,
and Outreach Program for Your Community and is making it available in electronic form on a CD-ROM.
EPA has reviewed and approved the contents of this CD-ROM. Mention of trade names or commer-
cial products does not constitute endorsement of their use.
-------
This CD-ROM provides information your community can use to create and implement a
lead-safe yard program. It presents step-by-step instructions on how to:
Identify target communities and select program partners.
Provide lead-safety education and outreach to homeowners and residents.
Use field-portable x-ray fluorescence technology to collect real-time soil lead data.
Design and implement property-specific treatment plans and develop yard-maintenance
plans.
Evaluate the effectiveness of your program.
It also contains links to Web sites where you can find additional technical guidance.
System Requirements
Internet browser required (i.e., Netscape Navigator or Microsoft Internet Explorer).
MAC and PC Compatible
Macintosh: Power Macintosh or compatible computer, 4.5MB of application RAM, Apple System Software
version 7.1.2 or later, CD-ROM drive, Adobe Acrobat Reader 3.0 or 4.0
Windows: 486 or Pentium processor-based PC, Windows 95, 98, 00 or Windows NT 4.0,10MB RAM or
greater, CD-ROM drive, Adobe Acrobat Reader 3.0 or 4.0
Installation (for both Windows and Macintosh Operating Systems)
1. Insert the CD into your CD-ROM drive.
2. Launch your Internet browser (i.e., Netscape Navigator or Microsoft Internet Explorer).
3. Under your browser's File menu, select Open Page. Choose File, then select the Start.htm file found on
the CD.
4. Once you have loaded the Start.htm f\\e with your browser, a graphic will appear. Click anywhere
on the graphic to view the table of contents.
5. Navigate through the CD using your Internet browser.
-------
DORCHESTER LEAD SAFE YARD PROGRAM
FREE SOIL TESTING IN YOUR YARD FOR LEAD
WE ARE LOOKING FOR 50 YARDS IN YOUR NEIGHBORHOOD
WITH HIGH LEVELS OF LEAD
IFYOURYARD MEETS A CERTAIN LEVEL, YOU COULD BE
ELIGIBLE FOR $700 WORTH OF FREE MATERIALS AND LABOR
WHICH WILL MAKE YOUR YARD SAFER AND ATTRACTIVE
WITHOUT ANY COST TO YOU!
The Dorchester Lead-Safe Yard Program is a collaboration of the Bowdoin Street Health Center, the New
England Environmental Protection Agency Laboratory, Boston University School of Public Health and
Garden Futures. The purpose of this pilot program is to show that low cost methods exist which will make
your yard safer. By improving the safety of your yard, we hope this will further reduce the risk of our chil-
dren six years of age and younger becoming lead poisoned.
Your neighborhood has been chosen for this pilot project because there are a number of children with high
levels of lead in their blood. Lead is especially hazardous to children. This is the main reason we want to
conduct this pilot program. Because children play in many parts of this neighborhood, you do not have to
have children six years of age or younger to participate.
We will first test your yard for lead content and if your yard qualifies, we will work with you on certain meth-
ods of reducing exposure to elevated lead levels. Staff from Garden Futures will provide landscape materials
and labor to complete the work in your yard.
If you are interested in participating in this program, please call the number listed at the bottom of this page.
We will be in the neighborhood speaking with you and your neighbors about this program. If you have ques-
tions, please do not hesitate to call.
FOR MORE INFORMATION OR TO PARTICIPATE IN THIS PROJECT, CALL
Bowdoin Street Health Center, (617) 822-5318
-------
PROGRAMA DE PATIOS SIN PLOMO
DE DORCHESTER
(Dorchester Lead-Safe Yard Program)
PRUEBAS DE PLOMO GRATUITAS EN SU PATIO
ESTAMOS BUSCANDOS 50 PATIOS EN EL VECINDARIO CON ALTOS NEVELES DE
PLOMO EN LA TIERRA.
SI SU PATIO CONTIENE PLOMO, USTED PUEDE SER ELEGIBLE
PARA RECIBIR 700 DOLARES, ENTRE MATERIALES Y TRABAJO,
PARA REMOVER EL PLOMO DE LA TIERRA Y EMBELLECER
SU PATIO SIN COSTO ADICIONAL PARA USTED.
El Programe de Patios sin Plomo de Dorchester es una colaboracion del Centre de Salud de Bowdoin Street,
el Laboratorio de la Agencia de Protection Ambiental de Nueva Inglaterra, la Escuela de Salud Piiblica de
Boston University y Garden Futures. El objective de este programa piloto es il mostrar que existen metodos
a bajo costo que haran sus patios mas seguros. Mejorando los patios esperamos reducir el riesgo que corren
los ninos de seis anos y menores de acabar envenenados com plomo.
Su vecindario ha sido escogido para este programma piloto debido al alto niimero de ninos envenenados o
con altos niveles de plomo en la sangrue. El plomo es realmente perjudicial para los ninos, y eelo es la razon
por la que queremos realizar este programa. Debido a que los ninos juegan en diferentes partes del vecin-
dario, usted no tiene que tener ninos de seis anos o menores para participar.
Primero mediremos la tierra de su patio para ver si esta contiene plomo, y si es elegible trbajaremos con uste
par mostrarle ciertos metodos para reducir el nivel de plomo en la tierra. Personal de Garden Futures traba-
jaran proveyendole materiales jardineria y trbajaran para completar el trabajo en su patio.
Si usted esta interesado en participar en este programa, por favor llame a la persona listada mas abajo en esta
pagina. Estaremos en el vecindario hablando con usted y sus vecinos sobre este programa. Si tiene alguna
pregunta, por favor llamenos.
Para Mas informacion o Para Participar en este Programa, Llame
Bowdoin Street Health Center, (617) 822-5318
-------
Dorchester Lead-Safe Yard Program
Um teste gratuito para detectar veneno de chumbo no seu patio/quintal. Procuramos 5
patios, na vizinhanga, com nivel de veneno de chumbo elevado. Se o seu patio/quintal
mostrar um nivel elevado de veneno de chumbo no solo voce se qualificar a receber uma
quantia de $700 no valor de materials e mao-de-obra, o que Ihe ira ajudar a tornar o seu
quintal mais atractivo e seguro. Este programa Ihe sera ofericido sem nenhum custo
monetario.
Este programa e uma colaboragao de Bowdoin Street Health Center, New England
Environmental Protection Agency Laboratory, Boston University School of Public
Health e Garden Futures. 0 proposito do programa e para mostrar que existen meios, a
pregos accessiveis, para remover o veneno de chumbo do solo, e tornar o seu patio/quin-
tal mais seguro. Ao reduzir o nivel de chumbo no solo, esperemos que ira diminuir a
possibilidade dos seus filhos, menores de seis anos di idade, contrairem veneno de
chumbo no sangue.
A sua vizinhanga foi escolhida para este programa porque existe un numero elevado de
criancas contaminadas de chumbo no sangue, o que e bastante prejudicial, e pode causar
graves problemas de saiide. Porque as criangas brincam em varies lugares, nao e neces-
sario que voce tenha filhos/as para poder participar neste programa.
Faremos un teste para detectar resdios de chumbo. Se o seu patio qualificar, entraremos
em contacto consigo para discutirmos meios de como reduzir o nivel do chumbo. 0 pes-
soal de Garden Futures providenciara materiais e mao-de-obra. Se voce esta interesada/o
em participar neste programa, por favor contacte:
Bowdoin Street Health Center, (617) 822-5318
-------
Pwogram Ki Okipe Lakou Kont Plon
Tes Gratis Nan Lakou Pou Plon
Nap Chache Sinkant Pie Nan Lakou Ki
Nan Zon Nan
Ki Genyen Yon Nivo Plon Ki Wo.
Si lakou a genyen Yon nivo plon, ou kapab elijib pou yon zafe de set san dola an mateiyo & men dev
sak ka fe lakou bel, san danje e gratis.
Pwogram sila ki pou kimbe lakou san danje. Mare avek Bowdoin St. Sant pou Sante, N.E. EPA,
B.U.S. of P.H. & Garden Futures. Rezon pwogram sa se pou montre ou metod bon mache ki egziste
pou fe lakou san danje ak plon. Pake timoun yo ap jwe tout kote. Ou pa bezyen gen timoun sizan ou
byen timoun pi piti pou patisipe.
Nap Teste lakou pou plon, si lakou a kalifye nap travay ak ou pou redwi nivo plon an. Nap ba ou
materyo ak zouti pou travay sila.
Si ou enterese patisipe nan pwogram nan souple rele moun sa ke ou we nan an ba fey la. Nap pale ak
ou e ak vwazen ou o sije pwogram nan.
Si yon gen keksyon pa ezite rele:
Bowdoin Street Health Center, (617) 822-5318
-------
DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
BOSTON'S PUBLIC FACILITIES DEPARTMENT
THOMAS M. MENINO, MAYOR
CHARLOTTE GOLAR RICHIE, CHIEF AND DIRECTOR
January 5, 2000
Dear Property Owner:
The City of Boston's Lead Safe Boston program, in conjunction with the National Center for Lead Safe Housing
and the Environmental Protection Agency, would like to offer you the chance to improve the quality of the grounds
surrounding your home through a unique program:
Low Level Soil Treatment Demonstration Project
There is no cost involved or work required on the part of the property owner!
Properties meeting project criteria and enrolled in the program will be part of an effort to demonstrate low-cost soil
interventions through the use of landscape treatments that will enhance the appearance of your home!
What the Program Can Offer You!
Up to $3000 to cover the design, acquisition and installation of landscape elements.
Comprehensive testing/sampling of soil surrounding your home.
Scaled drawings of your property identifying lead hazard areas.
Fully developed plans showing proposed treatments and plantings.
Supervised construction and installation of all landscape treatments.
Detailed educational information.
What We Ask Property Owners To Do!
Answer a questionnaire concerning Lead Paint Hazards.
Allow project staff to sample the soil surrounding your home.
Participate in and provide feedback during the landscape design process.
Enjoy your newly landscaped yard!!!
A representative of Lead Safe Boston and The National Center for Lead Safe Housing
will soon be contacting you about your possible involvement in this program.
We hope you decide to join us in this important endeavor!
Please call the Lead Safe Boston office at (617) 635-0190 with any questions regarding the program.
-------
Fact Sheet: LEAD
What is Lead?
Lead is a poisonous metal found in nature. Because it is durable
and persistent, it was used in house paint, pipes, cans, old toys,
cribs, and furniture.
If a house was built before 1978, it probably
has lead paint. Lead dust can be created by
just opening and closing windows.
What does lead poisoning do to mv
child?
Lead poisoning can damage your child's
brain, cause hearing loss and learning
disabilities, and impair motor skills.
How can my child be exposed?
Your child can be exposed to lead by touching
window sills, ledges, and other areas which
have !ead dust, and then putting their fingers in
their mouths. This is normal behavior for
children.
Finding the Lead
The only way to find out where the lead is in the house is to have a
lead inspection done by a licensed inspector, if the inspector finds
lead, then a licensed contractor must come in and make the
house safe. You cannot live in the house while this is happening.
-------
Lead Dust is invisible
The most common way for children to be poisoned is by exposure
to lead dust.
What Can I Do?
Make sure your child has a weil-baianced diet,
which includes miik (for calcium), dark green, '
leafy vegetables (for iron), and vitamin C.
Have your child's blood tested regulariiy.
Wash Hands and Toys Often!
Wash your child's hands and toys often, and
keep fingernaiis short.
Run the tap waterfor a few minutes every
morning. Use oniy COLD water for cooking
and drinking. Hot water concentrates the
lead.
TSP
UMWtth
Carซi
-^
I I
Keep It Clean!
Wipe windows, windowsiiis and dusty
surfaces with warm water and TSP, Throw
used paper towels away after wiping.
Don't Disturb Leaded Paint!
Make sure that there is no loose or flaking paint.
NEVER scrape painted surfaces.
For more information, contact the Boston Childhood Lead Poisoning
Prevention Program at the Boston Public Health Commission
1010 Massachusetts Avenue, 2nd Roor, Boston, MA 02118
(617)534-5964
-------
How Much Do You Know
About Lead Poisoning?
MYTH
There is no way to prevent children from
being lead poisoned.
FACT
Lead poisoning is completely preventable
Get the facts and learn how to protect
your child by getting lead out of your home
safely.
MYTH
Children have to eat paint chips, or chew on
walls, to be lead-poisoned.
FACT
Children can be poisoned simply by breathing
lead dust. They can also be poisoned by
having lead dust on their toys or fingers and
then putting their fingers in their mouths.
MYTH
Only children with very high levels of lead in
their blood will be hurt by the lead.
FACT
Low levels of lead in a child's blood can cause
long term problems and permanently affect
learning and behavior.
-------
MYTH
Only children who live in the inner city can be
lead poisoned.
FACT
Any child, from any neighborhood, can be
lead poisoned. Lead paint can be in any
home built before 1978.
MYTH
Lead poisoning is not a real problem. Many
people grew up in homes with lead paint
and are perfectly healthy.
FACT
The lead paint that existed in homes twenty
years ago is much more dangerous now, As
lead paint gets older, it is likely to peel, chip,
and create lead dust. This is a real health
hazard.
MYTH
Having a home deleaded is much more
dangerous than just leaving the lead paint there.
FACT
Lead removal must be done by a licensed
deleader who will use safe techniques and who will
clean up properly.
Far more information, contact the Boston Childhood Lead Poisoning
Prevention Program at the Boston Public Health Commission
1010 Massachusetts Avenue, 2nd Floor, Boston, MA 02113
(617)534-5966
-------
TEMPORARILY REDUCING LEAD PAINT
HAZARDS BY CLEANING
window wail
-window sill
1 Wear plastic gloves to clean
Protect yourself from exposure to lead.
2 Pick up all chips by hand or use a damp paper towel
{Window areas often have lots of paint chips)
Seal chips and paper towels in a plastic bag and throw out
Do not use a household vacuum or broom to clean up
lead paint chips or dust!
3 Wash household surfaces
Use TSP, a lead-specific detergent, or any all-purpose,
non-abrasive cleaner.
Scrub well for best results. (Don't scrub hard enough to
remove the intact paint.)
Clean window wells, window sills, play areas, and floors
at least ones or twice a week.
Keeps children away when cleaning.
Keep ail cleaners safely away from children.
4 Use a spray bottle to keep dust levels down
Use a cleaner already in a spray bottle, or put the cleaner into a spray bottle.
If you must use a bucket, keep the wash water clean. Never put dirty paper towels into the wash water.
5 Use paper towels
Don't use dish cloths or sponges to clean.
Use a new paper towel to clean each area.
Seal the used paper towels and gloves in a plastic bag
and throw them out.
6 Rinse after cleaning
Use clean water and paper towels for rinsing each area.
7 Clean up properly
Wash your hands when cleaning is done.
Pour any wash and rinse water down the toilet, not
the sink.
Important! Do not use a household vacuum
or broom to clean up lead paint chips or
dust. This could spread the lead dust into the
air and into your vacuum cleaner or broom.
Massachusetts Department of Public Health Childhood Lead Poisoning Prevention Program
-------
TEMPORARY WAYS TO KEEP CHILDREN
SAFE FROM LEAD PAINT HAZARDS
Under the Lead Law, the property owner is responsible for having his or her home deleaded or brought
under interim control if it was built before 1978 and achiid under the age of six lives there. Deieading
permanently reduces the risk of lead poisoning. Until deieading occurs, here are some temporary ways
to reduce lead hazards:
.1 Clean often
Wet wiping regularly reduces, lead dust levels in the home. See other side.
2 Put duct tape or contact paper over peeling paint and plaster
Put duct tape or contact paper on window wells, window sills, walls or other surfaces with peeling
paint or plaster. Clean these areas often. Window wells and sills can be cleaned more easily when
contact paper or duct tape are put down first. See other side.
3 Keep the lower part of the window closed {if possible)
If a window well'is in bad condition, keep the lower part of the window ciosed and open only the upper
part. This wilt prevent your children from putting their hands or objects in the window well where the
lead dust collects. It also helps keep lead dust from blowing into the. house.
4 Move furniture to block contact with peeling paint and plaster
By moving a sofa in front of a crack in a wall, you can biock a child's access to lead hazards.
Never place furniture where a child may climb on it and fall out of a window.
5 Change child's bedroom (if possible)
If your child's bedroom.has chipping paint or plaster, consider using another room.without chipping
paint for the bedroom.
6 Other ideas
Regularly have your child tested for lead poisoning; wash your child's hands and toys often; if you are
renovating or repainting call CLPPP for more information on how to do the work safely before you
begin; feed your child food high in iron, calcium/and vitamin C and low in fat.
Lead Poisoning and your child health
Lead pain is the most common cause of childhood lead poisoning. When old paint cracks or peels, or
when lead paint surfaces rub against each other or are bumped, lead paint dust or chips are created.
Children typically become poisoned by putting their fingers which have touched lead dust into their
mouths. Lead poisoning can cause lasting damage to children's brains, kidneys and nervous system.
Even lower levels of lead can slow children's development and cause learning and behavioral problems.
Children under six are at greatest risk.
Keep your child safe
Remember, these are only temporary ways to reduce the risk of lead poisoning from lead paint hazards.
The only permanent way to reduce the risk of lead poisoning is to have the home deleaded. The owner
of a home built before 1978 is responsible for having it deleaded or brought under interim control when
a child under the age of six lives there.
FOR MORE INFORMATION, CONTACT. or your toca! \ead program. at
Massachusetts Department of Public Health
Childhood Lead Poisoning Prevention Program
617-753-8400 or 800-532-9571 (toll free)
www.magnet.state.ma.us/dph
-------
BOSTON CHILDHOOD LEAD POISONING PREVENTION PROGRAM
UNDERSTANDING WHAT BLOOD LEAD (PB)
TEST RESULTS MEAN:
IF THE CHILD HAS A
PB LEVEL OF:
9 ug/dL or below
10 - 14 ug/dL
15 - 19 ug/dL
20 - 24 ug/dL
25 ug/dL and above
70 ug/dL and above
THEN:
A child with a blood lead level below 9 is not considered to be
poisoned.
The CDC defines a level over ten as a "level of concern/' The child
should be tested again frequently. Check with your pediatrician. He
or she may prescribe multi-vitamins and iron.
The child's pediatrician should be involved in helping bring this
blood lead level down by managing the child's diet and increasing
nutrition. In addition, the child should be tested frequently. An
environmental assessment should be done to find out where the lead
is coming from. Prevention measures should be implemented
immediately.
Get a complete medical evaluation, and have the child's home
inspected for lead. Find and get rid of lead hazards in the child's
home, school, and play areas.
A child with a blood lead level above 25 is considered poisoned.
A lead inspection in the home is required, and it is essential that the
child visit the doctor immediately. This is very serious. Medical
treatment such as chelation may be used.
A child with this level is considered a medical emergency.
For help understanding your child's test result, talk with your pediatrician or health care provider. For
information and assistance regarding inspections and removing lead hazards from your home, in Boston
contact: The Boston Childhood Lead Poisoning Prevention Program at (617) 534-5966
Outside of Boston, call The Massachusetts Department of Public Health's Childhood Lead
Poisoning Prevention Program at (800) 532-9571.
For more information, contact the Boston Childhood Lead Poisoning
Prevention Program at the Boston Public Health Commission
1010 Massachusetts Avenue, 2nd Floor, Boston, MA 02113
(617)534-5966
-------
PROGRAMA DE PREVENCION DEL ENVENENAMIENTO INFANTIL CON PLOMO
COMPRENDA EL SIGNIFICADO DE LOS RESULTADOS DEL EXAMEN
DE PLOMO EN LA SANGRE (PB):
SI SU NINO TLENE
UN NIVEL DE:
9 ug/dL o menos
10 - 14 ug/dL
15 - 19 ug/dL
20 - 24 ug/dL
25 ug/dL y mayor
70 ug/dL y mayor
ENTONCES:
Se considera que un nino con un nivei de plomo en la sanare con
menos de 9 no esta envenenado.
El Centro de Control de Enfermedades (CDC) define un nive! mavor
de 10 como un "nivel de interes." El nino debe ser chequeado
frecuentemente. Consulte con su pediatra, este le puede recstar
multi-vitaminas e hierro.
- El pediatra debe colaborar y ayudarle a reducir el nivel de plomo en
la sangre de su nino, atraves de cambios en la dieta y nutricion.
Tambien. el nino debe ser chequeado frecuentemente y el ambiente
tiene que ser examinado para encontrar la fuente del plomo.
Medidas de prevencion tienen que ser implementadas
inmediatamente.
Su nino necesita una completa evaluation medica. El pediatra puede
recetarie hierro. Localize el lugar de donde proviene el plomo y
aleje a su nino de este lugar. Recuerde que la fuente de plomo puede
estar en su casa, en la escuela y donde juesa su nino.
Se considera que un nino con un nivel de plomo en la sangre mayor
de 25 esta envenenado. _ Interventions ambientales y medicas tienen
que ser implementadas inmediatamente. Un tratamiento medico y
medicinas pueden reducir el nivel de plomo en la sangre.
Un nino con este nivel es considerado una emersencia medica.
Si necesita mas ayuda para comprender los resultados de su nino, hafale con su pediatra. Para mas informacion
sobre como puede remover el plomo de su casa en Boston, Ilame ah Programa de Prevencion dci
Envenenamiento Infantil Con PSomo al (617) 534-5966.
Si usted vive fuera de Boston, Ilame al Progranu de Prevencion del Envenenamiento Infantil Con Plomo del
Departamento de Salud Piiblica de Massachusetts al (800) 532-9571.
LA COMISION DE SALUD PUBL.'CA DE BOSTON
1010 MASSACHUSETTS AVEN-UE, 2oo Piso / * BOSTON, MASSACHUSETTS * 0211S
* (617) 534-5966 (VOICE) * (617) 534-2372 (FAX) *
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Foods That Help Reduce
the Harmful Effects of LEAD
Lead is poisonous to the body. Infants, children under six, and
pregnant women are at the greatest risk for lead poisoning.
Calcium is very
important for growing
bodies. Extra calcium
will help protect
children from lead
poisoning!
Foods to Eat for Calcium
Yogurt
Tofu
Cheese
Sardines and Tuna
Green leafy vegetables
(Collard greens, broccoli, kale)
Lead looks like calcium, zinc and iron to the body. The body absorbs
lead just like these important minerals, but led is harmful, not helpful,
to normal development. This is why it is important for you and your
children to eat a balanced diet.
-------
When you don't have enough vitamins and minerals in
your diet, your body will absorb more lead. Lead is
stored in the bones, just like calcium and iron.
Foods to eat to get IRON
Lean meats
Chicken, Turkey
Black beans
Kidney beans
Rice
Cereal with added iron
Dried fruits
Peanut Butter
Corn Tortillas
Dark green leafy vegetables
(like spinach and kale)
IRON is very
important for
growing bodies.
Extra iron will help
protect children from
lead poisoning!
Iron works better with Vitamin C. Eat oranges, mangos, green peppers,
tomatos, and drink real fruit juices (not fruit punch or kool aide] to help
your body absorb iron.
For more information, contact the Boston Childhood Lead Poisoning
Prevention Program at !ne Boston Public Health Commission
1010 Massachusetts Avenue, 2nd floor, Boston, MA 02118
(6175534-5966
-------
CITY OF BOSTON
DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
LEAD SAFE BOSTON PROGRAM
38 Winthrop Street
Hyde Park, Ma 02136
(617) 635-0190
LEAD SAFE BOSTON YARD PROGRAM APPLICATION
APPLICANT (Owner of Property)
Name:
Property Address:
I live here I do not live here # units in building
Mailing Address (Investor-Owners only):
Phone: (home) (work) SS #_
Identify your ethnic/racial category Female Head of Household Yes No_
Contact person Phone (home)
CO-APPLICANT (Co-owner of property only if listed on deed)
Name:
Mailing Address:
Phone: (home) (work) SS #
Identify your ethnic/racial category
Please check the appropriate answer Yes No
1. Do you have a current homeowner's insurance policy in place?
(If yes, attach a copy of the insurance certificate to application)
2. Are you current with your Boston Water and Sewer Payments?
If no, do you have a payment plan in place?
3. Are you current with you real estate taxes?
4. Please complete the child information below (use additional sheets if necessary).
-------
Name of Children) Date of Unit # where
Who live on the property Birth child(ren) lives
AUTHORIZATION TO PROCEED WITH
LEAD SAFE YARD PROGRAM APPLICATION
I am interested in participating in the Low level Soil Treatment Demonstration and Evaluation Project, as outlined
in the Homeowner Consent Form. I understand in order to be eligible for this grant program I, as the Owner of the
Property, must be in good standing with my Boston Water and Sewer account, be current on my real estate taxes and
have a homeowner insurance policy in place. I also understand that this program is being offered to protect children
and that there must be young children living here: either the child/ren who lived here during the Round 1 evaluation
or at least one child under the age of 6 years old.
I hereby certify that the information that is provided in this application is true and complete to the best of my
knowledge. I will make this information available for review upon request by the City of Boston's Department of
Neighborhood Development, the U.S. Department of Housing and Urban Development, or its designee. I authorize
the program to proceed with my application.
Applicant's Signature: Date:
Co-Applicant's Signature: Date:
TERMS SUBJECT TO CHANGE WITHOUT NOTICE
MISSING INFORMATION WILL DELAY PROCESSING THIS APPLICATION AND MAY
JEOPARDIZE FUNDING AVAILABILITY!
-------
DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
BOSTON'S PUBLIC FACILITIES DEPARTMENT
THOMAS M. MENINO, MAYOR
CHARLOTTE GOLAR RICHIE, CHIEF AND DIRECTOR
March 28, 2000
Homeowner Name
Homeowner Address
Mattapan, MA 02126
Dear Homeowner:
Thank you for your interest in our Lead Safe Boston Yards Program. As you know from visiting with our outreach
person Yvonne Illich of Silver Linings, if you participate in this program you will receive at no cost to you,
comprehensive testing/sampling of the soil surrounding your home; drawings of your property identifying lead
hazard areas; fully developed landscape plans showing proposed treatments; supervised construction and installation
of all landscape treatments and detailed educational information about how to maintain your lead safe yard!
On March 6, 2000 we sent you a letter requesting the following documents. As of today, we have not received the
documents listed below. It is important to note that we need these items before we can enroll you property in our
program. Please use the enclosed self-addressed stamped envelope to send copies of the following documents to
our office.
/ Boston Water and Sewer written approved payment plan.
Copy of current insurance policy for the property that will receive yard treatments.
Since this program will begin in early spring and funding is limited, it is very important that the document(s) be
forwarded to our office as soon as possible. If your application is still incomplete after April 6, 2000, we will not be
able to enroll you in our lead in soil grant program.
We are looking forward to working with you on this Low Level Soil Treatment Demonstration Project. Yvonne
Illich will be contacting you later this week to offer you assistance in sending this information to our office. If you
have any questions, please contact me at 617/635-0193.
Sincerely,
Sandra R. Duran
Lead Safe Boston
Cc: File
-------
DEPARTMENT OF NEIGHBORHOOD DEVELOPMENT
BOSTON'S PUBLIC FACILITIES DEPARTMENT
THOMAS M. MENINO, MAYOR
CHARLOTTE GOLAR RICHIE, CHIEF AND DIRECTOR
June 12, 2000
Homeowner Name
Homeowner Address
Dorchester, MA 02124
Dear Homeowner:
Congratulations, you have been officially enrolled in the Lead Safe Boston Yards Program!
As a participant in our Lead Safe Boston/National Center for Lead-Safe Housing Low Level Soil Treatment
Demonstration and Evaluation Project, you will receive a grant of up to $3,000 worth of design and landscaping
work to reduce the exposures to lead in soil on your property. For your files, we have attached a copy of the consent
form that you signed. This form details the terms of our program that you are required to comply with in exchange
for this granted scope of services. This is a very important project and your participation is vital to our efforts to
demonstrate that low cost soil treatments are instrumental in reducing dust lead levels found inside homes.
Now that your property has been enrolled, EPA will sample the soil around your home and analyze the samples for
their lead content. Once the results are available, one of our landscape contractors will set up an appointment with
you to review your current yard use. With your input he or she will design a landscape plan that will abate the lead
hazards found around your home.
Once the design is approved, the landscape contractor will schedule another appointment to review the design with
you and determine the start date of your project. It is important to note that any debris that the landscape contractor
determines needs to be removed in order to facilitate his work must be completed before work can begin.
Once the new landscaping work is complete, the landscape contractor will schedule a convenient time to meet with
you to review the work and to explain the information contained in a Homeowner Maintenance Manual that will be
yours to keep. Over the course of the following year, there will be times when our outreach person will return to
your property to take dust wipes inside the entrance to your home and your tenant's units. We would like to thank
you in advance for your cooperation in providing access to these areas.
If you have any questions regarding the program please feel free to contact me at 617/635-0193.
Sincerely,
Sandra R. Duran
Lead Safe Boston
-------
HOMEOWNER PERMISSION FORM
Most homes in Boston have lead in the yard soil. This comes mainly from leaded paint flaking or
being scraped off houses and leaded gasoline which was used in cars until recently. Lead in soil
can harm children because dirt and dust get on children's hands, toys and other objects that
they often put in their mouths. Lead in soil can also be tracked into the house.
PURPOSE OF THE PILOT PROGRAM
The Lead-Safe Yard Program is a project to make yards in your neighborhood safer for residents,
especially children. We plan to do this by making low-cost and easy-to-install landscape
improvements in yards with high lead levels in soil.
PROGRAM ELEMENTS
1. Analysis.
As part of your voluntary participation in the Lead-Safe Yard Program, the soil around your
property at
will be analyzed for lead content. We will provide the analysis free of cost.
2. Improvements.
If the lead in your soil is above certain levels, we will suggest different kinds of landscaping
options for you to choose. These may include covering the soil with barriers such as: mulch,
wood chips, crushed stone, and shrubs. We will discuss options for children's play areas and
vegetable garden sites also. We will make the improvements that you choose, with materials
and labor provided free of cost.
VOLUNTARY PARTICIPATION
Your participation is voluntary because there is no obligation to reduce or protect against the
lead in your soil. If you wish to be part of the Lead-Safe Yard Program, we will make an
appointment to analyze your soil and make the results available to you If your soil has high levels
of lead, we will make a second appointment to discuss the yard improvements and to plan a
schedule for the landscaping work.
Value
If the levels of lead in your soil are above 400 parts per million, you are eligible to receive
materials, services, and labor in landscape improvements free of cost from the Lead-Safe Yard
Program.
I understand the conditions of this agreement and I agree to participate in the program.
Signature Date
-------
Homeowner Consent Form
Lead-Safe Boston/National Center for Lead-Safe Housing
Low Level Soil Treatment Demonstration and Evaluation Project
I am interested in participating in the Low Level Soil Treatment Demonstration and Evaluation Project.
If I meet the criteria for this project and if my property is accepted for the project, I understand that I
will receive up to $3,000 worth of design and landscaping work to reduce the exposures to soil lead on
my property in exchange for my participation in the program. The work will be completed in the year 2000 or 2001.
I will receive the following:
1. Up to $3,000 worth of design and landscaping work for my property.
2. Comprehensive testing/sampling of soil surrounding my home.
3. Scaled drawings of my property identifying the lead hazard areas in my yard.
4. Fully developed landscape plans showing proposed treatments and plantings.
5. Results of limited dust testing taken before, immediately after and one year after the work has been done.
6. Detailed educational information about how to maintain my yard.
7. A new door mat after all dust collection activities have been completed.
I agree to do the following:
1. Complete an application form and provide a copy of my homeowner's insurance policy to project staff.
2. Remove any debris, trash, old cars or other identified items that would make soil sampling or landscape work
difficult or not possible.
3. Participate in an initial interview to identify my current or planned uses of the yard.
4. Meet with the landscape designer to provide input into the plan.
5. Allow access to my yard for site testing by Region 1 EPA, prior to starting and after completion of the
landscape work.
6. Allow access to my home for dust testing by Silver Linings, Inc. Dust testing will take place three times
(immediately before the work is done, after work is done, and one year after work is done) and include wipe
sampling and laying down a dust collection mat to better measure accumulation of lead dust over time. I will
allow Silver Linings, Inc. access to my home to pick up the mats about two weeks after each has been put in
place.
7. Meet with the landscape designer after the plan has been developed, to review and approve the plan.
8. Allow the landscape designer access to my yard to complete planned treatments.
9. Cooperate with the landscape designer and allow him/her to use at no cost my utilities (such as lights, heat,
power and water) as needed to carry out and complete the work.
10. Meet with the interviewer and landscape designer after work is completed to review my Homeowner
Maintenance Manual, conduct dust testing, and complete project evaluation forms.
11. If a one year evaluation of this project is funded, allow one more site visit approximately one year after
the yard work has been completed by the interviewer who will conduct dust testing and complete project
evaluation forms.
12. Speak with the press and/or participate in a press event and/or publicity related to the Lead Level Soil
Treatment Demonstration and Evaluation Project.
-------
I will formally sign off on the proposed scope of work, Form #09 Owner Approval of Scope of Work, and Form #19
Homeowner Education and Project Completion Certificate, indicating that the work has been successfully completed.
I understand that Lead-Safe Boston will oversee the landscape work done in my yard and that the project's inter-
viewer, Yvonne Illich of Silver Linings, will coordinate collection of most of the data for this project. Soil-lead
measurements of my yard will be taken by the EPA as soon as it is feasible to sample, depending on weather condi-
tions; I do not need to be present during this sampling. Because of changes in field conditions such as weather, I
will not be notified in advance of the EPA sampling date.
If I have any questions about the construction work for this project, they will be answered by Sandra Duran, Lead-
Safe Boson at 617-635-0193. If I have questions or concerns about the evaluation aspect of this project, they will be
answered by Pat McLaine, National Center for Lead-Safe Housing at 1-800-624-4298.
Homeowner #1 signature Date
Homeowner #2 signature Date
Interviewer signature Date
1 copy to homeowner
1 copy to Evaluation Files
-------
HOMEOWNER YARD USE/TREATMENT OPTIONS INTERVIEW
Name:
Address:
Using a "clean" copy of the plot plon with house footprint:
1. Show me where people walk through the yard going to and from the house.
(exposed soil?)
2. Show me where children play (how many and how old?)
3. Show me where people raise vegetables (or do other gardening)
4. Show me where people eat outside
5. Show me where pets (especially dogs) spend their time
6. Show me where cars or other vehicles are parked or repaired
7. Show me where people walk to hang out clothes
8. Show me other areas for:
Sunbathing
Garbage cans .
Recycling bins
Composting
Hobbies
9. Tell me any other places and ways children or adults spend their time in the
yard,
-------
HOMEOWNER YARD USE/TREATMENT OPTIONS
Name-
Address: lO1
Usinc 0 "clean" CQDV of the clot olan with house footprint
L Show m* where people wdk through the yard going to and from the house.
(exposed SO(I?) j[^r^_ArLL>^On^4fr> ?H C t , 4 Of-Or^.. '-^CX^-a
>U-' y .^./yT'a.jj^L-' ^r-^ ^J'nnrst ^
Z, Show me wh^pe children f*by (hot* mony and how aid?) t*yii-L i-
^ bid*:, C^.-n .'V ci^A ^i^ .-4
3. Show fne where people raise vegetabks (or do other gardening) ^
Vf j^ ( Sl-^- "p^T pl/^_fs Y
^
4, Show me where people eat
Show m
C'Zl-
-.. 4-
ปr time \~\^> T"i-g_:r -.
5. Shew me where pets (especially dogs) spend their ti
ft, Show me where cars ซ other vehicfes are-Mrked1 o<- repaired
-Mr
.J^
7. Show me where people walk to hang out dnthftS
h r
~Ty\ C t -'^O- ^ '-' \
S. Show rae other areas
Sunbiath
Garbage
Composting
Hobbies fVi
9- Tell me cwry other places and ways children or oduSts spend their time in the
-------
10 HOME STREET
* ซ
8*
a
(6
\
\
YARD USE PATTERN KEY
High Traffic Ai-ea (Exp099d Soil)
CROSS HATCH \
High Risk Use Area
(Play Area or Vegetable Garden)
K,'/' /
DIAGONAL LINES i/7/
Recreation Area (Picnic or BBQj
-------
SITE WORKSHEET
Site Name:
Site Address: Weather:
Building Type: Lot Condition:
Yard Uses:
SAMPLE LD. LOCATION PPM-LEAD COMMENTS
A = front, B = left, C = rear, D = right
Location = distance from right corner of house
-------
Site Name:
Site Address: lO
Building Type: *ฃ~
Yard Uses:
SITE WORKSHEET
Date:
\.L
Lot Condition:
Weather
N
: ^-l-fJLr\ GraQJ
SAMPLE I.D. LOCATION
PPM-LEAD
COMMENTS
A- 1 - -
o
A-
tt
A- '3- -
-
435 J: MS
12.
A- '1 4
2J
31SHJ: 4
i
-B-l
as
CL - (^ - (
o
C- rt- (S
to
ฑ US
. 13
^: 130
- IS --22.
to
A = front, B = left, C = rear, D = right
Location = distance from right corner of house
-------
10 HOME STREET
.} :'...
'
1TL
i". r-iw] |
No treatment IE *ieceซsary
for motif LIMPE by oKildrAnj
adults, and pels.
YARD USE PATTERN KEY
High Traffic Area (Exposed Sol)
OWJSSHATCNI
High Risk Use Area
(Pfay Area or Vegstabte Rarden}
DUOONAL LINES
Recreation Area (Pinnm or BEQ)
-------
10 HOME STREET
X
V ' v-
A x xX
P%
LEAD LEVELS COLOR KEY
5000 or more ppm (Vary Hlflh) j
t>R treated with fi
f-ormanerrf barrier..
Unsafe for all types of gardenlr$.
12000-5000 ppm [High) j
IK necBftftfll-y for
any rwreaf ronal use by children or
adultQ artd for pซt areas,
Unoafe for alt fifpes of gardening.
4O>2000 fjpm (Mnderately High)
Treatment is Teoom^erided for use as
ฃi children's play area and for
v
1400 cv less ppm (Low)
No treatment is necesaan)
for moat ua&s by
pefjr.
I
YARD USE PATTERN KEY
GOTO
ftฎ
High Ti-rffltf Area (Expns^d Sdl)
CROSS HATCH!
High Risk Use Area
(Play Area or Vegetable Garde-i)
DIAfiONAL LINES
Recreation Area (Picnic or B&Q)
-------
Less than 400 ppm
No treatment is necessary for
most uses by children, adults,
and pets. Safe for all types
of gardening.
400 to 2,000 ppm
Treatment is recommended
for use as a children's play
area and for gardening,
especially vegetable gardening.
Shared Garage
Picnic Table/Chair*
2,000 to 5,000 ppm
Treatment is necessary for
any recreational use by
children or adults and for pet
areas. Unsafe for all types
of gardening.
Greater than 5,000 ppm
Must be treated with
permanent barrier. Unsafe
for all types of gardening.
Washed Out
10 0 10 20 Feat
Worn Footpath
Tomatoes
-------
SAMPLE COST ESTIMATE SHEET
Property address:
House perimeter (homeowner to choose one option)
Option #1 l.f.
Perimeter box with pine bark mulch, filter fabric, and plantings. $.
Or Option #2 l.f.
Perimeter box with gravel, filter fabric; no plantings. $.
Bare soil area under rear porch area (all areas matching this criteria to receive treatment)
Option #1
Wood framing, lattice, access door, stepping stones. $
Or Option #2
Raised perimeter boxes, filter fabric, and mulch or gravel. $
Back yard (homeowner to choose one option)
Option #1
Installed 10' x 12' x 6" ACQwood platform. $
New 10' x 12' area of lawn with ACQ perimeter edging. $
Or Option #2
Installed 10' x 12' x 6" ACQwood platform. $
New 10' x 12' x 6" garden area framed with ACQwood. $
Or Option #3
New 20' x 24' x 8" area of woodchips framed with ACQwood. $
Stepping stones, misc. plantings, additional mulching, etc. $
Total (Approximate) Cost
Cost Estimate Submitted by: Date:.
Company name:
Walkways
Egress stepping stones. $.
Misc. treatments:
Existing lawn improvement. $.
Additional edging, material, plantings, etc. $.
-------
10 HOME STREET
BBQ)
-------
SAMPLE FORM:
HOMEOWNER'S APPROVAL OF TREATMENT PLAN
Date:
Property Owner: .
Property Address:
I/We have reviewed the construction documents (specifications, plans, drawings, etc.) for
the proposed treatment of the soil around my/our property and attest that they are complete,
accurate and conform to my/our wishes.
I/We authorize the program to proceed with my/our application using said construction
documents fully aware that said documents may change. I/We understand that any changes
to the documents will be reviewed by me/us and I/We shall approve such changes prior to
commencement of the work by the landscaper. I/We also understand that [the lead-safe yard
program coordinator] must approve all changes to the proposed scope of work before
work begins.
Date of Specifications/Plans:
Date Landscaper can begin scope of work:
Number of days required to complete scope of work: Calendar Days
Owner #1 Date Landscaper Date
Owner #2 Date Program Coordinator Date
-------
CONSULTANT CONTRACT
THIS CONSULTANT CONTRACT (the "Contract") is made as of this day of 200_ between
(Organization Name), with its principal office located at (Organization Street Address, City, State, Zip, hereinafter called
"(Organization acronym)", and (Contractor Name), the principal place of business of which is located at (Contractor Street
Address, City, State, Zip).
WHEREAS, the (Organization acronym) desires to engage the Consultant as an independent contractor, and the Consultant
desires to accept such engagement on the terms and conditions set forth hereinafter;
NOW, THEREFORE, in consideration of the covenants and agreements herein contained, the (Organization acronym) and
the Consultant agree with each other as follows:
1. Scope of Services.
Obtain completed Homeowner Yard Use Interview and plot plan, developed by the Environmental Protection Agency,
from (the organization acronym).
Design and landscape (number of) properties recruited and enrolled from (Target Area). All landscaping designs shall
include but not be limited to the attached Attachment A Lead Safe Boston/National Center for Lead Safe Housing
Standard Plan for Low Level Lead Soil Treatment dated December 29, 1999.
Meet with homeowner within ten business days after receipt of testing results and homeowner use questionnaire from
(Organization acronym/name) to complete Landscaper Information Sheet and to discuss current and future use of yard.
Generate landscape design within five business days from the date of meeting with the homeowner. Obtain
(Organization acronym/name) approval of design; obtain homeowner approval of same. Provide (Organization
acronym/name) with four copies.
Generate property specific cost proposals and submit to (Organization acronym/name) for approval.
Secure planting stock and materials required for specific project(s).
Pay for and post all necessary fees/permits.
Install landscapes as per owner and (Organization acronym) approved designs within thirty days from the date of
landscape plan approval.
Generate homeowner maintenance manual specific to each property. Provide (Organization name) with three copies
and homeowner with one copy.
Conduct 30-minute educational session with homeowner to review homeowner maintenance procedures and manual.
Obtain homeowner and (Organization acronym) final approval of landscape work.
Leave property in a clean state. Owner must approve any material remaining on site after completion of landscape
installation.
Provide a 1-year workmanship and materials warranty from date of final homeowner approval. This warranty is limited
to defects in workmanship and materials attributable to the consultant only and does not cover losses caused by: acts of
God, third parties or failure of the homeowner to comply with the maintenance procedures and manual.
Coordinate with Lead Safe Boston representatives and/or other applicable agencies in the execution of this contract.
Complete all work as per local, state and federal rules and regulations.
-------
1. Compensation. The (Organization acronym/name) shall reimburse Consultant on a semimonthly basis for (Contractor name) serv-
ices on receipt of itemized invoices as follows:
$(Negotiated amount)/ea. On completion of initial visit with homeowner to discuss landscape design
$(Negotiated amount)/ea. On completion and approval of landscape design and maintenance manual.
Half of property specific cost proposal (less design fee) on commencement of landscape installation.
Balance on completion and approval of installation and 30-minute educational session with homeowner to review homeowner
maintenance procedures and manual.
No one property shall exceed $3,000 including general conditions, design work and maintenance manual without prior
approval from (Organization acronym/name).
Invoices shall reflect actual costs per property and are to be submitted semimonthly to (Organization acronym/name) for
processing and payment.
2. Term. The term of this Contract shall be from (Start Date) to (End Date). Either party on 30 days notice may terminate this con-
tract. In the event of premature termination by the (Organization acronym/name), the Consultant shall be paid for all work
completed prior to the termination as well as the reasonable value of all work partially completed and all materials obtained and
stored on-site.
3. Benefits. The (Organization acronym/name) is not responsible for any insurance or other fringe benefits, including, but not limited
to social security, worker's compensation, income tax withholdings, retirement or leave benefits, for Consultant or employees of
Consultant. The Consultant assumes full responsibility for the provisions of all such insurances and fringe benefits for himself or
herself and all Consultant's employees.
4. General Liability and Workman's Compensation. The contractor shall purchase and maintain such insurance as will protect
him/her from claims under the Workman's Compensation Acts (chapter 152 of the Massachusetts General Laws) and from claims for
damages because of bodily injury, including death and all property damage including, without limitation to, damage to the buildings
and adjoining the site of construction which might arise from and during operations under any Contract, whether such operations be
by himself/herself or by any subcontractor or anyone directly or indirectly employed by either of them. The Contractor shall, with-
out limiting the generality of the foregoing, conform to the provisions of the Section A of Chapter 149 of the Massachusetts General
Laws, which Section is incorporated herein by reference and made a part hereof.
General Liability Insurance Minimum bodily injury limits of $100,000 per person and
$300,000 per accident, and $300,000 aggregate during any twelve-month period, shall
include the following:
a. Public Liability (bodily injury and property damage)
b. Independent Contractor's Protective Liability
c. All Risk Insurance - covering all contractor equipment with provisions of waiver of Subrogation against the Owner
d. Comprehensive All Risk Motor Vehicle Liability Insuranceminimum bodily injury limits of $100,000 per person,
per accident, and property damage limit of $300,000 per accident
5. Arbitration. Any controversy or claim arising out of, or relating to, this Contract or the breach thereof, shall be settled by arbitra-
tion in accordance with the rules then obtaining of the American Arbitration Association. Judgement upon the award rendered may
be entered in any Court having jurisdiction thereof. Any award rendered hereunder shall be final and binding on all parties thereto.
6. Construction. This Contract shall be construed, interpreted and applied under and in accordance with the laws of Massachusetts.
7. Parties Bound. The terms and provisions of this Contract shall be binding upon the parties hereto, their legal representatives, suc-
cessors and assigns.
-------
8. Federal Requirements. The Consultant's services may be reimbursed in part from funds under a contract funded directory or
indirectly by the U.S. Department of Housing and Urban Development. Consultant is bound by the provisions of that contract.
9. Entire Agreement. This instrument contains the entire agreement between the parties. No statement, promises or inducements
made by any party hereto, or agent of either party hereto, which is not contained in this written contract, shall be valid or binding;
and this contract may not be enlarged, modified or altered except in writing and signed by the parties.
IN WITNESS WHEREOF, the parties have caused to be properly executed on their respective behalf, this Consultant Contract,
effective for all intents and purposes as of
(Month, Day, Year).
(Organization Name)
By:
Title:
(Contractor's Name)
By:
Title:
-------
ATTACHMENT ANarrative
Lead Safe Boston/National Center for Lead-Safe Housing
Standard Plan for Low Level Lead Soil Treatment
December 29, 1999
Goals of the Low Level Soil Treatments
The goal of this project will be to improve the lead safety in homes by the reduction of exposure to high levels of lead in soil. All
work will be based on soil assessments conducted by EPA. EPA will conduct all soil testing and provide to the vendor/contractor a
plot plan indicating areas of concern.
Abatement strategies shall be designed to change the use of the yards while providing a lead safe area for children and families to
enjoy.
Outreach and Enrollment
The outreach and enrollment component of the project will be undertaken by a contractor already in use by The National Center
(Silver Linings). Outreach will focus on a pool of properties deleaded under Lead Safe Boston's Round 1 Evaluation project. These
properties will be targeted primarily because of the extensive data collected to date.
Typical Yard
When the deleading of a home was complete, the single soil treatment conducted by Lead Safe Boston deleading contractors
included a final cleanup of the soil by hand raking after abatement of the structure as per the Massachusetts Lead Law. The proper-
ties averaged 4000 s.f. and the footprint of the home averaged 1000 s.f. In addition, the yards are mostly flat, compacted soil with
evidence of tree roots and shade. Most properties do not have driveways.
General Requirements
The General Requirements are to include but are not limited to: permits/fees, a 1 year workmanship and material warranty period,
general liability and worker's compensation requirements (see attached).
Landscaping and Site Development
Landscaping and Site Development is to include generation of the initial Landscape design based on use and the plot plan provided
by EPA. Also to be included is the generation of the maintenance manual for the homeowner education component.
Construction Oversight
The construction oversight allowance is to include construction monitoring, final inspection/sign off and homeowner final approval.
The date of final homeowner approval will be the starting date of the 1 year warranty period.
Homeowner Education
The homeowner education allowance is to include two on-site meetings: initial meeting to obtain homeowner approval and a final
meeting to review all site specific maintenance manuals and work completed by the vendor/contractor.
Design
The Consultant shall use this document as a guideline for all landscape design decisions.
-------
CONSULTANT CONTRACT
THIS CONSULTANT CONTRACT (the "Contract") is made as of this day of 200_ between
(Organization Name), with its principal office located at (Organization Street Address, City, State, Zip, hereinafter called
"(Organization acronym)", and (Contractor Name), the principal place of business of which is located at (Contractor Street
Address, City, State, Zip).
WHEREAS, the (Organization acronym) desires to engage the Consultant as an independent contractor, and the Consultant
desires to accept such engagement on the terms and conditions set forth hereinafter;
NOW, THEREFORE, in consideration of the covenants and agreements herein contained, the (Organization acronym) and
the Consultant agree with each other as follows:
1. Scope of Services.
Obtain completed Homeowner Yard Use Interview and plot plan, developed by the Environmental Protection Agency,
from (the organization acronym).
Design and landscape (number of) properties recruited and enrolled from (Target Area). All landscaping designs shall
include but not be limited to the attached Attachment A Lead Safe Boston/National Center for Lead Safe Housing
Standard Plan for Low Level Lead Soil Treatment dated December 29, 1999.
Meet with homeowner within ten business days after receipt of testing results and homeowner use questionnaire from
(Organization acronym/name) to complete Landscaper Information Sheet and to discuss current and future use of yard.
Generate landscape design within five business days from the date of meeting with the homeowner. Obtain
(Organization acronym/name) approval of design; obtain homeowner approval of same. Provide (Organization
acronym/name) with four copies.
Generate property specific cost proposals and submit to (Organization acronym/name) for approval.
Secure planting stock and materials required for specific project(s).
Pay for and post all necessary fees/permits.
Install landscapes as per owner and (Organization acronym) approved designs within thirty days from the date of
landscape plan approval.
Generate homeowner maintenance manual specific to each property. Provide (Organization name) with three copies
and homeowner with one copy.
Conduct 30-minute educational session with homeowner to review homeowner maintenance procedures and manual.
Obtain homeowner and (Organization acronym) final approval of landscape work.
Leave property in a clean state. Owner must approve any material remaining on site after completion of landscape
installation.
Provide a 1-year workmanship and materials warranty from date of final homeowner approval. This warranty is limited
to defects in workmanship and materials attributable to the consultant only and does not cover losses caused by: acts of
God, third parties or failure of the homeowner to comply with the maintenance procedures and manual.
Coordinate with Lead Safe Boston representatives and/or other applicable agencies in the execution of this contract.
Complete all work as per local, state and federal rules and regulations.
-------
1. Compensation. The (Organization acronym/name) shall reimburse Consultant on a semimonthly basis for (Contractor name) serv-
ices on receipt of itemized invoices as follows:
$(Negotiated amount)/ea. On completion of initial visit with homeowner to discuss landscape design
$(Negotiated amount)/ea. On completion and approval of landscape design and maintenance manual.
Half of property specific cost proposal (less design fee) on commencement of landscape installation.
Balance on completion and approval of installation and 30-minute educational session with homeowner to review homeowner
maintenance procedures and manual.
No one property shall exceed $3,000 including general conditions, design work and maintenance manual without prior
approval from (Organization acronym/name).
Invoices shall reflect actual costs per property and are to be submitted semimonthly to (Organization acronym/name) for
processing and payment.
2. Term. The term of this Contract shall be from (Start Date) to (End Date). Either party on 30 days notice may terminate this con-
tract. In the event of premature termination by the (Organization acronym/name), the Consultant shall be paid for all work
completed prior to the termination as well as the reasonable value of all work partially completed and all materials obtained and
stored on-site.
3. Benefits. The (Organization acronym/name) is not responsible for any insurance or other fringe benefits, including, but not limited
to social security, worker's compensation, income tax withholdings, retirement or leave benefits, for Consultant or employees of
Consultant. The Consultant assumes full responsibility for the provisions of all such insurances and fringe benefits for himself or
herself and all Consultant's employees.
4. General Liability and Workman's Compensation. The contractor shall purchase and maintain such insurance as will protect
him/her from claims under the Workman's Compensation Acts (chapter 152 of the Massachusetts General Laws) and from claims for
damages because of bodily injury, including death and all property damage including, without limitation to, damage to the buildings
and adjoining the site of construction which might arise from and during operations under any Contract, whether such operations be
by himself/herself or by any subcontractor or anyone directly or indirectly employed by either of them. The Contractor shall, with-
out limiting the generality of the foregoing, conform to the provisions of the Section A of Chapter 149 of the Massachusetts General
Laws, which Section is incorporated herein by reference and made a part hereof.
General Liability Insurance Minimum bodily injury limits of $100,000 per person and
$300,000 per accident, and $300,000 aggregate during any twelve-month period, shall
include the following:
a. Public Liability (bodily injury and property damage)
b. Independent Contractor's Protective Liability
c. All Risk Insurance - covering all contractor equipment with provisions of waiver of Subrogation against the Owner
d. Comprehensive All Risk Motor Vehicle Liability Insuranceminimum bodily injury limits of $100,000 per person,
per accident, and property damage limit of $300,000 per accident
5. Arbitration. Any controversy or claim arising out of, or relating to, this Contract or the breach thereof, shall be settled by arbitra-
tion in accordance with the rules then obtaining of the American Arbitration Association. Judgement upon the award rendered may
be entered in any Court having jurisdiction thereof. Any award rendered hereunder shall be final and binding on all parties thereto.
6. Construction. This Contract shall be construed, interpreted and applied under and in accordance with the laws of Massachusetts.
7. Parties Bound. The terms and provisions of this Contract shall be binding upon the parties hereto, their legal representatives, suc-
cessors and assigns.
-------
8. Federal Requirements. The Consultant's services may be reimbursed in part from funds under a contract funded directory or
indirectly by the U.S. Department of Housing and Urban Development. Consultant is bound by the provisions of that contract.
9. Entire Agreement. This instrument contains the entire agreement between the parties. No statement, promises or inducements
made by any party hereto, or agent of either party hereto, which is not contained in this written contract, shall be valid or binding;
and this contract may not be enlarged, modified or altered except in writing and signed by the parties.
IN WITNESS WHEREOF, the parties have caused to be properly executed on their respective behalf, this Consultant Contract,
effective for all intents and purposes as of
(Month, Day, Year).
(Organization Name)
By:
Title:
(Contractor's Name)
By:
Title:
-------
ATTACHMENT ANarrative
Lead Safe Boston/National Center for Lead-Safe Housing
Standard Plan for Low Level Lead Soil Treatment
December 29, 1999
Goals of the Low Level Soil Treatments
The goal of this project will be to improve the lead safety in homes by the reduction of exposure to high levels of lead in soil. All
work will be based on soil assessments conducted by EPA. EPA will conduct all soil testing and provide to the vendor/contractor a
plot plan indicating areas of concern.
Abatement strategies shall be designed to change the use of the yards while providing a lead safe area for children and families to
enjoy.
Outreach and Enrollment
The outreach and enrollment component of the project will be undertaken by a contractor already in use by The National Center
(Silver Linings). Outreach will focus on a pool of properties deleaded under Lead Safe Boston's Round 1 Evaluation project. These
properties will be targeted primarily because of the extensive data collected to date.
Typical Yard
When the deleading of a home was complete, the single soil treatment conducted by Lead Safe Boston deleading contractors
included a final cleanup of the soil by hand raking after abatement of the structure as per the Massachusetts Lead Law. The proper-
ties averaged 4000 s.f. and the footprint of the home averaged 1000 s.f. In addition, the yards are mostly flat, compacted soil with
evidence of tree roots and shade. Most properties do not have driveways.
General Requirements
The General Requirements are to include but are not limited to: permits/fees, a 1 year workmanship and material warranty period,
general liability and worker's compensation requirements (see attached).
Landscaping and Site Development
Landscaping and Site Development is to include generation of the initial Landscape design based on use and the plot plan provided
by EPA. Also to be included is the generation of the maintenance manual for the homeowner education component.
Construction Oversight
The construction oversight allowance is to include construction monitoring, final inspection/sign off and homeowner final approval.
The date of final homeowner approval will be the starting date of the 1 year warranty period.
Homeowner Education
The homeowner education allowance is to include two on-site meetings: initial meeting to obtain homeowner approval and a final
meeting to review all site specific maintenance manuals and work completed by the vendor/contractor.
Design
The Consultant shall use this document as a guideline for all landscape design decisions.
-------
SAMPLE PROJECT
COMPLETION CERTIFICATE
Date: Building ID:.
Property Owner:
Property Address:
I/We have inspected my/our property and found that the work conducted to make our yard lead safe has
been successfully completed according to the scope of work I/we approved dated
I/We have met with [Contractor name] and attended a 30-minute educational session to review the Lead
Safe Yard Maintenance Procedure Manual. [Contractor Name] has provided me/us with a copy of this
manual for my use.
In accordance with the scope of work and in connection with the final payment made to the contractor, I
hereby agree to discharge, and hold [Your Program] harmless from any and all claims which arise against
the Owner and/or his/her property, in connection with the work performed under this Program.
Homeowner Name Date Homeowner Name Date
Inspection has been made of the yard made lead safe through the [Your Program]. I have examined the work
and found all the work to be completed in a satisfactory manner and in accordance with the scope of work
dated
Program Representative Date
In accordance with the contract dated and in connection of the final payment made there-
under, I hereby agree to discharge, and hold the Owner and [Your Program] harmless from, any and all claims
(including all liens resulting therefrom) which arise against the Owner of his/her property the contractor as its
assignee now has or ever had by virtue of, or in connection with the work performed under, said Agreement.
That also in consideration of said final payment I hereby agree to discharge, and hold the Owner harmless
from, any and all claims (including all liens resulting therefrom) which may be brought within forty (40) days
of the date hereof by all sub-contractors, all suppliers of materials and equipment, and performers of work,
labor or services arising by virtue of, or in connection with the work performed under, said Agreement.
That I warrant same for one (1) year from the date hereof, against workmanship and materials defects. One-
year warranty does not cover losses caused by: acts of God, third parties or failure of the homeowner to comply
with the maintenance procedures and manual.
Contractor Name Date
-------
SAMPLE FORM:
CONTRACTOR'S AFFIDAVIT OF PAYMENT OF DEBTS, RELEASE OF CLAIMS,
WARRANTY OF WORKMANSHIP AND RECEIPT OF PAYMENT
Property Address:.
Pursuant to the Agreement between [Contractor Name] and [Your Program], dated / /, for
the scope of work conducted at the above listed property, the undersigned, acting on behalf of the
contractor, hereby certified and agrees as follows:
1) That he/she has paid in full, or has otherwise satisfied obligations for all materials and
equipment provided, and for all work, labor, and services performed and for all known claims
for all damages arising by virtue of, or in connection with the work performed under, said
Agreement for which the owner of his/her property might in any way be held responsible.
2) That in accordance with said Agreement and in connection of the final payment made
thereunder he/she hereby releases the Owner and [Your Program] of any lien, or claim or right
to lien on said property resulting therefrom, which against the owner of his property the
contractor or its assignee now has or ever had by virtue of, or in connection with the work
performed under, said Agreement.
3) That also in consideration of said final payment he/she hereby agrees to discharge, and hold
the Owner and [Your Program] harmless from, any and all claims (including all liens resulting
therefrom) which may be brought within forty (40) days from the date hereof by all
subcontractors, all suppliers of materials and equipment, and all performers of work, labor, or
services arising by virtue of, or in connection with the work performed under, said Agreement.
4) That all work in connection with said Agreement has been performed in accordance with terms
thereof.
5) That he warrants same for one (1) year from the date hereof, against workmanship and materials
defects. The one-year warranty does not cover losses caused by: acts of God, third parties, or
failure of the homeowner to comply with the maintenance procedures and manual.
6) That he/she has received from [Your Program] all sums of money payable to the contractor
under said Agreement and any modifications or changes thereof.
By:
Contractor Name Date
-------
LEAD-
-------
LOOK FOR THE
Bf
THAT SHOWS THE TREATMENTS
USED IN YOUR YARD AND FOLLOW THE GUIDELINES
A. Pressure Treated Wood Drioline Boxes
MAINTENANCE
Once a year:
Check to make sure that all screws
and other connections are secure
Look for and remove splinters
Tools Needed:
Screwdriver and/or hammer
Dripline Boxes are Lined with Perforated Plastic or Landscape Film
Then Filled with One of the Following:
Mulch
'MAINTENANCE
Three times a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Every two years:
Replenish mulch to 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
a
Gravel
MAINTENANCE
Once a year:
Remove weeds and debris
Tools Needed:
None
J
Mulch Over Gravel
MAINTENANCE
Three times a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Every two years;
Replenish mulch to 2" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
-------
B. Pressure Treated Wood Raised Picnic/Play Areas
MAINTENANCE
Once a year:
Check to make sure that all screws
and other connections ore secure
Look for and remove splinters
Tools Needed:
Screwdriver and/or hammer
Pressure Treated Wood Raised Play or Picnic Areas are Lined
with Perforated Plastic or Landscape Fabric and then
Filled with One of the Following:
Woodchips
MAINTENANCE
Three times a year:
Remove weeds and debris
Spring and summer
Tools Needed:
None
Every two years:
Replenish wood chips to 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
H
Gravel
MAINTENANCE
Once a year:
Remove weeds and debris
Tools Needed:
None
a
Mulch
MAINTENANCE
Three times a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Every two years:
Replenish mulch to 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
See Resource List for Sources of Free Materials
-------
Pressure Treated Wood Raised garden Plots
MAINTENANCE
Once a year:
Check to make sure that all screws
and other connections are secure
Look for and remove splinters
Tools Needed:
Screwdriver and/or hammer
Pressure Treated Wood Raised Garden Plots are Lined with Landscape
Film and then filled with Loam and Compost:
MAINTENANCE
Once a year:
Add additional Compost
Early spring
Tools Needed:
Shovel
Wheelbarrow
-------
D. Covered Surface Areas for People, Cars and Pets
/IStepping Stone Paths
Y [ MAINTENANCE
Sweep as needed
Tools Needed:
Broom
Grassed Areas
(Recommended for sunny spaces)
MAINTENANCE
Twice a year: .,
Apply grass fertilizer
spring and fall
Tools Needed:
None
Water regularly especially
during hot, dry weather
Tools Needed:
Sprinkler
Garden hose
Every Year:
Reseed bare spots
spring or early fall
Tools Needed:
Rake
gravel Driveways and Paths
(6ravei spread to 2"depth)
MAINTENANCE
Twice a year:
Remove weeds and debris
spring and fall
Tools Needed:
None
Rake as needed to
maintain 2" depth
Tools Needed:
Rake
Areas For Pets
(Woodchips spread to 6" depth)
MAINTENANCE
Twice a year:
Remove weeds and debris
spring and summer
Tools Needed:
None
Rake as needed to
maintain 6" depth
Tools Needed:
Rake
Every two years: ^
Replenish woodchips to
maintain 6" depth
Tools Needed:
Mulch fork or rake
Shovel
Wheelbarrow
See Resource List for Sources of Free Materials
-------
RESOURCES AND TYPICAL COSTS
Prepared for Dorchester Lead Safe Yards Program 1999
MATERIAL
SOURCE
TYPICAL COST
Gravel
Mulch
Building Supply or
Garden Center
Garden Center
Woodchips
Pressure Treated
Lumber (2"x 6")
Grass Seed
Grass Fertilizer
Plastic in Rolls
Landscape Fabric
Compost
Stepping Stones
Tree Service or
Recycling Center or
Parks Department
Lumber Yard
Garden Center
Garden Center
Hardware Store
Garden Center
Garden Center or
Recycling Center or
Parks Department
Building Supply or
Garden Center
$20.00 per cubic yard
plus delivery
$25.00 per cubic yard
$6.00 per 3 cubic foot
bag
plus delivery
FREE
FREE
FREE
$.75 per linear foot
plus delivery
$10.00 per 3 Ib. bag
(covers 1700 sq. ft.)
$10.00 per bag
(covers 5000 sq. ft.)
$3.00 per 3'x50' roll
$15.00 per 3x50' roll
$5.00 per 50 Ib. bag
FREE
FREE
$2.00 per 12" pre-cast
square or round stone
-------
Homeowner Permission Form
Boston Lead Safe Yard Program
One Year Follow Up
Your yard has been made more safe for children to play in and for you to enjoy by the landscaping improvements
that we have done through the Lead Safe Yard Program. Thank you for your cooperation during this community
effort.
Now that we have finished a large number of yards in your neighborhood, we would like to inspect the work to see
how well the improvements are holding up over time. We would like your permission to talk with you and to visu-
ally inspect all of the landscape improvements made by our program. During the visual inspection, we would also
make some measurements and take a few photographs of the work. The inspection will take about an hour. This
evaluation is funded by Lead-Safe Boston and the U.S. Department of Housing and Urban Development (HUD)
and coordinated by the National Center for Lead-Safe Housing.
I give my permission for a visual inspection and measurements of the landscape improvements made by the Boston
Lead Safe Yard Program.
Homeowner #1 signature Date
Homeowner #2 signature Date
Lead-Safe Yards Evaluation staff Date
or Interviewer
-------
APPENDIX 1
Sampling Logic Tree
In-Situ Sampling
Lead Levels < Action Level
/Complete QA/QC\
\. Measurements /
Lead Levels at Action
Level +/-10%
colocated
analyses//
Lead Levels > Action Level
J \ V
/Complete QA/QC
\ Measurements /
/""\ / Lead Levels at Action
( No Further Action V- NO Level
T
+/-10%
-Y85-W
/ \
Replicate Analyses/ '
Fail QC Criteria 1 ,
\/
' Consider Site for
Remediation
No
\
/^Composite Samples for
^^Confirmation Analysis/
Yes
/
Lead Levels at Action A /
Level [
+/-io% W
-------
APPENDIX 2: SITE WORKSHEET
Site Name:,
Address:
Date:
Building Type:.
Condition:
Lot Condition:
Yard Uses:
Sample ID
Location
PPM-Lead
Comments
Distance
-------
APPENDIX 3
INITIAL DEMONSTRATION
OF CAPABILITY FOR LEAD
IN SOIL BY NITON XRF
ppm lead
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^H
IDC1
IDC2
IDC3
IDC4
IDC5
IDC6
IDC7
IDC8
IDC9
IDC10
IDC11
1123
1144
1127
1225
1076
1036
1095
1235
1208
1228
1140
% True Value
Standard Deviation
%RSD
Criteria: %RSD<30%
%TV<ฑ30%
-------
APPENDIX 4
MDLl
MDL2
MDL3
MDL4
MINIMUM DETECTION LIMIT STUDY
OF LEAD IN SOIL BY FIELD PORTABLE XRF
H.P. 600703
5/12/98
PPM-Lead
190
151
170
177
H.P. 600703
2/29/00
PPM-Lead
170
209
179
161
LCS 0996
2/29/00
242
NIST 2586
2/29/00
355
MDL5
True Value
Avg. Cone.
% True Value
Standard Deviation
MDL
%RSD
188
129
164.6
127.6
220
129
177.1
137.3
320
224
423
MDL6
MDL7
MDL8
MDL9
MDL 10
196 164
170 137
138
138
128
254 392
250 422
432
Criteria: %RSD<30%
%TV<ฑ30%
-------
APPENDIX 5
ACCURACY DATA (1998) FOR LEAD IN SOIL BY FPXRF
NIST2710 NIST2711 LCS 0996 I HP 69073 I
True Value
Average Concentration
% Recovered
Standard Deviation
RSD
Cleve-1
5427
5632
5651
5587
5657
5372
5516
5769
5532
5576.4
100.8
122.5
1 2.2
1123
1144
1127
1225
1076
1036
1095
1235
1208
1228
1140
1162
1148.8
98.9
64.1
5.6
268
283
269
280
291
202
383
343
224
289
129
50.
17.
.9
.4
3
4
1 204
1 190
151
1 170
177
1 188
1 196
1 170
138
138
128
203
1 129
171.1
132.6
25.6
15.0
426
554
526
440
488
490
456
494
456
441
433
477.1
110.2
38.8
8.1
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APPENDIX 5 CDNT.
ACCURACY DATA (2000) FOR LEAD IN SOIL BY FPXRF
1 NIST2710 NIST2711 NIST 2586 LCS 0996 HP 690703 Lot 217
5580
1 5780
5590
5970
5490
1 5610
5530
1 5780
1 5460
5750
True Value 5532
Average
Concentration 5654.0
% Recovered 102.2
Standard
Deviation 1 52.4
RSD 2.7
1070
1140
1190
1290
1110
1070
1160
1170
1090
1140
1162
1143.0
98.4
62.8
5.5
365
357
398
355
423
392
1 422
397
1 388
1 408
432
390.5
90.4
23.4
6.0
235
246
303
242
320
254
250
275
391
277
224
279.3
124.7
45.5
16.3
170
209
179
161
220
164
137
242
232
146
129
186.0
144.2
35.1
18.9
241
220
230
159
144
135
211
175
173
126
101
181.4
179.6
39.4
21.7
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APPENDIX 6 CONFIRMATION SAMPLE RESULTS
10000
8000
, 6000
Q.
O.
4000
2000
Niton v. ICP
as of 8/19/99
R-squared = 0.926
y intercept = 168.4
2000 4000 6000
ICP (ppm - Lead)
8000
10000
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ATTACHMENT ANarrative
Lead Safe Boston/National Center for Lead-Safe Housing
Standard Plan for Low Level Lead Soil Treatment
December 29, 1999
Goals of the Low Level Soil Treatments
The goal of this project will be to improve the lead safety in homes by the reduction of exposure to high levels of lead in soil. All
work will be based on soil assessments conducted by EPA. EPA will conduct all soil testing and provide to the vendor/contractor a
plot plan indicating areas of concern.
Abatement strategies shall be designed to change the use of the yards while providing a lead safe area for children and families to
enjoy.
Outreach and Enrollment
The outreach and enrollment component of the project will be undertaken by a contractor already in use by The National Center
(Silver Linings). Outreach will focus on a pool of properties deleaded under Lead Safe Boston's Round 1 Evaluation project. These
properties will be targeted primarily because of the extensive data collected to date.
Typical Yard
When the deleading of a home was complete, the single soil treatment conducted by Lead Safe Boston deleading contractors
included a final cleanup of the soil by hand raking after abatement of the structure as per the Massachusetts Lead Law. The proper-
ties averaged 4000 s.f. and the footprint of the home averaged 1000 s.f. In addition, the yards are mostly flat, compacted soil with
evidence of tree roots and shade. Most properties do not have driveways.
General Requirements
The General Requirements are to include but are not limited to: permits/fees, a 1 year workmanship and material warranty period,
general liability and worker's compensation requirements (see attached).
Landscaping and Site Development
Landscaping and Site Development is to include generation of the initial Landscape design based on use and the plot plan provided
by EPA. Also to be included is the generation of the maintenance manual for the homeowner education component.
Construction Oversight
The construction oversight allowance is to include construction monitoring, final inspection/sign off and homeowner final approval.
The date of final homeowner approval will be the starting date of the 1 year warranty period.
Homeowner Education
The homeowner education allowance is to include two on-site meetings: initial meeting to obtain homeowner approval and a final
meeting to review all site specific maintenance manuals and work completed by the vendor/contractor.
Design
The Consultant shall use this document as a guideline for all landscape design decisions.
-------
Lead-Safe Yards
EPA/625/R-00/012
January 2001
Lead-Safe Yards
Developing and Implementing a
Monitoring, Assessment, and Outreach Program
for Your Community
United States Environmental Protection Agency
National Risk Management Laboratory
Office of Research and Development
Cincinnati, OH 45268
NEXT
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EM PACT: Lead-Safe Yards
&EPA Lead-Safe Yards
Developing and Implementing a
Monitoring, Assessment, and
Outreach Program for Your
Community
E M P A C T
Environmental Monitoring for Public Access
& Community Tracking
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Lead-Safe Yards: Contents
Contents
COVER
PREFACE
1. INTRODUCTION
1.1 About the EMPACT Program
1.2 About the EMPACT Lead-Safe Yard Project
1.3 About This Handbook
1.4 Acknowledgments
1.5 For More Information
2. HOW TO USE THIS HANDBOOK
3. LEAD IN SOIL: WHY IS IT A PROBLEM?
3.1 Lead and Lead Poisoning
3.2 Sources and Levels of Lead in Soil
3.3 Soil as an Exposure Pathway for Lead
3.4 Standards and Guidelines for Lead Poisoning Prevention
3.5 For More Information
4. BEGINNING THE PROGRAM
4.1 Program Structure: Overview of a Lead-Safe Yard Program
4.2 Selecting Program Partners
4.3 Identifying Potentially Impacted Communities
4.4 Getting To Know the Community
5. COMMUNICATING ABOUT LEAD IN SOIL AND YOUR LEAD-SAFE YARD PROGRAM
5.1 Approaching Homeowners and Residents
5.2 Educating People About Lead and Lead in Soil
5.3 Next Steps: Enlisting the Homeowner in the Program
5.4 For More Information
6. COLLECTING AND MANAGING DATA ON LEAD IN SOIL
6.1 Collecting and Managing Data: An Overview
6.2 Getting Started
6.3 Testing Step by Step
6.4 Health and Safety Precautions
6.5 Maintaining Equipment
6.6 Alternative Approaches
6.7 For More Information
7. YARD TREATMENTS
7.1 Matching Treatments to Hazards
7.2 Treatment Options and Detailed Specifications
7.3 Developing a Budget for Each Yard Treatment
7.4 Homeowner Design Session
7.5 Contracting With a Landscaper
7.6 Health and Safety for Landscapers
7.7 Approval and Signoff on Work Complete
7.8 Handing Over the Case File
7.9 For More Information
8. YARD MAINTENANCE
8.1 The Importance of Yard Maintenance
8.2 Maintenance Requirements for EMPACT Treatment Measures
8.3 Developing a Property-Specific Maintenance Manual
8.4 Educating Homeowners About Yard Maintenance
8.5 Strategies for Encouraging Ongoing Maintenance
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Lead-Safe Yards: Contents
9. EVALUATING YOUR LEAD-SAFE YARD PROGRAM
9.1 Focusing Your Evaluation
9.2 Documenting Evaluation Points
10. NON-RESIDENTIAL APPLICATIONS OF LEAD-SAFE YARD MITIGATION STRATEGIES
APPENDIX A SAFER SOIL PILOT PROGRAM OF CAMBRIDGE, MASSACHUSETTS
APPENDIX B SOME PROPOSED MODELS FOR LESS-RESOURCE-INTENSIVE APPROACHES TO IMPLEMENTING LEAD-
SAFE YARD PROGRAMS
APPENDIX C FUTURE OPTIONSUSING PLANTS TO TREAT LEAD-CONTAMINATED SOILS
APPENDIX D QUALITY ASSURANCE PROJECT PLAN FOR A COMMUNITY BASED ENVIRONMENTAL LEAD
ASSESSMENT AND REMEDIATION PROGRAM
Disclaimer
This document has been reviewed by the U.S. Environmental Protection Agency (EPA) and approved for
publication. Mention of trade names or commercial products does not constitute endorsement or recommendation
of their use.
NEXT: CHAPTER 1
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Preface
Preface
This technology transfer handbook is intended to serve as: a) a case study of the EMPACT Co mm unity-Based Lead
Assessment and Educational Pilot Project in Boston (also known as the Lead-Safe Yard Project or LSYP) that
highlights the successes and lessons learned from the project, and b) a "hands on" reference for community
members, especially community organizations, to use in identifying and reducing risks from residential soil that
may be contaminated with lead. The emphasis is on contamination from non-industrial sources, such as the
historic use of exterior house paint or gasoline that contained lead. The handbook provides step-by-step guidance
for measuring lead levels in soil, interpreting results in terms of potential risks from these levels, and planning and
implementing simple and cost-effective landscaping techniques to reduce these risks. While the focus is on
community organizations with access to professional assistance, some recommendations may be suitable for the
individual homeowner, landlord, or tenant to consider.
Based on the case study from the Pilot Project in Boston, the handbook was written to be complementary to, and
used in conjunction with, EPA and HUD regulations and associated guidance. In particular, EPA has proposed a
regulation entitled "TSCA Title IV, Section 403 Lead; Identification of Dangerous Levels of Lead." At the time of
the handbook's publication, this rule, which establishes standards for lead-based paint hazards in most pre-1978
housing and child-occupied facilities, was not yet finalized. Nothing in the handbook should be construed as official
Agency guidance or regulation contradictory to the Final Section 403 Rule.
These simple, low-cost landscape treatment measures are presented as additional options beyond the permanent
measures that may be required by state, local, or federal regulations. For cases in which permanent solutions such
as soil removal would be preferable and/or required, but are not immediately possible due to cost or other
practical considerations, the handbook offers interim controls that may provide an immediate risk reduction,
especially when combined with continuing maintenance practices. Users of the handbook should consult applicable
state, local, and federal regulations before deciding on any course of action.
NEXT
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Chapter 1
Chapter 1: Introduction
Lead poisoning remains a serious environmental
health threat for children today.
1.1 | 1.2 | 1.3 | 1.4 | 1.5
Over the past few decades, blood lead levels in children have
declined dramatically. However, lead poisoning remains a serious
environmental health threat for children today. The legacy of
lead-based paint and leaded gasoline will be with us for many
years to come. Without further action, large numbers of young
children, particularly in older, urban neighborhoods, will continue
to be exposed to lead in amounts that could impair their ability
to learn and to reach their full potential.
Recent efforts at the state and federal levels to reduce childhood
lead poisoning have focused primarily on controlling hazards
from lead-based paint. This focus is likely to continue. In
February 2000, the President's Task Force on Environmental
Health Risks and Safety Risks to Children released a federal,
interagency strategy for eliminating childhood lead poisoning. The
strategy calls for the control of lead paint hazards in 2.3 million homes where children under age 6 live (click here
to access the strategy). To support the Task Force's recommendations, the federal budget for 2001 includes a 50-
percent increase in lead paint hazard control grants issued by the U.S. Department of Housing and Urban
Development (HUD).
While considerable attention has been given to lead-paint hazards in homes, less attention has been paid to lead-
contaminated soil that surrounds these homes. Generally, this has been because of the more significant
contribution to lead poisoning in children made by deteriorated lead paint and leaded dust on the interiors of
homes. However, evidence exists that soil can be a source of exposure. As lead poisoning rates decline and
average childhood blood lead levels decline, lead exposure from soil may be a more significant portion of the
exposure for children. Therefore, it warrants attention.
This EM PACT technology transfer handbook is designed with two main goals in mind. The first goal is to present a
case study showing how one community-based programthe EMPACT Lead-Safe Yard Project (LSYP) in Boston,
Massachusettsis using a variety of low-cost techniques to reduce children's exposure to elevated levels of lead in
residential soil. The secondand perhaps more importantgoal is to provide you with step-by-step guidance for
developing a similar program to address the problem of lead in soil in your own community. The guidance in the
handbook is based on the experience of the EMPACT LSYP, as well as that of several other programs. These other
programs are highlighted at points throughout the handbook.
The handbook is written primarily for community organizers, non-profit groups, local government officials, tribal
officials, and other decision-makers who will implement, or are considering implementing, lead-safe yard
programs. At the same time, much of the information will be useful to individual homeowners interested in finding
low-cost ways to reduce children's exposure to lead in soil. Before attempting to implement the techniques
described in this handbook, however, homeowners need to be aware of the hazards associated with working with
lead-contaminated soil. All homeowners should carefully read those passages of the handbook that describe soil-
lead hazards, safety guidelines for working with lead-contaminated soil, and federal and state regulations
governing acceptable work practices (in particular, see Sections 3.1, 3.3, 6.2, 6.4, and 7.6).
1.1 About the EMPACT Program
This handbook was developed by the U.S. Environmental Protection Agency's (EPA's) EMPACT Program. EPA
created EMPACT (Environmental Monitoring for Public Access and Community Tracking) in 1997, at President
Clinton's direction. It is now one of the programs within EPA's Office of Environmental Information. EMPACT is a
new approach to providing timely environmental information to communities across the nation, helping people
make informed, day-to-day decisions. By the year 2001, residents in 86 of the largest metropolitan areas in the
United States will have an easy way to answer questions such as:
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Lead-Safe Yards: Chapter 1
What is the ozone level in my city this morning?
What is the water quality at my beach today?
How high is the ultraviolet radiation in my city today?
What is the level of contamination at the hazardous waste site in my community?
What are the levels of lead in the soil in yards in my neighborhood?
To help make EMPACT more effective, EPA is partnering with the National Oceanic and Atmospheric Administration,
the U.S. Geological Survey, the U.S. Department of Interior, and the National Partnership for Reinventing
Government. EPA will work closely with these federal entities to help achieve nationwide consistency in measuring
environmental data, managing information, and delivering that information to the public.
To date, environmental information projects have been initiated in 84 of the 86 EMPACT-designated metropolitan
areas. These projects cover a wide range of environmental issues, such as groundwater contamination, ocean
pollution, smog, ultraviolet radiation, and ecosystem quality. Some of these projects have been initiated directly by
EPA. Others have been launched by the EMPACT communities themselves. Local governments from any of the 86
EMPACT metropolitan areas are eligible to apply for EPA-funded Metro Grants to develop their own EMPACT
projects.
Communities selected for Metro grants are responsible for building their own time-relevant environmental
monitoring and information delivery systems. To find out how to apply for a Metro grant, visit the EMPACT Web
site.
1.2 About the EMPACT Lead-Safe Yard Project
During the winter of 1998, EPA's EMPACT program funded "A Community-Based Lead Assessment and Educational
Pilot Project," also known as the Lead-Safe Yard Project. The project is a joint effort between EMPACT, EPA's New
England Regional Laboratory, and several community partners. The three primary objectives of the project are:
1. To generate real-time data of lead concentrations in residential yard soils using innovative field-portable x-
ray fluorescence (XRF) technology, and to communicate these data to residents for the purpose of informing
them of the health risks of lead in soil.
2. To plan and implement low-cost and sustainable landscape measures in residents' yards that would reduce
children's risk of exposure to contaminated soil and that residents would be taught to maintain.
3. To develop a template that other communities and public agencies can use to address the issue of lead in
residential soil.
The initial target community selected for the pilot project was a several-block area in the Bowdoin Street
neighborhood, consisting of approximately 150 mostly older, wood-framed houses in the North Dorchester section
of Boston. This is an inner-city community, with a large minority and immigrant population. Bowdoin Street is
situated in the "lead belt" of Boston, where the majority of children in the city with elevated blood levels reside.
During the pilot phases, the project's community partners in the Boston area were Boston University School of
Public Health, the Bowdoin Street Community Health Center, and two non-profit landscaping companies,
Dorchester Gardenlands Preserve and Garden Futures. The project team identified five tasks to be carried out by
the partners:
Outreach and education, led by the Health Center.
Safety training, conducted by staff from the Health Center.
Sampling and analysis, led by the EPA Regional Laboratory with assistance from a certified industrial
hygienist from the Health Center.
Soil mitigation, performed by the landscaping companies.
Creation of a template for community action, led by Boston University School of Public Health with assistance
from all partners.
The pilot project was funded in two phases, which took place in the summers of 1998 and 1999. During these two
years, the project addressed 42 residences in the target area, at no cost to the homeowners; conducted a number
of seminars on lead-safe yard work; and developed a "Tool Kit" for use by other communities (the materials in the
Tool Kit have been incorporated into this handbook).
The third phase of the project, launched in June 2000, is targeting a different community: the Dudley Street
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Lead-Safe Yards: Chapter 1
neighborhood, which is also located in the "lead belt" of Boston. The partners in this phase include Boston
University School of Public Health, the Dudley Street Neighborhood Initiative (a local planning and organizing
agency), and several commercial landscapers. The objective of this phase is to use refined landscape measures
and an improved educational approach in treating yards of homes that meet requirements for structural lead
abatement of interior and exterior paint, or that have already been lead abated and are lead safe. As of
September 2000, 18 homeowners had enrolled to have their yards tested for elevated soil-lead levels, and testing
had been completed at most of the properties. The project's goal is to complete soil testing and implement
landscape treatments at 20 or more properties by the end of the year.
Brighton/AUst
Target Community
Bowdoin Street
Vlarget Community
st Roxbury
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City of Boston
Lead Poisoned Children
Venous > 15 ug/dL
FY 1985 -1993
1.2.1 Related Lead-Safe Yard Programs
A key objective of the EMPACT LSYP is to disseminate a template of materials and methods to public agencies
whose mission is to prevent childhood lead poisoning. The ultimate goal is to institutionalize soil remediation as
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Lead-Safe Yards: Chapter 1
part of a comprehensive lead poisoning prevention program in high-risk neighborhoods.
Based on the success of the pilot phase of the EMPACT LSYP, the City of Boston has already initiated two "spinoff"
soil-lead programs, using the EMPACT project's template:
Lead Safe Boston, an office within the Boston Department of Neighborhood Development that assists
homeowners financially and technically in home de-leading, is spearheading a HUD-funded lead-safe yard
project that will target as many as 25 residential properties by the end of 2000. This demonstration project
is meant to show how local government agencies can integrate soil-lead mitigation into ongoing home de-
leading work. As of September 2000, Lead Safe Boston had enrolled 20 properties for soil-lead testing and
yard treatments, and had completed treatments at nearly half of the properties. Lead Safe Boston has also
done extensive work to revise materials in the EMPACT LSYP's template (such as permission forms and
contractor agreements) to meet the more rigorous legal standards required of a city agency. Many of the
materials developed by Lead Safe Boston appear as samples in this handbook.
The Office of Environmental Health, part of the Boston Public Health Commission (BPHC), initiated another
spinoff lead-safe yard project in 2000 to address nine residential properties in an area of North Dorchester.
These nine residences have previously undergone structural abatement of lead paint and are slated for yard
intervention utilizing the EMPACT LSYP's template. BPHC is leading the outreach effort and funding the
landscaping work. EPA's New England Regional Laboratory is providing testing support, and Lead Safe Boston
is assisting with contract services.
EMPACT Lead-Safe Yard
Project Recognized for
Excellence
Because of the EMPACT
LSYP's innovative approaches
and far-reaching impacts,
project partners have
received several prestigious
awards for their work. These
include:
1999 Regional Science
Award. The EPA Region
1 Science Council
selected for this award
Rob Maxfield and Paul
Carroll, both from
EPA's Office of
Environmental
Measurement and
Evaluation, for their
work on the EMPACT
LSYP. The award noted
that these scientists
"demonstrated
environmental
leadership and utilized
innovative yet simple
solutions to this age
old problem while
gaining acceptance at
the local, municipal,
and national levels."
The two also received
EPA Bronze Medals for
this work.
1.2.2 Lead-Safe Yard Research Study
EPA New England and the National Center for Lead Safe Housing are leading
a HUD-funded research study to document the effectiveness of the low-cost
interim soil control measures used by the EMPACT LSYP. Other partners in
the study include the Boston Department of Neighborhood Development and
Boston University. This research study will include a retrospective evaluation
of the soil intervention work conducted during the first two phases of the
EMPACT LSYP (1998 and 1999). It also will examine data collected during
the summer of 2000 by all three Boston-based lead-safe yard projects: the
EMPACT project, the Lead Safe Boston demonstration project, and the BPHC
project (data will be collected before, during, and after each yard
intervention). The principal objective of the study is the preparation of a
technical paper that will document the effectiveness of low-cost interim soil
control measures in reducing risk to residents and to make this data
available to HUD for policy development. The research study will also seek
to answer several technical questions about the suitability of field-portable
XRF technology for soil-lead testing.
1.3 About This Handbook
A number of cities have expressed interest in beginning lead-safe yard
programs, but they are limited by available resources. The Technology
Transfer and Support Division of the EPA Office of Research and
Development's (ORD's) National Risk Management Laboratory initiated the
development of this handbook to help interested communities learn more
about the EMPACT LSYP and to provide them with the technical information
they need to develop their own programs. ORD, working with the LSYP from
Region 1, produced the handbook to leverage EMPACT's investment in the
project and minimize the resources needed to implement it in new cities.
Both print and CD-ROM versions of the handbook are available for direct
online ordering from ORD's Technology Transfer Web site. A PDF version of
the handbook can also be downloaded from the EMPACT LSYP Web site. This
Web site is in turn hyperlinked to the main EMPACT Program Web site and
the ORD Technology Transfer Web site. In addition, you can obtain a copy of
the handbook by contacting the EMPACT Program office at:
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Lead-Safe Yards: Chapter 1
1999 Harvard Award
for Excellence in
Children's Health. LSYP
project partner
Bowdoin Street Health
Center received this
award for its work with
the EMPACT LSYP. This
annual award,
cosponsored by the
Harvard Center for
Children's Health at
the School of Public
Health, the City of
Boston, and Children's
Hospital, recognizes a
Boston organization for
extraordinary work in
the area of child and
adolescent health.
2000 Boston University
School of Public Health
Award for Excellence in
Public Health Practice.
Patricia Hynes,
Professor of Public
Health, was recognized
during National Public
Health Week 2000 for
her work with the
EMPACT LSYP. Boston
University School of
Public Health selected
this as one of three
examples of excellence
in public health
research and
intervention work
being done by the
school's faculty.
EMPACT Program
Office of Environmental Information
U.S. EPA (2831R)
1200 Pennsylvania Avenue
Washington, DC 20460
phone: (202) 564-3220
fax: (202) 565-1966
We hope that you find the handbook worthwhile, informative, and easy to
use. We welcome your comments; you can send them by e-mail from
EMPACT's Web site.
1.4 Acknowledgments
EPA and the EMPACT LSYP would like to recognize the following people and organizations for their substantial
contributions to the contents of this handbook:
Sandra Duran, a construction specialist with the Boston Department of Neighborhood Development in the
City of Boston's Public Facilities Department, for creating many of the forms used during the third phase of
the EMPACT LSYP and creating the specifications for construction contracting.
The EPA New England Lead Program in the Office of Ecosystem Protection, for assistance in reviewing early
drafts of the handbook.
The New England Lead Coordinating Committee (NELCC), funded by EPA New England and the State Lead
Programs, and the participants of the Lead in Soils Design Charrette, whose early work developing landscape
treatments for lead-contaminated soil provided a foundation for the EMPACT LSYP's low-cost mitigation
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Lead-Safe Yards: Chapter 1
approach.
The EPA New England Urban Environment Initiative, whose outreach and capacity-building efforts established
many of the community and city partnerships that made this project possible.
1.5 For More Information
Try the following resources for more on the issues and programs this handbook discusses:
The EMPACT Program
The EMPACT Lead-Safe Yard Project
Robert Maxfield Address Change effective Spring 2001
Environmental Investigation and Analysis 11 Technology Drive
EPA Region 1 Laboratory North Chelmsford, MA 01863-2431
60 Westview Street Lexington, MA 02173 (617) 918-8300
(781) 860-4640
H. Patricia Hynes
Professor of Environmental Health
Director, Urban Environmental Health Initiative
Boston University School of Public Health
715 Albany Street
Boston, MA 02118
(617) 638-7720
The Dudley Street Neighborhood Initiative
The National Center for Lead Safe Housing
Hynes, H. P., R. Maxfield, P. Carroll, and R. Hillger. "Dorchester Lead-Safe Yard Project: A Pilot Program to
Demonstrate Low-Cost, On-Site Techniques to Reduce Exposure to Lead-Contaminated Soil." Journal of Urban
Health: Bulletin of the New York Academy of Medicine. Volume 78, No. 1, March 2001.
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Chapter 2
Chapter 2: How To Use This Handbook
This handbook provides information your community can use to create and implement a lead-safe yard program. It
presents detailed guidance, based on the experience of the EMPACT Lead-Safe Yard Project, on how to:
UM
field-portable
technology to
collect real-lime
soil lead
data
-N
-V
Design and
Implement
property-specific
treatment plans
gnd develop
yard-maintenance
plans
r-N
-I/
Evaluate the
effectiveness
at your
program
The handbook provides simple "how to" instructions on each facet of planning and implementing a lead-safe yard
program, along with important background information on lead poisoning and the hazards of lead-contaminated
soil:
Chapter 3 discusses why lead in general, and lead-contaminated soil in particular, is a health hazard; what
data are available on lead in soil; and what standards and regulations may apply to your program.
Chapter 4 describes the steps in beginning a program: identifying potential target communities, getting to
know the community, and selecting partners for the program.
Chapter 5 provides guidance on education and outreach to homeowners and residents about the problem of
lead in soil and the benefits of participating in a lead-safe yard program.
Chapter 6 provides detailed information about data collection and management, focusing on the use of the
field-portable x-ray fluorescence instrument to collect real-time data.
Chapter 7 describes soil mitigation strategies and techniques, including sample specifications, costs, and
legal issues.
Chapter 8 discusses how to develop and implement a maintenance plan for lead-safe yards, including
homeowner education and strategies for ensuring ongoing maintenance.
Chapter 9 provides guidance for evaluating the program, stressing the importance of documentation.
Chapter 10 outlines the application of lead-safe yard monitoring and mitigation techniques to non-
residential settings, such as tot lots, community gardens, and abandoned commercial buildings.
Interspersed throughout the handbook are success stories and lessons learned in the course of the EMPACT LSYP.
The handbook also refers you to supplementary sources of information, such as Web sites, guidance documents,
and other written materials. In addition, the handbook includes three appendices that present alternatives to the
approaches used by the EMPACT LSYP:
Appendix A describes the Safer Soil Pilot Program of Cambridge, Massachusetts, which has used
landscaping and other remedial measures to treat residential yards since 1997.
Appendix B proposes four models for less-resource-intensive approaches to implementing lead-safe yard
programs.
Appendix C discusses a new option, phytoremediation, being explored to address lead in soil in a cost-
effective manner.
Finally, Appendix D presents the EMPACT LSYP Quality Assurance Project Plan.
The handbook is designed for managers and decision-makers who may be considering whether to implement a
lead-safe yard program in their communities, as well as for organizers who are actually implementing lead
intervention programs. Decision-makers likely will find Chapters 3, 4, 9, and 10 most helpful. The other chapters
provide detailed "how to" information and are written primarily for people who will carry out the program.
Individual homeowners interested in finding low-cost ways to help prevent children's exposure to lead in soil will
find Chapters 7 and 8 most useful.
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Chapter 3: Lead In Soil: Why Is It a Problem?
3.1 | 3.2 | 3.3 | 3.4 | 3.5
This chapter provides an overview of the problems posed by lead in soil. Section 3.1 discusses lead poisoning, its
health effects and prevalence, and the pathways through which children and others are exposed to lead. Section
3.2 describes the most common sources of lead in residential soil and summarizes soil-lead levels found in the
United States. Section 3.3 reviews evidence indicating that soil is one important pathway for childhood lead
exposure. Finally, Section 3.4 describes the national strategy for reducing hazardous exposures to lead and
identifies standards and regulations that may affect a lead-safe yard program.
The information in this chapter should be useful to any person interested in soil-lead hazards and mitigation,
whether that person be a community organizer responsible for implementing a lead-safe yard program or a
homeowner concerned about elevated soil-lead levels in his or her own yard.
3.1 Lead and Lead Poisoning
Lead is a heavy, soft, malleable metal. Due to its physical and chemical properties, industry has found countless
uses for lead in our daily lives. While certain uses of lead are banned, lead is still found in a myriad of products.
Important sources of lead in the environment today include:
Lead paint, and resulting lead dust, found in and around homes built before 1978 (lead-based paint was
banned in 1978). Lead dust from deteriorated lead-based paint is the most significant contributor to
childhood lead poisoning.
Lead from automobile emissions (before leaded gasoline was finally banned in 1986) that has been deposited
on land and surface water.
Lead in occupational settings (often brought home on clothes or skin).
Lead from industrial emissions, such as lead smelters, lead mining, hazardous waste sites, and battery-
recycling plants.
Lead in drinking water caused by lead-containing plumbing.
Lead-containing tableware, such as leaded-crystal glassware and lead-glazed pottery.
Certain hobbies and activities that use lead (e.g., car radiator repair, target shooting, stained-glass making,
glass or metal soldering).
Certain folk remedies that contain lead (e.g., azarcon, greta).
3.1.1 What Is Lead Poisoning?
Lead poisoning is entirely preventable. However, according to the Centers for Disease Control and Prevention
(CDC), nearly 1 million children living in the United States in the early 1990s had lead in their blood at levels high
enough to cause irreversible damage to their health.
CDC defines elevated blood lead in children as blood lead levels of 10 micrograms of lead per deciliter of blood
(ug/dL) or higher. Until the early 1970s, CDC's blood lead levels of concern were 60 ug/dL for children and 80
ug/dL for adults. As the adverse effects of lead became better known, CDC lowered the level at which it
recommends medical attention, also known as the "blood lead intervention level," on three separate occasions.
After research showed that cognitive and developmental damage occurs at blood lead levels as low as 10 ug/dL,
CDC lowered the blood lead level of concern to the current 10 ug/dL value in 1991. There is no known safe level
of lead in blood.
3.1.2 Health Effects of Lead Poisoning
Lead poisoning affects nearly every system in the body, and often
occurs without noticeable symptoms. Although lead can affect
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Lead-Safe Yards: Chapter 3
Blood lead levels considered elevated by the Centers for
Disease Control and the Public Health Service.
SO-i
40-
30
20 -
10
1970
1975
I960
1965
1990
Source: Outers for Dlaeaie Central, 1991,
Preventing Lead PoSsottnf in Young ctusortn
adults, children under the age of six are especially vulnerable to
the adverse effects of lead. The incomplete development of the
blood-brain barrier in fetuses and very young children (up to 36
months of age) increases the risk of lead's entry into the nervous
system. Low but chronic exposure can affect the developing
nervous system in subtle but persistent ways. In children, blood
lead levels as low as 10 to 15 ug/dL can stunt growth rates, affect
attention span, cause learning disabilities, lower IQ scores, impair
hearing acuity, and cause behavioral problems. In addition, fetuses
exposed to elevated levels of lead can suffer from low birth
weight, impaired hearing, and altered gestational age, which can
lead to further complications.
In addition to damaging the nervous system, elevated blood lead levels can also affect the kidneys and
reproductive system and cause high blood pressure. Very high levels (greater than 80 ug/dL) can cause
convulsions, coma, or death. Levels greater than 150 ug/dL are fatal if not treated quickly. Fortunately, exposures
resulting in such high levels of lead are rare.
The literature on the health effects of lead is extensive. For more information, see CDC's Preventing Lead
Poisoning in Young Children and the Agency for Toxic Substances and Disease Registry's Case Studies in
Environmental Medicine: Lead Toxicity. Additional resources and links listed at the end of this chapter provide a
wealth of information on this and other lead-related topics.
3.1.3 How Does Lead Enter the Body, and What Happens to Lead in the Body?
Lead enters the body through either ingestion or inhalation. Young children tend to ingest more lead than adults
do in a given environment, mainly because of their normal hand-to-mouth behavior. They also take in more food
and water per kilogram of body weight. The most common way for a child to ingest lead is by putting objects in
the mouth (e.g., toys or hands) that have lead-contaminated dust or dirt on them. Children may also mouth
surfaces having lead-based paint (such as window sills) or ingest lead-paint chips or soil (especially children who
exhibit pica, a pattern of eating dirt or other non-food substances). Children may also ingest lead if their drinking
water contains lead. (Lead in drinking water usually comes from lead-containing pipes, faucets, and solder in the
plumbing of older buildings.) Children can also inhale lead via dust from deteriorating paint, dust on clothing
brought home by parents exposed to occupational lead sources, or fumes from hobbies or industries that use lead.
The rate at which the body absorbs lead, once it has been ingested, depends on the chemical and physical form of
the lead and on the physiological characteristics of the exposed person. Nutritional status and age are the factors
having the greatest influence on absorption rates. Adults typically absorb 10 to 15 percent of ingested lead
through the gastrointestinal tract, while children and pregnant women can absorb as much as 50 percent. Children
are also at higher risk when their nutritional needs are not being adequately met. Calcium, iron, zinc, and protein
deficiencies, in particular, increase lead absorption rates. Fasting conditions in adults have a similar impact on the
absorption of lead. Lead dust inhaled and deposited into the lower respiratory tract is completely absorbed by both
adults and children.
Since lead is an inorganic metal, it is not metabolized and is distributed throughout the body by the bloodstream.
Over time, a portion of the lead may be eliminated from the body. The majority, however, remains in the
bloodstream, or is absorbed by soft tissue (kidneys, bone marrow, liver, and brain), or mineralizing tissue (bones
and teeth). In adults, 95 percent of the lead present in the body is found in teeth and bones, where it remains
inert. When the body experiences physiological changes, howeversuch as pregnancy, lactation, or chronic disease
this inert lead can leach into the bloodstream and raise blood lead levels to dangerous levels. During pregnancy,
this mobilized lead can also be transferred to the fetus, which has no defense mechanism against it. This can
result in developmental and neurological damage.
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In addition to absorbing a greater proportion of the lead to which they are exposed, children also tend to retain a
greater percentage of lead in their blood than do adults. This is partly because a childs body is not as efficient as
an adults at absorbing lead into mineralizing tissue. Consequently, a greater fraction of the lead absorbed remains
in the bloodstream and has a toxic effect on internal organs.
-i- 13
*- 12
11
10
a
o
a
1
Change in blood lead levels in relation to a decline
in use of leaded gasoline, 1976-1980.
3.1.4 How Common Is Lead Poisoning in
Children?
The Second National Health and Nutrition Examination
Survey (NHANES II), released in 1980, showed that as
recently as 1976, the average blood lead level of the
typical American child was 12.8 ug/dL. The survey also
revealed that at that time 88.2 percent of American
children ages one through five were suffering from
some degree of lead poisoning (i.e., over CDC's current
level of concern of 10 ug/dL).
In the 1970s, the federal government banned the use
of lead-based paint in residential buildings and houses,
and phased out the use of lead as an additive in
gasoline. These two actions had an immense impact on
the blood lead levels of children nationwide. NHANES
III reported that by 1988, the national average blood
lead level in children had dropped to 2.8 ug/dL and the
percentage of children suffering from lead poisoning
had dropped to 8.9 percent. By the early 1990s, the average blood lead level of children ages one through five
was 2.3 ug/dL. 1 A fourth NHANES report has recently been completed; though the report has not yet been made
public, the survey data apparently suggest that average blood lead levels continue to decrease among children in
this age range.
AvBragaUood lead knob
Lead used In gasoline
1976
Source: Centers tar Disease Control, 1991,
Preventing ifad Poisoning in Voting ChllOffa
1980
Percentage of U.S. Childrenl -5 Years of Age
with Blood Lead Levels 210 ug/dL: NHANES II and III
NHANES II
-NHANES III-
While childhood lead exposure has diminished over the
past 25 years, the problem is far from solved. In
particular, minority, low-income, inner-city populations
continue to lag behind in improvement, relative to
national averages:
8 percent of impoverished children suffer from lead
poisoning compared to only 1 percent of children
from high-income families.
11.2 percent of all African-American children are
lead poisoned compared to 2.3 percent of all white
children.
50 to 70 percent of the children living in the inner
cities of New Orleans and Philadelphia have blood
lead levels above 10
Poor nutrition, deteriorating housing, lack of access to medical care, and language barriers all contribute to placing
poor and minority children at risk for lead poisoning. It is important to note, however, that no economic or
ethnic/racial group is free from the risk of lead poisoning. A sizable number of affluent families renovating older
homes, for example, have placed their children at risk through unsafe lead paint removal techniques.
3.2 Sources and Levels of Lead in Soil
When lead is deposited in soil from anthropogenic sources, it does not biodegrade or decay and is not rapidly
absorbed by plants, so it remains in the soil at elevated levels. Lead is estimated to have a half-time of residence
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Lead-Safe Yards: Chapter 3
in soil of 1,000 years. ^ In soils with a pH of greater than or equal to 5 and with at least 5 percent organic matter
(which immobilizes the lead), atmospheric lead is retained in the upper 2 to 5 centimeters of undisturbed soil.^
Urban soils or other soils that have been turned under or otherwise disturbed may be contaminated to much
greater depths.
EPA estimates that 23 percent, or 18 million, of the privately owned homes in the United States built before 1980
have soil-lead levels above 400 parts per million (ppm); that 3 percent, or 2.5 million, have levels exceeding
2,000 ppm; and that 3 percent, or 2.5 million, exceed 5,000 ppm.^ Lead in residential soil comes from several
different sources, including lead-based exterior paint and automobile tailpipe emissions from vehicles burning
leaded gasoline. Industrial emissions are also a source of residential soil contamination in some areas. These
sources of contamination are discussed in more detail below. Lead in residential soil comes from several different
sources, including lead-based exterior paint and automobile tailpipe emissions from vehicles burning leaded
gasoline. Industrial emissions are also a source of residential soil contamination in some areas. These sources of
contamination are discussed in more detail below.
3.2.1 Lead-Based Paint
EPA has found building age to be the strongest statistical predictor of soil lead, with soil around private homes
built before 1940 having significantly higher levels of lead in soil than homes built between 1960 and 1979.^ While
the use of lead paint in residential buildings was federally banned in the United States in 1978, many homes built
prior to 1978 still contain lead-based paint. Paint used in homes built between 1950 and 1978 contained between
0.5 and 50 percent lead, and the paint used prior to 1950 contained higher concentrations. One estimate is that
more than 3 million tons of lead-based paint remain in the 57 million homes built prior to 1980.^
Since a large portion of this lead-based paint covers building exteriors, it continues to be a significant source of
soil contamination. Lead-based paint contaminates soil as the paint film weathers and reaches the soil in the form
of chips and dust. Renovating, remodeling, and performing routine home maintenance will also mobilize this lead if
proper precautions are not taken. As the paint on a buildings exterior deteriorates, lead paint chips and dust
concentrate in the surrounding soil. Dry scraping, sanding, and blasting of lead-based paint can mobilize large
amounts of lead in a short time and significantly increase lead concentrations in soil. Lead concentrations in soil
are typically highest in the drip zone, or dripline, the area surrounding and extending out about 3 feet from the
perimeter of a building.
3.2.2 Leaded Gasoline
The use of lead as a gasoline additive was phased out during the
1970s and banned in the United States in 1986. It has been
estimated that 4 to 5 million metric tons of lead, emitted from
automobile tailpipes as fine dust particles, remain in the
environment in dust and soil.-'-O This represents approximately 75
percent of the total amount of lead added to gasoline. The
remaining 25 percent was deposited on internal engine surfaces or
ended up in the oil. The lead dust that became airborne would
migrate until hitting a barrier such as the side of a house or some
other structure, to which it would adhere. Subsequent rains
washed this lead dust down into the surrounding soil, where it accumulated over time.
Soil-lead levels within 25 meters of roadways are typically 30 to 2,000 ppm higher than natural levels, and can
sometimes be as high as 10,000 ppm.^ Some researchers have found that soil-lead concentrations typically are
highest in older, inner-city neighborhoods, especially those near high-traffic routes, and that soil-lead
concentrations diminish with distance from the city center. Another study found that soil-lead concentrations are
10 to 100 times higher in old communities in large cities than in comparable neighborhoods in smaller cities,
perhaps because traffic volume is higher and vehicles remain inside the city longer. ^
Scientists estimate that 4 to 5 million metric tons or lead emitted
from automobile tailpipes prior to 19B6 remain in the environment
in dust and soil.
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3.2.3 Industrial Emissions
Communities near industrial and mining activities that
release lead (or released lead in the past) may also have
elevated levels of lead in residential soils. Examples of
such industries and activities are lead smelting or refining
plants, lead mining, auto repair, battery recycling or
manufacturing, bridge and water tank repainting and
reconstruction, plastic manufacturing, shipbuilding, glass
manufacturing, printing, and hazardous waste sites. EPA
has found lead levels in soils next to smelters as high as
60,000 ppm.13
3.3 Soil as an Exposure Pathway for
Lead
While deteriorated lead-containing paint in housing is
generally accepted as the leading source of lead exposure
to children, outdoor activities where individuals come into
contact with lead-contaminated soil also represent an
exposure pathway that can be significant. When children
play outdoors, lead-contaminated dirt and dust can get
on hands, clothes, toys, and food. Putting these items in
the mouth can lead to ingestion of lead.
Children can also breathe lead dust or lead-contaminated
dirt stirred up by the wind or by outdoor play activities.
During dry periods, dust from bare patches of
contaminated soil can readily become airborne, increasing
the chance that it will be inhaled. Also, airborne lead dust
and lead-contaminated dirt can settle on play clothes and
shoes and can be tracked into homes, further increasing exposure. Pets, as well, can track lead-contaminated soil
into homes on their coats and paws.
The relative contribution of lead-contaminated soil versus lead-based paint and house dust is the subject of
research and debate. Although there are differing opinions among researchers and experts as to the degree of
significance of exposure to lead-contaminated soil, evidence does exist that soil is one important pathway for lead
exposure among children. Some researchers have shown an association between increases in blood lead and
increases in soil or dust concentrations. Factors that influence this relationship include access to soil, behavior
patterns, presence of ground cover, seasonal variation of exposure conditions, and the particle size and chemical
form of the lead. Others have found an association between time spent outdoors and children putting soil or dirt in
their mouths, which, in turn, is associated with elevated blood lead levels.^
In 1996, EPA published the Integrated Report of the Urban Soil Lead Abatement Demonstration Project. This report
assessed the scientific data from studies in three cities (Boston, Baltimore, and Cincinnati) to determine whether
abatement of lead in soil could reduce blood lead levels of inner-city children. The report concludes that when soil
is a significant source of lead in the child's environment, the abatement of that soil will result in a reduction in
exposure that will, under certain conditions, cause a reduction in childhood blood lead concentrations. Important
factors in reducing blood lead levels were thought to be (1) the past history of exposure of the child to lead, as
reflected in pre-abatement blood lead levels; (2) the magnitude of the reduction in soil-lead concentrations; (3)
the magnitude of other sources of lead exposure; and (4) a direct exposure pathway between soil and the child.^
Howard Mielke, a leading researcher on lead poisoning and prevention, reviewed other evidence for soil lead as an
important exposure pathway in a 1999 article.^ Mielke demonstrated a strong correlation between soil lead and
blood lead in several studies.
A back yard In Dorchester, Massachusetts, with areas o* bare, contaminated soil.
When children play outdoors, lead-contaminated dirt and dust can get on hands,
, toys, and rood.
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Lead-Safe Yards: Chapter 3
Creating a Lead-Safe Residence
As the various pathways for lead exposure in young children become better understood, the importance of
addressing all of the sources of lead in and around the home has also become clearer. For example, even if
the interior of a home is certified as deleaded, a lead-contaminated yard can remain a dangerous source of
lead exposure for children living there. Conversely, soil mitigation work will be ineffective if nothing is done
about heavily leaded exterior paint on a home, because recontamination of the yard is likely to occur.
Because lead in yard soil is only one aspect of a multi-layered problem, the EMPACT Lead-Safe Yard Project
decided in Phase 3 to address yards only for residences where structural lead abatement had been
completed. Even in such homes, however, some lead probably remains, and precautions must be taken
(e.g., using lead-safe renovation techniques) to prevent recontamination of the yard.
3.4 Standards and Guidelines for Lead Poisoning Prevention
This section provides an overview of federal guidelines and standards that may affect a lead-safe yard program.
When determining the requirements that apply to your program, it is important to check with the state or tribal
agency that addresses lead poisoning prevention. For example, many states have requirements for training and
certification of contractors performing lead hazard evaluation and abatement work. Click here for an online list of
state/tribal lead poisoning prevention agencies.
3.4.1 The Federal Regulatory Infrastructure
Title X of the 1992 Housing and Community Development Act (available online), otherwise known as the
Residential Lead-Based Paint Hazard Reduction Act (Public Law 102-550), mandated the creation of an
infrastructure that would correct lead paint hazards in housing. Title X also redefined "lead paint hazards" and how
they can be controlled, and created Title IV of the Toxic Substances Control Act (TSCA), under which EPA sets lead
hazard standards, work practice standards, and training requirements for lead abatement workers. Based on
scientific research in the 1980s, Congress defined "hazard" to include deteriorated lead paint and the lead-
contaminated dust and soil it generates. The infrastructure has been developed and includes the following:
Grant programs to make homes lead safe, now active in over 200 cities.
Training of thousands of workers doing housing rehabilitation, remodeling renovation, repainting, and
maintenance to help them do their work in a lead-safe way.
Licensing of inspectors and abatement contractors.
Compliance with and enforcement of lead safety laws and regulations.
Disclosure of lead paint problems before sale or lease.
National and local education and outreach programs.
Promulgation of federal standards of care.
Worker protection regulations.
The box below lists federal agencies and their programs related to lead poisoning prevention. For a more detailed
overview of these federal programs, see "Current and Ongoing Federal Programs and Activities" in Eliminating
Childhood Lead Poisoning: A Federal Strategy Targeting Lead Paint Hazards (PDF).
Federal Agency Roles in Lead Poisoning Prevention
Agency Programs and Duties
Department Lead Hazard Control Grant Program, enforcement of Disclosure Rule (with EPA and DOJ)
of Housing and federally assisted housing lead paint regulations, National Survey of Lead Paint in
and Urban Housing, Lead Hotline (with EPA), Internet listing of lead paint professionals, public
Development education and training of housing professionals and providers and others, technical
assistance, research.
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Department
of Health and
Human
Services:
Centers for
Disease
Control and
Prevention
Health Care
Financing
Administration
National
Institute of
Child Health
and Human
Development
Health
Resources
and Services
Administration
Agency for
Toxic
Substances
and Disease
Registry
Food and
Drug
Administration
National
Institutes of
Health
Environmental
Protection
Agency
Blood Lead Screening Grant Program, public education to medical and public health
professionals and others, National Health and Nutrition Examination Survey, quality
control for laboratories analyzing blood lead specimens, research.
Department
of Justice
Consumer
Product
Safety
Commission
Occupational
Safety and
Health
Administration
Department
of the
Covers and reimburses for lead screening and diagnosis, lead poisoning treatment, and
follow-up services for Medicaid-eligible children.
Conducts and supports laboratory, clinical, and epidemiological research on the
reproductive, neurobiologic, developmental, and behavioral processes, including lead
poisoning related research.
Directs national health programs to assure quality health care to under-served,
vulnerable, and special need populations including children with lead poisoning.
Studies blood lead in populations near Superfund sites and funds state health agencies
to undertake this type of work.
Enforces standards for lead in ceramic dinnerware; monitors lead in food.
Conducts basic research on lead toxicity.
Licenses lead paint professionals (or delegates this responsibility to states);
environmental laboratory accreditation; enforcement of Disclosure Rule (with HUD and
DOJ) and Pre-Renovation Notification Rule; hazardous waste regulation; public
education to parents, environmental professionals, and others; training curriculum
design; Lead Hotline (with HUD); research; addresses lead contamination at industrial
waste sites, including drinking water and industrial air emissions.
Enforces Federal Lead Paint Disclosure Rule (with HUD and EPA); defends federal lead
paint regulations; enforces pollution statutes, including hazardous waste laws.
Enforces ban of lead paint; investigates and prevents the use of lead paint in consumer
products; initiates recalls of lead-containing products that present a hazard; conducts
dockside surveillance and intercepts imported products that present a risk of lead
poisoning; recommends elimination of lead from consumer products through Guidance
Policy on lead.
Enforces worker protection regulations.
Evaluates financial incentives (such as tax credits) for lead hazard control.
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Treasury
Department
of Energy
Department
of Defense
Conducts weatherization activities in a lead-safe manner.
Administers lead-based paint/lead hazard management programs in 250,000 family
housing and child-occupied facilities worldwide, administers childhood lead poisoning
prevention programs on installations worldwide, administers research and development
programs to develop new cost-effective technologies for lead paint management and
abatement, partners with other federal agencies to develop policies and guidance for
lead hazard management on a national level.
3.4.2 The Federal Strategy To Eliminate Lead Poisoning
The interagency President's Task Force on Environmental Health Risks and Safety Risks to Children has proposed a
coordinated federal strategy to eliminate childhood lead poisoning, focusing on lead paint hazards (Eliminating
Childhood Lead Poisoning: A Federal Strategy Targeting Lead Paint Hazards, available online as a PDF). The goals
of the Strategy are:
By 2010, to eliminate lead paint hazards in housing where children under six live.
By 2010, to eliminate elevated blood lead levels in children.
To accomplish these goals, the Task Force makes the following recommendations:
Act before children are poisoned:
Increase the availability of lead-safe dwellings by increasing federal grants for low-income housing and
leveraging private and other non-federal funding.
Promote education for universal lead-safe painting, renovation, and maintenance work practices.
Ensure compliance with existing lead paint laws.
Identify and care for lead-poisoned children:
Improve early intervention by expanding blood lead screening and follow-up services for at-risk
children, especially Medicaid-eligible children.
Conduct Research:
Improve prevention strategies, promote innovative ways to drive down lead hazard control costs, and
quantify the ways in which children are exposed to lead.
Measure progress and refine lead poisoning prevention strategies:
Implement monitoring and surveillance programs.
The Strategy notes that research is needed to help develop, evaluate, and market new products, such as x-ray
fluorescence technologies. It also notes that research is needed to test the effectiveness of specific actions to
reduce exposure to lead in soil and dust. These are areas in which the EMPACT Lead-Safe Yard Project and other
similar programs can make significant contributions through their data and experience.
3.4.3 Federal Regulations and Guidelines Affecting Lead-Safe Yard Programs
EPA and the Department of Housing and Urban Development have issued regulations governing lead contamination
in residential buildings and soil. EPA regulates lead contamination in homes and yards from lead-based paint under
Title IV of TSCA. EPA's Resource Conservation and Recovery Act (RCRA) regulations also regulate lead-
contaminated soil in certain situations. HUD's regulations parallel the TSCA regulations and apply to residential
buildings that are either federally owned or receive federal assistance under HUD programs.
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3.4.3.1 Proposed Rule Under TSCA (40 CFR Part 745)
EPA is currently preparing a final rule under TSCA Section 403, "Lead; Identification of Dangerous Levels of Lead,"
which will establish standards for lead-based paint hazards, including a hazard level for lead-contaminated
residential soils. The pending rule is being designed to contribute to the lead hazard identification and abatement
mandates specified under Title X, "The Residential Lead-Based Paint Hazard Reduction Act of 1992."
The Section 403 rule is expected to directly affect HUD and other federal agencies that own residential property by
requiring soil abatement (such as soil removal or paving) before property sale if soil-lead hazards are identified. It
will also indirectly affect property owners who receive federal housing assistance by potentially requiring hazard
abatement or reduction. However, this pending rule will not by itself require residential soil abatement, but will
instead provide standards for use in other regulations currently being implemented under Title X.
3.4.3.1.1 Are the Treatments in This Handbook Consistent With Federal Regulations?
The EMPACT LSYP was designed before the Section 403 rule was drafted; however, it can be considered to be
complementary to the pending Section 403 rule. The project complements the "focus on prevention" objective of
TSCA Title IV and the pending Section 403 rule by providing residents (particularly low-income urban minority
residents) with practical low-cost yard improvements and landscaping measures that will reduce exposure to lead-
contaminated soils. These low-cost measures may be used, in the case of federally owned or assisted properties,
as interim shorter-term solutions until permanent, higher-cost solutions are employed. In addition, these low-cost
measures may also provide longer-term, but not permanent, protection at non-federally and if needed, federally
owned/assisted properties so long as homeowners and/or residents carefully and conscientiously follow specific
maintenance procedures developed by the LSYP.
The tables below show the actions recommended for different soil levels by the EMPACT LSYP and the pending
Section 403 rule. Following the tables is a discussion of the context for the two sets of recommended actions, as
well as a comparison of the sampling plans used in each approach.
Empact Lead-Safe Yard Project
Recommended Interim Action
Soil-Lead
Level
(parts per
million)*
> 5,000 (very
high)
2,000-5,000
(high)
If soil removal or permanent barriers are not possible:
Install semi-permanent barrier, such as a wood-framed dripbox filled with
gravel or mulch.
Relocate gardensunsafe for all types of gardening.
Relocate gardensunsafe for all types of gardening.
Relocate children's play area, pet area, and picnic area, if possible. If not,
install wood platform or wood-framed raised play and picnic area filled with
woodchips.
Install path of walking stones for high-traffic areas.
Seed and fertilize grassy areas, or cover with mulch or woodchips if not
suitable for grass.
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400-2,000
(moderately
high)
Install raised-bed garden and supplement with clean topsoil.
Install wood-framed raised play and picnic area filled with woodchips.
Install path of walking stones for high-traffic areas.
Seed and fertilize grassy areas, or cover with mulch or woodchips if not
suitable for grass.
< 400 (urban
background)
No treatment necessary.
*Based on in situ XRF analysis of surface soils (typically 15 to 25 samples per yard) and lead concentration
mapping of the entire yard to include areas of special concern (play areas, gardens, outside eating areas, pet
runs, etc.).
Proposed Section 403
Bare Soil-Lead Hazard Identification
Soil-Lead Level
(parts per million)**
Recommended Interim Action
Eliminate hazard:
Remove contaminated soil or install permanent covering
> 1,200 (hazard standard)
Implement interim controls:
Cover bare soil
Use doormats in entryways.
Wash hands, toys, etc., more frequently
400-1,200 (level of concern)
** For the yard, concentration is derived from an arithmetic mean of two composite samples, one from the drip
line and one from mid-yard. For identified play areas, a single composite sample is used.
The EMPACT LSYP's mitigation strategy currently focuses on application of interim controls, though some
permanent measures (blacktop) have been used for car park areas. Clearly, permanent controls are desirable
where the resources are available to implement them. The EMPACT LSYP targeted its mitigation measures toward
low-cost/no-cost options to address neighborhoods and homes where hazards exist and resources for mitigating
these hazards are limited.
It also must be noted that the EMPACT LSYP approach to soil measurement is different from the proposed
standard in several respects:
1. The EMPACT LSYP maps the entire yard with 15 to 25 field screening XRF analyses; this results in clear
identification of hazard areas and the detailed information needed to apply controls in a cost-effective
manner.
2. Surface soils are analyzed in situ to provide data on the soil material most likely to come into contact with
the residents. Standard protocols would use field collection and offsite analysis of composite grab samples.
3. The proposed 403 rule applies to bare soil, while the EMPACT LSYP measures all yard surfaces.
4. The proposed 403 rule relies on average measurements (composites) rather than the discrete in situ
measurements used to map yards in the EMPACT LSYP.
For these reasons, the proposed 403 standards and the action levels used for the EMPACT LSYP may not be
directly comparable. Nonetheless, before applying the EMPACT project's model to your situation, you will need to
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consult local regulatory authorities to determine the requirements you must meet. State/tribal and local
government regulations may be more restrictive than existing federal guidance.
3.4.3.2 Resource Conservation and Recovery Act (40 CFR Parts 240-299)
RCRA regulates the disposal of solid and hazardous waste. EPA's interpretations of RCRA regulations state that
soils contaminated with lead-based paint as a result of routine residential maintenance and/or natural weathering
or chalking of lead-based paint fall under the household waste exclusion and are not regulated as hazardous
waste. This means that material may be disposed of off site in accordance with the regulations governing solid
(non-hazardous) waste, known as RCRA Subtitle D, as well as applicable state and local regulations. Lead-
contaminated soil that falls under the household waste exclusion need not be tested to determine if it is hazardous
waste; if it is tested and found to be hazardous waste, it is still exempt from the RCRA hazardous waste
regulations. You should check with state and local authorities, however, to see what testing they require.
3.4.3.3 Lead-Based Paint Poisoning Prevention in Certain Residential Structures (40
CFR Part 35)
This HUD rule establishes procedures to eliminate, as far as practicable, lead-based paint hazards in residential
properties that are federally owned or receive federal assistance under HUD programs. The rule requires lead
inspection and screening to be performed at all federally owned or assisted target housing, or any time a child
under six years of age is found to exhibit an environmental intervention blood lead level (>.20 ug/dL for a single
test or 15 to 19 ug/dL in two tests taken at least three months apart). Target housing is defined as any residence
built prior to 1978, excluding housing for the elderly or those with disabilities (unless children under the age of six
are expected to reside there) or zero bedroom dwellings. Where a soil-lead hazard is found to exist, action is
required to reduce the hazard.
The rule establishes six levels of protection: abatement of the lead-contaminated soil, abatement of the lead soil
hazards, interim controls, paint stabilization, ongoing lead-based paint maintenance, and safe work practices during
rehabilitation.
When abatement (the permanent elimination of lead) is required for soil, the standards promulgated under
TSCA must be followed. Abatement can be achieved through either soil removal and replacement with
uncontaminated soil or permanent covering of the contaminated area (e.g., with pavement or concrete).
Interim controls are steps taken to temporarily reduce lead exposure or hazards. They include impermanent
surface coverings (e.g., sod, gravel, bark, artificial turf) and land use controls (e.g., fencing, warning signs,
landscaping).
The remaining actions (paint stabilization, ongoing lead-based paint maintenance, and safe work practices
during rehabilitation) are not directly applicable to soil, but can help reduce the potential for increased soil
contamination.
The specific level of protection required depends on the type of housing and the type of federal ownership or
assistance. Once the required remedial action has been completed, the soil must pass the clearance examinations
outlined in the regulations or further action will be required.
3.5 For More Information
3.5.1 Additional Resources
Agency for Toxic Substances and Disease Registry. 1992. Analysis Paper: Impact of Lead-Contaminated Soil on
Public Health. Available online.
Agency for Toxic Substances and Disease Registry. Philadelphia Neighborhood Lead Study, Philadelphia,
Pennsylvania. Report of Lead Exposure Pilot Study. Division of Health Studies. Atlanta, GA. Available from NTIS
(order # PB92-123777INZ).
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Lead-Safe Yards: Chapter 3
Agency for Toxic Substances and Disease Registry. 1999. Toxicological Profile for Lead (draft). Atlanta: U.S.
Department of Health and Human Services, Public Health Service.
American Academy of Pediatrics Committee on Drugs. 1995. "Treatment Guidelines for Lead Exposure in Children."
Pediatrics. 96:155-160. Available online.
Center for Bioenvironmental Research at Tulane and Xavier Universities. 1996. Lead's Urban Legacy. Available
online.
Centers for Disease Control and Prevention. 1997. Screening Young Children for Lead Poisoning: Guidance for
State and Local Public Health Officials. Available online, or call (toll-free) 1-888-232-6789.
Department of Housing and Urban Development. 1995. Guidelines for the Evaluation and Control of Lead-Based
Paint Hazards in Housing. Available online.
Department of Housing and Urban Development. 2000. Residential Lead Desktop Reference, 2nd Edition. CD-ROM
containing more than 140 documents, including ASTM scopes, screening guidance, community outreach materials,
lead resources, scientific studies and reports, lead statutes and regulations, lead training materials, regulation
support documents, reports to Congress, HUD guidelines, and other resources. Available for $10 by calling
HUDUSERat 1-800-245-2691.
Lead-Based Paint Hazard Reduction and Financing Task Force. 1995. Putting the Pieces Together: Controlling Lead
Hazards in the Nation's Housing. Available online.
Mielke, H.W. 1990. "Lead Dust-Contaminated Communities and Minority Health: A New Paradigm," The National
Minority Health Conference: Focus on Environmental Contamination. B.L. Johnson, R.C. Williams and C.M. Harris,
Eds. Princeton, New Jersey: Princeton Scientific Publishing Co., Inc.
Mielke, H.W. 1994. "Lead in New Orleans Soils: New Images of an Urban Environment." Environmental
Geochemistry and Health. 16:123-128.
Mielke, H.W. 1997. "Leaded Dust in Urban Soil Shown To Be Greater Source of Childhood Lead Poisoning Than
Leaded Paint." Lead Perspectives. 28-31 (March/April).
Mielke, H.W. 1999. "Lead in Inner Cities." American Scientist. Vol. 87, No. 1 (January-February).
Mielke, H.W., and J.L. Adams. 1989. "Environmental Lead Risk in the Twin Cities." Center for Urban and Regional
Affairs. CURA 89-4. 22 pp.
Mielke, H.W., J.C. Anderson, K.J. Berry, P.W. Mielke, R.L. Chaney, and M. Leech. 1983. "Lead Concentrations in
Inner-City Soils as a Factor in the Child Lead Problem." American Journal of Public Health. 73:1366-1369.
Mielke, H.W., S. Barroughs, R. Wade, T. Yarrow, and P.W. Mielke. 1984/1985. "Urban Lead in Minnesota: Soil
Transect Results of Four Cities." Journal of the Minnesota Academy of Science. 50:19-24.
National Research Council. 1993. Measuring Lead Exposure in Infants, Children and Other Sensitive Populations.
Washington, D.C. National Academy Press. Order online.
U.S. Congress. 1992. Residential Lead-Based Paint Hazard Reduction Act of 1992. Title X (42 USC 4851). Available
online.
U.S. Environmental Protection Agency. 1994. EPA Guidance on Residential Lead-Based Paint, Lead-Contaminated
Dust, and Lead-Contaminated Soil. EPA540-F-94-045. Order online.
U.S. Environmental Protection Agency. 1995. EPA Residential Sampling for Lead: Protocols for Dust and Soil
Sampling. EPA747-R-95-001.
U.S. Environmental Protection Agency. 1996. Distribution of Soil Lead in the Nation's Housing Stock. Available
online (PDF).
U.S. Environmental Protection Agency. 1997. Reducing Lead Hazards When Remodeling Your Home. EPA747-K-97-
001. Order online.
U.S. Environmental Protection Agency. 1997. Risk Analysis To Support Standards for Lead in Paint, Dust, and Soil,
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Volumes 1 & 2. EPA747-R-97-006. Available online.
3.5.2 Links
U.S. Environmental Protection Agency
National Lead Information Center
A federally funded hotline and clearinghouse that provides information on lead hazard reduction and exposure
prevention. To speak with one of the Center's clearinghouse specialists, call 1-800-424-LEAD Monday through
Friday, 8:30 a.m. to 6:00 p.m. EST.
Office of Pollution Prevention and Toxics (OPPT)
Responsible for EPA programs related to lead poisoning prevention and lead regulation. OPPT also provides
educational packets for parents, teachers, daycare providers, and librarians, as well as technical information and
publications.
Integrated Risk Information System (IRIS)
An electronic database containing information on human health effects that may result from exposure to various
chemicals in the environment. The information in IRIS is intended for those without extensive training in
toxicology, but with some knowledge of health sciences.
Lead Poisoning Prevention Outreach Program
Funded through a cooperative agreement between EPA and the Environmental Health Center.
Department of Housing and Urban Development,
Office of Lead Hazard Control
Sets standards for evaluation and management of lead in federally assisted housing, and promotes efforts to
reduce lead hazards in privately owned housing. In addition, provides grants to communities to reduce lead
hazards in housing.
Centers for Disease Control and Prevention
Childhood Lead Poisoning Prevention Program
Promotes state and local screening efforts and develops improved treatments for lead exposure. CDC also provides
a database, 1990 Census Data on Housing and PopulationInteractive Query, that allows you to search by county
or zip code to find the percentage of houses built before 1950.
Agency for Toxic Substances and Disease Registry (ATSDR)
An agency of the U.S. Public Health Service established by Congress in 1980 under the Comprehensive
Environmental Response, Compensation, and Liability Act (CERCLA), also known as Superfund. ATSDR is required
by law to conduct a public health assessment at each of the sites on the EPA National Priorities List to determine if
people are being exposed to hazardous substances, which includes lead. The public can search by region to see
which health assessments are currently available in an online database.
National Conference of State Legislatures
Contains NCSLnet Searcha directory of state lead poisoning prevention contacts.
Consumer Product Safety Commission
Identifies and regulates sources of lead exposure in consumer products.
Occupational Safety and Health Administration
Develops work practice standards and worker exposure limits to protect workers from occupational lead exposure.
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
Natural Resources Defense Council, Our Children at Risk: The 5 Worst Environmental Threats to Their Health,
Chapter 3: Lead, Washington, DC, 1997. Available online.
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2Ibid.
3Ibid.
4Mielke, H.W., "Lead in the Inner Cities," American Scientist, vol. 87, no. 1, Jan/Feb 1999.
5Benninger et al., The Use of Natural Pb-10 as a Heavy Metal Tracer in the River-Estuarine System, ACS
Symposium Series #18, Marine Chemistry and the Coastal Environment, 1975.
6U.S. Environmental Protection Agency, Air Quality Criteria for Lead, Research Triangle Park, NC, EPA600-8-83-
018F, 1986.
7U.S. Environmental Protection Agency, Distribution of Soil Lead in the Nation's Housing Stock, 1996.
8Ibid.
9Centers for Disease Control, Preventing Lead Poisoning in Young Children, 1991.
10Ibid.
nlbid.
12Mielke, H.W., "Lead in the Inner Cities," American Scientist, vol. 87, no. 1, Jan/Feb 1999.
13U.S. Environmental Protection Agency, Air Quality Criteria for Lead.
14Bruce Lanphear and Klaus Roghmann, "Pathways of Lead Exposure in Urban Children," Environmental Research,
vol. 74, 63-73, 1997.
15U.S. Environmental Protection Agency, Integrated Report of the Urban Soil Lead Abatement Demonstration
Project, EPA600-P-93-001aF, Office of Research and Development.
16Mielke, H.W., "Lead in the Inner Cities," American Scientist, vol. 87, no. 1, Jan/Feb 1999.
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Lead-Safe Yards: Chapter 4
Chapter 4: Beginning the Program
4.1 | 4.2 | 4.3 | 4.4
This chapter provides guidance on important first steps that you will need to take as you start your lead-safe yard
program. Section 4.1 presents a brief overview of the structure of a lead-safe yard program and outlines the roles
and responsibilities of program partners, based on the EMPACT Lead-Safe Yard Project model. Section 4.2
discusses the critical process of selecting program partners who can best help you meet your program's objectives
within your target community. Section 4.3 presents guidance on identifying potentially impacted communities that
you may want to target with your program. Finally, Section 4.4 provides tips on getting to know your target
community in terms of the cultures and languages of residents, the types and conditions of housing stock, and
other factors.
The information in this chapter is designed primarily for managers and decision-makers who may be considering
whether to implement lead-safe yard programs in their communities, as well as for organizers who are
implementing such programs.
4.1 Program Structure: Overview of a Lead-Safe Yard Program
The EMPACT LSYP is a multifaceted project that engages in a variety of activitieseverything from distributing
flyers to planting grass. These activities can be grouped into four main categories, which make up the main
components of the project: education and outreach, soil sampling, yard treatment, and program evaluation.
The following paragraphs summarize these activities to provide an overview of how the EMPACT LSYP works. These
activities are described in much greater detail in Chapters 5 through 9.
Outreach During the outreach phase, the EMPACT LSYP approaches homeowners in the target community to
educate them about the hazards of lead in soil and to enroll them in the project. Outreach workers
make contact with homeowners though flyers, letters, phone calls, and knocking on doors. Lead
hazard education is conducted using a variety of tools (printed handouts, videos, quizzes), and then
homeowners are asked to enroll in the project by signing a permission form. Finally, outreach workers
interview participating homeowners about the activities that take place in their yards; these yard uses
are mapped on a plot plan, which is then given to the EMPACT LSYPs soil sampling team and
landscaping team.
Sampling During the soil sampling phase, a field sampling technician (usually a licensed, trained lead inspector)
collects data on soil-lead levels in the yards of participating homeowners, using field-portable x-ray
fluorescence technology. Relying on the yard-use map created during the outreach phase, the
technician develops a sampling plan that focuses on high-risk and high-use yard areas, where the
potential for dangerous exposures to lead-contaminated soil is highest. Sampling results are
transcribed onto a color-coded map of the property's lead levels, which is then given to the
homeowner and passed on to the landscaping team.
Treatment The EMPACT LSYP provides each participating homeowner with up to $3,000 worth of free landscaping
materials and labor for yard treatment. Treatment is conducted by one or more landscaping teams,
headed by a landscape coordinator. This coordinator meets with the homeowner to go over the color-
coded map of sampling results and to develop a treatment plan. A typical treatment plan combines
various landscaping measures (e.g., wood-framed drip boxes, newly planted grass and shrubs, stone
walkways) with changes to the residents' yard use patterns (e.g., moving a children's play area to a
safe part of the yard). Once the treatment plan has been implemented by the landscaping team, the
coordinator develops a property-specific maintenance manual to help the homeowner maintain the
treatment measures.
Evaluation The EMPACT LSYP is currently involved in a major research study to evaluate the effectiveness of its
low-cost yard treatment measures. Evaluation is the last phase of the project; however, an effective
evaluation process depends on adequate documentation of the project's work during all phases. Key
to the EMPACT LSYP's evaluation process is a property-specific case file begun by the outreach
worker for each home, and maintained by all members of the EMPACT LSYP team.
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The flow chart below summarizes the basic structure of the EMPACT LSYP. The chart identifies the main activities
of the project, the team members responsible for these activities, and the flow of work between team members. It
also indicates where in this handbook you can go for more information about specific activities.
4.2 Selecting Program Partners
As described in Chapter 1, the EMPACT LSYP is a partnership of several public, private, and non-profit
organizations. These include a university, a federal government laboratory, a community planning agency, and
private landscape contractors.
Why are so many partners needed for what is essentially a small-scale program? The activities conducted by the
EMPACT LSYP demand a number of specialized skills, from communication and language skills to soil sampling,
from landscape design experience to management skills. Each partner plays a different role in the project, based
on the specific skills and qualifications that partner has to offer.
For example, EPA's New England Regional Laboratory, a founding partner in the EMPACT LSYP, offers the technical
skills needed for analysis of soil-lead levels. The laboratory's staff also have the training to work safely in
contaminated soil without endangering their own health. The Dudley Street Neighborhood Initiative, the project's
community partner, does not offer these kinds of technical skills, but contributes something just as important:
familiarity with the Dudley Street neighborhood and the communication skills necessary to work closely with its
multilingual residents.
In starting your own lead-safe yard program, you'll need to assemble a team of individuals or organizations who
offer a similar range of skills and qualifications. To select partners or team members, you should think about how
each will fit into the overall program structure, and how different partners can work together to create a successful
program. You will also need to consider their relationship to the target community. For example:
An organization or agency that already has strong ties to the community can be ideal for conducting
outreach and education for your program. Neighborhood health centers or community action programs can
be a good choice.
A nearby college or university can help with any research components of your program, or may be able to
provide assistance and equipment for the sampling activities. (See Appendix B for a more detailed discussion
of this type of approach.) Make sure to check with your state or tribal lead poisoning prevention agency
about certification requirements for lead inspectors. See Chapter 6 for more information on finding a
qualified person to conduct the sampling and analysis components of your program.
Landscaping companies are key partners for the design and landscaping components of your program. A
non-profit landscaping company specializing in community gardening and small parks can be a good choice.
Another approach (being implemented by the EMPACT LSYP in Phase 3) is to develop a pool of small private
landscaping companies. Encouraging companies to bid on lead-safe yard work, as described in Section 7.5,
is a good way to obtain these services in a cost-effective manner. Landscaping companies should be bonded
and insured, and should have the skills to manage the work involved in treating yards to meet your
specifications.
As described in Chapter 1, the EMPACT program selected partners who could carry out specific activities. The
community partners (Bowdoin Street Health Center, and later the Dudley Street Neighborhood Initiative) led the
education and outreach work; the EPA Regional Laboratory led the sampling and analysis activities, with assistance
from a certified industrial hygienist from the Health Center; a non-profit landscaping company performed the soil
mitigation work; and Boston University School of Public Health led the effort to develop a template for community
action for use by other programs.
Lessons Learned: Youth Employment and Training
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In its pilot phase, the EMPACT LSYP wished to incorporate
youth employment and training into its work. The project
hired high school students, who learned on the job while
being supervised by adults. This system turned out to be
problematic in the pilot phase. It was logistically complex,
and costs changed because the on-the-job training meant
the work was accomplished more slowly than it would have
with trained landscapers. For this reason, it is advisable to
get your program organized and running smoothly, then
determine which components of the program are a good
match for youth training and employment. At that point,
you can focus on this aspect of a program.
4.3 Identifying Potentially Impacted Communities
The first step in beginning your lead-safe yard program is to identify communities that may have homes with
elevated soil-lead levels. For this purpose, you can determine where the important predictors of lead in soil are
present. These predictors include large numbers of children with elevated blood lead levels; a preponderance of
older wood-framed housing (generally with wooden clapboard), which is likely to have exterior lead-based paint;
and heavy traffic flows, which are likely to have caused deposition of lead from leaded gasoline. These
characteristics are discussed in Sections 4.3.1 through 4.3.3. Industrial emissions of lead can also cause elevated
soil-lead levels at nearby residences (see Section 4.3.4).
You will also want to consider other characteristics of neighborhood life that can contribute to the success of a
program, such as the presence of a community organization that can partner with you and help you get to know
the community (see Section 4.3.5).
4.3.1 Children With Elevated Blood Lead Levels
For Phases 1 and 2, the EMPACT LSYP reviewed available blood lead data for children aged six months to six years
from the Massachusetts Childhood Lead Paint Poisoning Prevention Program. The target community was within the
so-called "lead belt" in Boston (see map on page 3). Your city or state childhood lead program or health
department likely has similar blood lead data, organized by census tract or zip code. You can look up state and
local lead poisoning prevention contacts in your area on the following Web sites:
The Lead Program of the National Safety Council's Environmental Health Center
The National Conference of State Legislatures' Directory of State Lead Poisoning Prevention Contacts
EMPACT LSYP Site Selection Criteria
High incidence of lead poisoning
Pre-1970 painted housing (generally wooden clapboard siding)
Low-income/immigrant population
Contiguous neighborhood (for neighborhood-wide impact)
An existing health organization focused on the lead issue
Existing neighborhood environmental activities the project could build on and enhance
4.3.2 Older Housing With Lead-Based Paint
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Another way to identify potential target communities is to determine which neighborhoods have older, wood-
framed housing (generally with wooden clapboard siding). Such houses are likely to have lead-based exterior
paint. As described in Chapter 3, some studies have found a strong link between building age and soil-lead
contamination. Therefore, neighborhoods with older housing (especially homes built before 1950) are more likely
than newer communities to have a soil-lead problem. The presence of lead-based paint is also considered an
important predictor of elevated soil-lead levels. Both EMPACT study areas, the Bowdoin Street neighborhood in
North Dorchester and the Dudley Street neighborhood in Roxbury and Dorchester, consist of predominantly older,
wood-framed homes with painted exteriors.
The Centers for Disease Control provides an online database, 1990 Census Data on Housing and Population that
allows you to search by county, zip code, or census tract for the percentage of houses built before 1950.
Keep in mind that some communities may contain vacant lots, greens, and parks in residential areas that may
have historical lead contamination from gasoline deposition, past industrial activity, or former housing. See Chapter
10 for tips on applying lead-safe yard mitigation strategies to non-residential sites, such as tot lots, playgrounds,
community gardens, and vacant lots.
4.3.3 Heavy Traffic Flows
Some studies stress the concentration of lead-contaminated yards in congested high-traffic, inner-city regions (see
Chapter 3), pointing to the importance of lead accumulations from leaded gasoline. Both EMPACT study areas are
in heavily traveled inner-city neighborhoods.
4.3.4 Industrial Emissions
Communities near industries that emit lead (or have emitted lead in the past), such as lead smelters, lead mines,
battery recycling plants, and incinerators, may also have elevated levels of lead in residential soils. You can find
out where such industries are locating by contacting your state environmental agency or EPA Regional office, or by
searching EPA's Toxic Release Inventory (TRI) database for facilities in your area that have reported releases of
lead to the environment.
4.3.5 Other Community Characteristics
The EMPACT LSYP took into account several additional factors in potential target communities that would contribute
to the project's success. For example, the project targeted homes that were located on adjacent streets rather
than in dispersed areas. This made the work more efficient, as well as more visible to nearby homeowners who
might become interested in the project. It also meant that the neighborhood children would be better protected,
because children often play in yards near their own.
The project also favored working in service areas of active community-based organizationsfirst the Bowdoin
Street Health Center and later the Dudley Street Neighborhood Initiative. Both of the selected neighborhoods had
a history of environmental health activities. The EMPACT LSYP could, therefore, build upon previous initiatives and
take advantage of neighborhood connections already made by these community organizations.
4.4 Getting To Know the Community
Once you have identified your target community, your task is to learn more about it. Make sure you have your
target area clearly mapped and marked so that you can begin planning. Next, find out the key "statistics" about
the community. Some of the questions you will want to answer about the community include:
What are the cultures and languages of the people who live there?
What are the residents' income and education levels?
What is the percentage of home ownership/owner-occupied dwellings?
What is the percentage of housing built before 1978?
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What is the condition of the older housing stock?
What organizations and agencies are active in the community?
What prior work has gone on in the community to prevent lead poisoning?
What are the numbers, percentages, and location of lead-poisoned children in the community?
Have any homes in the area been de-leaded?
What are the names, addresses, and phone numbers of homeowners in the target area?
Information such as income and education levels and age of housing can be obtained from census data; other
questions about the community such as cultural characteristics can be provided by your community partners. All
this information will help you form a clear picture of your target community and the best ways to reach them. The
EMPACT LSYP, for example, knew that many residents in the Bowdoin Street neighborhood spoke Spanish, Cape
Verdean Creole, or Haitian Creole, so that conducting spoken and written outreach and education in these
languages would be critical to the success of the program. Sample outreach flyers in four languages are included
at the end of Chapter 5.
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Chapter 5: Communicating About Lead in Soil and Your
Lead-Safe Yard Program
5.1 | 5.2 | 5.3 | 5.4
This chapter describes how to provide education and outreach to homeowners and residents about the problem of
lead in soil and the benefits of participating in a lead-safe yard program. Section 5.1 presents strategies for
approaching homeowners and residents to inform them about your program and to develop a sense of trust and
credibility within your target community. Section 5.2 discusses methods for educating people about soil-lead
hazards and the benefits of your program. Section 5.3 is devoted to establishing an application process for
enlisting homeowners in your program and obtaining their consent for the work that will be done on their
property.
The information in this chapter is designed primarily for managers who are implementing lead-safe yard programs,
as well as for outreach workers who are responsible for communicating about lead in soil and your lead-safe yard
program.
This chapter contains links to documents in PDF format. To view them, you will need Adobe's Acrobat Reader. Click
here to download Acrobat Reader.
5.1 Approaching Homeowners and Residents
Once you have learned the basics about your target community,
you can begin your education and outreach efforts.
First, determine who will be conducting outreach and education
for your program. If possible, the outreach worker should be a
person who lives in the community and is respected and credible.
People who do not live in the community can sometimes be very
effective, however (such as a public health nurse from a
community health center, or someone otherwise familiar with the
community and the issues people there are facing).
A good next step is to develop an area-appropriate flyer, such as
this EMPACT LSYP flyer (PDF). You can ask area businesses to
post the flyer or allow you to do so. You can also distribute flyers
to all the homes in your target neighborhood(s), then follow up
by calling all the homeowners to inform them of the project and
their eligibility. Sending informational letters to the targeted
neighborhood homeowners might be an effective alternative. This
chapter includes examples of letters used by the Lead Safe Boston program (a spinoff of the EMPACT LSYP): an
initial letter (PDF), a follow-up letter asking for information (PDF), and a follow-up letter for new enrollees (PDF).
Other ways of increasing awareness of your program within the community include radio promotions and forums at
other local promotional events (such as Boston's Lead Safety Awareness Week and community spring cleanup
events).
The next step is to focus on meeting people face to face. This is important because people need to get to know
and trust you before they open their home to your project. Below are some tips for effective ways to approach
people in person:
Walk around the area on a pleasant day or holiday, when
people are most likely to be out of doors. Weekend door
knocking is recommended.
Vary the times of day at which you do outreach, but
always be respectful of "normal waking hours" for people,
unless you have been otherwise invited. Try not to go at
family rush hours (around 8 to 10 a.m. or 4 to 6:30
Walk around your target community
en a pleasant day and talk to people face to face.
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Residents will need to get to know you
before they open ttielr home to your project.
p.m.); going at these times may turn people off to the
project.
If the area has a high percentage of non-English
speakers and you don't speak the languages spoken in
the area, try to get a friend or co-worker who speaks the
most prevalent language to walk with you.
Be sure to take project flyers with your name and
number on them, permission slips, educational materials,
and information/referrals about lead testing, treatment,
and de-leading programs.
Attend events and meetings in the neighborhood to give
out flyers and get to know people. The EMPACT LSYP
outreach worker found that outdoor events such as
community picnics are good venues for outreach work.
Community garden and food projects may also yield
receptive audiences.
Remember that news about a project like this spreads by
word of mouth and visible results. Any negative
perceptions will travel twice as fast as positive ones, so
try to make only positive impressions!
The EMPACT LSYP engaged in a wide variety of additional activities to promote the project as well as to enhance
community lead awareness. These included:
Participation in a "Lead Expo" at a community center, in the citywide Lead Awareness Week, and in the
neighborhood Multicultural Festival.
Footage about the project on the local cable station (Neighborhood Network News).
Discussion of the project in a segment entitled "Removing Lead from a Low-Income Community" on National
Public Radio's Living on Earth, an award-winning environmental news program.
Presentations at workshops and conferences, including the Second Syracuse Lead Conference (October 1999)
in Syracuse, New York, and the Toxics Action '99 conference at Boston College in Newton, Massachusetts.
5.2 Educating People About Lead and Lead in Soil
Once you have identified people interested in the program and willing to speak with you at greater length, you will
have the opportunity to provide education about the problem of lead exposure, explain the benefits of your
program, and answer questions. The EMPACT LSYP's Education and Outreach Plan is presented in the box below.
In conducting education, you should convey the basic dangers of lead firsthow and why lead is dangerous to
families' health, as well as what people can do to protect themselves (de-leading, proper nutrition, cleaning, etc.).
Remember that you need to educate people not only about lead in soil, but about all sources of lead in and
around the home. It is important to follow up on the advice you give about these issues, so that people don't get
frustrated and give up on slow-moving assistance programs.
Many city or state childhood lead programs have developed excellent written materials on lead poisoning
prevention that you can use with residents. Examples of some fact sheets used by the EMPACT program, from the
Boston Childhood Lead Poisoning Prevention Program, are included at the end of this chapter. Using the Internet,
you can also access educational materials developed by EPA and other federal agencies. These materials include:
Protect Your Family From Lead in Your Home (PDF) (EPA 747-K-99-001)
is a 16-page educational pamphlet that provides general information about lead and lead hazards. A
Spanish-language version (PDF) can be found on HUD's Web site.
Lead in Your Home: A Parent's Reference Guide (PDF) (EPA 747-B-98-002)
is a more comprehensive guidebook, 67 pages long, that recommends steps parents can take to
reduce their family's risk of lead exposure and prevent lead poisoning.
What Every Parent Should Know About Lead Poisoning in Children
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is a one-page fact sheet from the Centers for Disease Control and Prevention that provides basic
information about lead poisoning and lead-paint hazards.
Keep in mind that written materials are not always enough to get the message across. The EMPACT LSYP has
found that outreach workers need to develop creative ways of emphasizing and reinforcing the lead hazard
message (e.g., by using tools such as films and quizzes), and to create repeated opportunities for homeowner re-
education. For tips on creative education strategies, see "Lessons Learned: Education and Outreach" below, and
Sections 8.4 and 8.5.
For your lead-safe yard program, you will want to give special emphasis to why addressing lead in soil can help
protect health. You will need to explain how lead gets into soil, how children playing in yards with contaminated
soil are exposed to lead, and how dirt and dust containing lead can also be tracked into the home. Once the levels
of lead in a yard's soil are tested, you can go over the recommended actions (based on these levels) for the yard
(see Section 7.4). Finally, the residents need to understand that landscaping measures do not remove the
contaminated soil, that landscaping needs to be properly maintained in order to control exposure to the lead
hazard, and that future home improvements need to be done safely to prevent recontamination.
5.3 Next Steps: Enlisting the Homeowner in the Program
If a homeowner has shown interest in your program based on your initial outreach and education, you can
encourage him or her to take the next steps. The EMPACT LSYP found that at this point in the process it was
important to reassure homeowners that they would not be penalized if they did not participate, and that there was
no catch to the free landscaping provided.
The process of enlisting the homeowner into your program can be as formal or informal as you want to make it.
One option is to establish a formal application process that the homeowner will complete before participating in
the program. Lead Safe Boston, a spinoff of the EMPACT LSYP run by the City of Boston (see Section 1.2.1),
requires homeowners to fill out an application form and submit copies of their insurance policy, their water and
sewer payment plan, and a recent real estate tax bill. Click here to see Lead Safe Boston's application form (PDF).
Lessons Learned: Education and Outreach
key to the success of a lead-safe yard program like EMPACT's is that residents understand why lead in soil
is harmful to their children. Without this understanding, it is more likely that the landscaping measures will
not be maintained, greatly reducing their effectiveness in protecting children from lead exposure.
In its first two phases, the EMPACT LSYP followed a model commonly used for community education and
outreach: a bilingual outreach worker from the community health center conducted typical outreach
activities, including walking in the neighborhood, door knocking, distributing flyers, speaking at community
meetings, and talking with people one on one. These efforts were culturally specific to the neighborhood and
conducted at an appropriate literacy level.
After Phase 2 was completed, the project returned to the residences where yard work had been done to
evaluate how the work had held up and what had been learned. They found that people had not really taken
in the problem of lead in soil, but viewed the project as more of a landscaping program.
To remedy this shortcoming, in Phase 3 the project implemented a more comprehensive education program,
using several new approaches. The community outreach worker received more extensive training on the lead
issue. She helped devise a new plan to show community residents a video, "The Thief of Childhood," as a
teaching tool about the hazards of lead. After watching the video, residents were given a short quiz. The
quiz motivated the resident to pay attention to the video, whose key messages were reinforced by the
questions. The outreach worker graded the quizzes and discussed the answers with the residents. Thus, the
education work used three different modes of learning: visual (the video), written (the quiz), and oral
(discussion of the video, quiz, and educational flyers). The quiz will be used again when the yard mitigation
work is completed, to see whether the residents have retained the information.
So far, the project has judged this new approach to be more effective than using literature alone. The video
and quiz seem to be an engaging, interactive "hook" to promote a better understanding of the lead problem
in general and the health benefits of a lead-safe yard.
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Another video that could be used for the same purpose is EPA's "Little Moccasins" Lead Safety Program
video, created for day care centers, clinics, and families. This 22-minute animated video was developed by
the Houlton Band of Maliseet Indians with funding from EPA's Lead Program. An interactive "First Steps" CD-
ROM is also available, presenting helpful information on lead poisoning prevention in the form of video clips,
games, and songs. Ordering information for the CD-ROM and both videos is found in Section 5.4. Ask your
community or state lead officials to recommend other videos appropriate for your audience.
Once accepted into the program, the homeowner should sign a
"permission slip" or consent form that establishes an agreement
between the program and the homeowner to allow testing of the
property, participation in a design session, and subsequent remediation
through landscaping. The permission form should include language
regarding the homeowner's duty to have their property in testable and
workable condition (removal of trash, debris, and old cars; notification
about/relocation of pets). Again, the permission form can be formal or
informal, depending on the needs of your program. A very simple form,
used by the EMPACT LSYP during Phases 1 and 2, is shown here (PDF).
A more detailed consent form, developed by Lead Safe Boston, is shown
here (PDF).
At this point you should establish a case file that contains all the
information related to application, testing, mitigation, and follow-up for
the property. The EMPACT outreach worker keeps all this information,
including "before and after" photographs, in a binder, which is given to
the homeowner when the work is completed.
Next, the outreach worker conducts a homeowner interview. The
interview is designed to obtain information about the activities that take
place in the yard and the ages and numbers of people who use the
yard. This chapter includes an EMPACT questionnaire for a hypothetical
home, shown blank (PDF) and filled out (PDF).
To map out yard use patterns, the outreach worker uses a house plot
plan (PDF). Plot plans can be developed in one of several ways. For
example, the outreach worker can visit the municipal assessor's office
to photocopy official drawings showing the footprint of the house and
all property lines. A plot plan can also be developed using a geographic
information system (CIS), or the outreach worker can simply draw one
by hand, using a measuring tape and pen and paper. The plot plan
developed during this outreach phase will be used later as a guide for
the field testing crew and for the landscape coordinator, as described in
Chapters 6 and 7.
The next step in the process is testing of the yard soil, followed by a
design session with the homeowner if the yard is found to have high
levels of lead. These steps are described in detail in Chapters 6 and 7
of this handbook.
5.4 For More Information
Your local or state childhood lead poisoning prevention program may
have good educational materials on lead issues.
Lead education materials developed by EPA's Office of Pollution
Prevention and Toxics are available online.
Lead-Safe Yard Education
and Outreach Plan
1. Make appointment with
interested applicants to
discuss the problem of lead
poisoning and the lead-safe
yard and home program.
2. Home visit: First, ask them
if they have had experience
with lead poisoning. Have
they had a child, relative, or
neighbor who was lead
poisoned? Using the
educational pamphlet,
discuss five key points about
lead poisoning:
o How does a child
usually get lead
poisoned? (Paint
chips, dust and dirt on
hands and toys, lead
in water)
o How do you avoid lead
in drinking water?
(Run tap water until it
is cold)
o How do you avoid lead
in the home? (Specific
lead-safe home
cleaning and
maintenance
procedures)
o Why is dust on
children's hands and
toys, as well as on
window sills and
floors, a problem,
especially if the house
is not de-leaded?
(Children may put
hands, fingernails,
toys, or food dropped
on floor in their
mouths)
o What foods are good
for preventing lead
poisoning? (Foods
high in iron, calcium,
and vitamin C, and
low-fat foods)
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This is a good time to show
the photos of the LSYP.
Give the homeowner the
video which is available in
multiple languages, explores
the dangers of lead paint
poisoning, its adverse health
effects, and practical
measures for protecting
children (see Section 5.4 for
ordering information). Also
give the homeowner the set
of questions to answer after
viewing the video. (The
answer sheet can be
returned immediately after
watching the video, or later,
with the lead-safe yard and
home application.)
Explain the application
process and documentation
needed for the lead-safe
yard program.
Leave the application, video,
and sheet of questions (if
the homeowner hasn't
returned it already) with
your business card.
The following Web sites list state and local lead poisoning prevention contacts:
The Lead Program of the National Safety Council's Environmental Health Center
The National Conference of State Legislatures' Directory of State Lead Poisoning Prevention Contacts
For guidance on writing clearly and effectively for a general audience, try this site.
Video: "Lead Paint Poisoning: The Thief of Childhood" (20 minutes, 1996)
This video explores the dangers of lead-paint poisoning and its adverse health effects. It provides
information, education, and practical advice on protecting children, using interviews and discussions
with educators, health care providers, and culturally and linguistically diverse parents whose children
have been lead poisoned. The video is available in English, Spanish, Cape Verdean Creole, Haitian
Creole, and Vietnamese. Available for $10 from: City of Boston, Office of Environmental Health, 1010
Massachusetts Avenue, Boston, MA 02118. Phone 617-534-5966, Fax 617-534-2372.
Video: "Little Moccasins" Lead Safety Program Video (22 minutes)
This lead poisoning prevention video was developed for day care providers, clinics, and families by the
Houlton Band of Maliseet Indians, with funding from EPA's Lead Program. The video is available in
English, but may soon be available in Spanish and some Native American languages. Available free of
charge from Philip Quint, Lead Director, Houlton Band of Maliseet Indians, at 1-800-545-8524 or 1-
207-532-4273. E-mail quint@ainop.com.
CD-ROM: "First Steps"
This CD-ROM, developed by the Houlton Band of Maliseet Indians with funding from EPA's Lead
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Program, presents helpful interactive information on lead poisoning prevention in the form of video
clips, games, and songs. Course manuals are available on the CD in English, Spanish, and Native
American motif. Available free of charge from Philip Quint, Lead Director, Houlton Band of Maliseet
Indians, at 1-800-545-8524 or 1-207-532-4273. E-mail quint@ainop.com.
Quiz To Accompany Film, "The Thief of Childhood"
1. By what year was lead no longer used in new house paint?
2. How can a child get lead poisoned?
a. paint chips
b. dust
c. drinking water
d. all of these
3. Name some foods that are good for children and that help decrease blood lead poisoning.
4. How can you avoid lead in drinking and cooking water?
5. How can you avoid lead hazards from home interiors?
6. Name two ways in which lead has gotten into yard soil.
7. Give three suggestions for protecting children in the home and yard from becoming lead poisoned.
Example Documents
All of these documents are PDFs; you will need Adobe's free Acrobat Reader to view them. Click here to download
Acrobat Reader.
Flyer: Dorchester Lead-Safe Yard Program
Flyer: Dorchester Lead-Safe Yard Program (Spanish Version)
Flyer: Dorchester Lead-Safe Yard Program (Portuguese Version)
Flyer: Dorchester Lead-Safe Yard Program (Haitian Creole Version)
Letter to Homeowners: Lead Safe Boston Program, Initial Letter
Letter to Homeowners: Lead Safe Boston Program, Follow-Up #1
Letter to Homeowners: Lead Safe Boston Program, Follow-Up #2
Fact Sheet: Lead
Fact Sheet: Temporarily Reducing Lead Paint Hazards by Cleaning
Fact Sheet: Temporary Ways To Keep Children Safe From Lead Paint Hazards
Fact Sheet: Understanding What Blood Lead (Pb) Test Results Mean
Fact Sheet: Understanding What Blood Lead (Pb) Test Results Mean (Spanish Version)
Fact Sheet: Foods That Help Reduce the Harmful Effects of Lead
Sample Form: Lead Safe Boston Program Application
Sample Form: Homeowner Permission Form
Sample Form: Homeowner Consent Form
Sample Form: Homeowner Yard Use/Treatment Options Interview Form (Blank)
Sample Form: Homeowner Yard Use/Treatment Options Interview Form (Completed)
House Plot Plan
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Chapter 6: Collecting and Managing Data on Lead in Soil
6.1 | 6.2 | 6.3 | 6.4 | 6.5 | 6.6 | 6.7
This chapter describes a state-of-the-art technique, using field-portable x-ray fluorescence technology, for
collecting and managing data on lead in soil. This technique allows inspectors to discern patterns of contamination
at a property quickly and accurately. This technology is suitable for use by trained, certified inspectors who meet
federal, state, and local requirements for collection of environmental samples, as described in Section 6.4. This
chapter is not intended to provide guidance for inspectors, but to give you, as a program organizer or decision-
maker, an overview of the data collection and management process.
Section 6.1 is an overview of data collection and management techniques used by the EMPACT Lead-Safe Yard
Project. Section 6.2 provides information on how to find the necessary equipment and laboratories for testing and
how to cut costs. Section 6.3 is a step-by-step description of testing, quality control, and data management
procedures that are used by professional inspectors; Section 6.4 discusses health and safety precautions for
inspectors; and Section 6.5 is devoted to equipment maintenance.
If you mainly want a general idea of what data collection and management entails, you can focus on Section 6.1
alone. Sections 6.2 through 6.5 present more detailed material for those who are responsible for implementing a
lead-safe yard program. Such readers may also be interested in the reproducible site worksheets at the end of
this chapter.
This chapter contains links to documents in PDF format. To view them, you will need Adobe's Acrobat Reader. Click
here to download Acrobat Reader.
6.1 Collecting and Managing Data: An Overview
A key component of the EMPACT Lead-Safe Yard Project is the
use of field-portable XRF technology. This technology allows
inspectors to provide residents with onsite, real-time data about
lead contamination in yards, without having to wait for the
results of laboratory analysis. Field-portable XRF requires a
substantial capital investment, as noted in Sections 6.2 and 6.5.
On the other hand, programs committed to soil inspection for the
long haul may find that the investment more than pays for itself.
The EMPACT LSYP has conducted XRF analysis on roughly 2,000
soil samples over the past three years, which makes the cost per
sample far less than it would have been for laboratory work.
After all, sending samples to a lab involves not only charges for
the analysis itself but also the expense of sample collection,
shipping, and handling.
Studies have affirmed
the accuracy of XRF,
and it has received EPA
verification as well.
(For example, EPA's
Environmental
Technology Verification
Program has conducted
field demonstrations to
test several XRF
technologies.
Verification Reports
and Statements from
these tests are available online.) What makes XRF technology especially
valuable for a lead-safe yard program is that it offers real-time results with a hand-held, battery-powered device.
The ::R" is a. hand-held neloj-portaWe device Chat al :,-..; inspectors
to get a lead-teveJ reading within seconds.
Inspectors mark the location of each XRF reading on a plot
plan and record lead levels an 3 site worksheet.
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This means that inspectors, while on site, can get parts per million (ppm) lead levels for individual soil samples
within seconds, and, if necessary, adjust their testing strategy for the property as a whole accordingly. Experience
has shown that lead concentrations in properties often vary significantly and unpredictably. With XRF, inspectors
can learn about any unusually high lead levels right away and then take more closely spaced readings in the area
from which the high reading came. The result is a clearer delineation of how soil contamination differs from one
part of the property to another.
One concern that has been raised about field-portable XRF is that it tests for lead only at the surface level. Many
experts, however, are convinced that this is usually where the lead level in soil actually is highest. Also, the top
layer of soil clearly poses the greatest potential health risk because of its accessibility.
When the EMPACT LSYP conducts XRF testing, the first step is to determine some rough guidelines by interviewing
the homeowner and observing current conditions in the yard. Several high-risk or high-use areas may be
identified. As the sample interview form in Chapter 5 suggests, these could include gardens, picnic areas, and
children's play areas, in addition to areas of bare soil and heavy foot traffic. Such parts of the property are singled
out for careful inspection. Another target is the drip line, generally a 3-foot-wide strip around the foundation of a
house where lead tends to accumulate in soil due to flaking and peeling paint from exterior surfaces.
The EMPACT LSYP's procedure for taking XRF readings is
straightforward. The XRF and test guard are placed on
the exposed soil surface and depressed to open the
shutter. A 30- to 60-second measurement should yield
reliable results. As inspectors take these readings, they
mark the location of each on a plot plan of the property
and record the lead levels on a site worksheet. Any other
relevant descriptive information, such as the weather and
the general condition of the yard, is noted on the
worksheet as well.
The lead levels from different locations within a particular
areasay, the east drip lineare averaged to yield a
mean value. Depending on this value, the EMPACT LSYP
assigns each area to one of its four categories (see
Section 3.4.3.1 for a comparison with proposed
categories under TSCA Section 403):
Very high (5000 ppm or more)
High (2000 to 5000 ppm).
Moderately high (400 to 2000 ppm).
Low (400 ppm or less)
Detailed guidance about mitigation strategies for each of
these categories is provided in Chapter 7 of this
handbook.
The EMPACT LSYP takes several quality control measures
to back up XRF readings on every property. Accuracy
and reproducibility are checked periodically using
continuing calibrations (verification against a known
standard) and replicate measurements, respectively.
Inspectors also collect a small number of soil samples for
confirmatory lab analysis. Since XRF is still a new
technology, its results need to be judged against the gold
standard of accepted practice, in this case inductively
coupled plasma (TCP) or atomic absorption (AA)
methods, both of which are conducted in a laboratory
and take about 2 to 4 weeks.
Nevertheless, inspectors often have enough confidence in
their XRF findings to give homeowners and landscapers al
provisional color-coded map (PDF) of a property's lead
levels well before the results of confirmatory lab tests
EMPACT LSYP 1998
Analytical Program Findings
In Phase I of the EMPACT Lead-Safe Yard Project,
lead in surface soil concentrations measured in the
Bowdoin Street neighborhood ranged from 103 to
21,000 ppm.
The mean value for these data was 1,632 ppm
(n=781). Twenty-two percent of the measurements
were above 2,000 ppm, and 87 percent were
above 400 ppm.
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DWrttWllon 0-10,000
1000 2000 3000 4100 MOO 4000 7000 9000 9000 10000
U*0ppm
mmribtiton 0-2,000
*00 *OC SW IfXH 1Hป I*M ISM IMO ฃ000
Lead ConcBntratton Otattftution tof Phase 1 FMd Wofk
are available. Inspectors may prepare such a drawing
before they even leave the site, using markers or colored
pencils and a copy of the plot plan. This hand-drawn
method is simple, immediately interpretable, and readily accessible to the homeowner. Alternatively, the XRF
readings may be taken to an office and used to produce a computer-generated map (PDF). Either way,
homeowners and landscapers can gain a general understanding of what areas of a yard need remediation and start
making plans.
Once a lead-safe yard program has tested a sizable cross-section of properties in a city, it might be useful to
record the results on a map to see if a geographical pattern emerges. If such a pattern does emerge, the
information could be made available to the public, perhaps on a Web site, to promote awareness of the lead-in-
soil problem and help homeowners and communities make more informed decisions.
As an example, maps showing the lead content of soil in various parts of New Orleans, Louisiana, are available
online. Environmental toxicologist Howard Mielke of Xavier University in New Orleans analyzed 3,074 surface soil
samples representing 283 census tracts. The data indicate that the most contaminated areas usually lie in the
central part of the city, where traffic is heaviest.
6.2 Getting Started
Individual homeowners or groups planning a very limited lead-safe yard program will probably just want to hire a
risk assessor certified for use of XRF for soil analysis. In any case, local authorities regulating lead abatement
activities should be consulted. Those seeking to implement an extensive program will probably want to buy their
own field-portable XRF to be used by trained/certified inspectors working with the program. The EMPACT LSYP uses
an instrument manufactured by Niton Corporation ^ , which also provides training. For information, call 1-800-875-
1578 or visit www.niton.com. See Section 6.4.2 for information about XRF use licenses and certification.
An XRF similar to the one used in the EMPACT LSYP, a field portable Niton Model 702, costs about $26,500,
making it the most substantial expense a program will face. Day-to-day maintenance of the XRF is generally not
costly, though programs will face the additional expense (around $2,600) for replacement of the instrument's
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radioactive source at least once every two years, if not more frequently (see Section 6.5). Some savings are
possible, however. The box below provides some suggestions; for example, it describes a less costly XRF
instrument that was not available when the EMPACT LSYP purchased its instrument.
A lead-safe yard program may also save money if it can align itself with a university, which is much more likely if
the work has a research component. In this case, the school might pick up some or all of the cost of the XRF, and
interns paid by the school might conduct inspections under the supervision of a faculty member trained and
certified to use the XRF. This type of approach is described in more detail in Appendix B, which presents less-
resource-intensive approaches to implementing lead-safe yard programs.
How To Cut Costs
Recently, Niton has developed a field portable XRF that tests for lead alone, not the wide range of other
metals detectable with a 700-series Niton. This instrument, the XL309, costs just $17,000, and a version
exclusively for lead in soil is available for $15,000. The main reason the XL309 is so much less expensive is
that it lacks a high-resolution silicon pin detector. But this feature is useful largely for measuring levels of
elements such as arsenic, which require a great deal of precision. Lead levels, by contrast, are fairly broad
measurements. A high-resolution silicon pin detector is not necessary.
6.3 Testing Step by Step
This section describes the procedures used by professional inspectors in the EMPACT LSYP for soil testing, quality
control, and data management. In developing these procedures, the EMPACT LSYP relied on two primary sources:
1) Method 6200 from EPA publication SW-846 (entitled Test Methods for Evaluating Solid Waste, Physical/Chemical
Methods), EPA's compendium of methods on evaluating hazardous waste; and 2) the Quality Assurance Project
Plan (QAPP) that was developed for the EMPACT program. What follows is mainly a summary of the directives
from these two sources, along with recommendations and insights from the program's inspectors themselves. Click
here to learn more about SW-846 and obtain a copy online. The EMPACT LSYP's QAPP is provided in Appendix D.
6.3.1 Before Beginning
The inspectors should plan to allot about two hours for testing a typical residence. Homeowners need not be
present, but they do have to have signed a permission form (see Chapter 5). Ideally, all the information about
yard use gained from observations and homeowner interviews will have been incorporated into the plot plan
prepared during outreach and education. This plot plan will be used as a guide for testing. See Section 5.3 for
guidance on conducting homeowner interviews and developing a plot plan. Also, check out this sample interview
form (PDF) and plot plan (PDF).
Favorable weather conditions are necessary for testing. Experience shows that XRF testing does not work well
when the ground is frozen or when the air temperature falls below 40 degrees Fahrenheit. And while high
temperatures usually pose no problem, direct sunlight can cause the instrument to overheat. Inspectors should
take care to shade it on sunny days, even in relatively cool weather.
Soil moisture can not only interfere with readings but also damage
the XRF, so soil that is saturated with water should not be tested.
This condition is most likely to occur in early spring, when the ground
absorbs water inefficiently because it hasn't yet thawed and dried out
from the winter months. Inspection should be delayed in the event of
rain as well; even after the rain has stopped, testing may still be
inadvisable for several hours, because of standing water on the grass.
The XRF can generally tolerate humidity, however.
If conditions are favorable, and all the necessary paperwork is in
place, inspectors may prepare the property for testing. Debris such as
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rocks, pebbles, leaves, and roots should be removed, and the ground
should be made flat enough to allow uniform contact with the XRF. In
some cases grass or plant material may need to be moved aside to
expose the soil surface. As they do this, inspectors must remember
that lead in soil is mostly a surface phenomenon, and that readings
may not be accurate if the ground is disturbed too much.
Inspectors take at (east
each side of the house.
6.3.2 Testing Strategy
Although each property is different and must be approached with its unique characteristics in mind, testing
typically focuses on four main concerns: the drip line, play areas, areas of exposed soil, and areas that may be
contaminated with lead from sources other than the house, such as structures on abutting properties. In the
EMPACT LSYP, if play areas are found to have lead levels greater than 400 ppm, they are tested further to
determine the extent of contamination. Other areas are subjected to extra testing if they are found to have levels
greater than 2000 ppm.
A variety of formats for testing are possible, but data collection is generally more systematic and efficient if
inspectors decide on one format and use it consistently. In the EMPACT LSYP, the sides of the house on a property
are labeled A, B, C, and D (see "Generic Testing Pattern"). The A side is that which bears the house's address,
and the B, C, and D sides follow in a clockwise fashion. Inspectors start at the corner where the A and D sides
meet, then cover the whole A portion of the yard, and after that the whole B, C, and D portions, until finally they
arrive at the A-D corner again.
The pattern for testing a particular area on any of the sides of the house depends on the size and shape of that
area. In long, narrow areas such as drip lines, initial XRF readings are generally taken at 10-foot intervals along an
imaginary line that extends from one end of the area to the other. If an area is not long enough to yield at least
three readings with this method, inspectors mentally divide the imaginary line into thirds and take a reading from
each third.
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Generic Test ing Pattern
Street
Scale
20teet
10ft.
10ft.
Inspectors then take a second series of XRF readings along an imaginary line that
is parallel to the first one but 2 to 5 feet away from it. If the area is in fact a drip
line, this second imaginary line usually falls outside it, so lead levels are expected
to drop off. If they don't, further testing is conducted to ascertain whether and
where they do.
Before completing testing on any one side of the house, inspectors take at least
two readings along the property border. These readings are generally evenly
spaced. If either reading shows elevated lead levels, additional reading are taken
along the border.
For other areas of concern, including play areas, an imaginary X is usually
superimposed on the ground. Readings are taken at 5- to 10-foot intervals along
each line of the X. If the area is too small to yield at least five readings with this
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Jetting Pattern for Plsy Areas,
Gardens, and Other Areas of Concern
method, inspectors mentally divide the lines of the X into thirds and take a reading
from each third.
When sufficient readings have been obtained from a given area, the lead levels are
averaged to produce a mean value, and on the basis of this value, the area is
assigned to a specific lead-level category, as explained in Section 6.1.
4
6 2
Sit
6*.
Borderline mean values
for an area are judged
to fall into the more
toxic category rather
than the less toxic one.
For example, a mean
value of 1,980 ppm
would earn an area a
"high" rating (2,000 to
5,000 ppm). The idea is
to avoid the risk of
under-treating a
contaminated area.
Measurements of lead
levels are broad, and a
difference of just 20 ppm
is insignificant.
6.3.3 Quality Control
Niton XRFs are factory calibrated, so site-specific calibration is not necessary.
Regular checks of the instrument's calibration are an essential aspect of quality
control, however. Before inspectors from the EMPACT Lead-Safe Yard Project
begin to test a property, they take readings on standard reference materials
(SRMs) whose lead levels are known to be 400 ppm, 1,000 ppm, and 5,000 ppm,
the anticipated range for lead in urban soil. They also take a reading on a blank
a soil sample whose lead level is less than 100 ppm, which is the detection limit
for the XRF instrument they use. If any of these readings fails the quality control
criteria (ฑ30% for SRMs; < 50 ppm for field blank), possible problems are
investigated and the check is re-run until the instrument passes. If it never
passes, it is sent back to Niton to be recalibrated. These same calibration checks
are conducted at the end of testing on a property, to ensure that the
instrument's calibration has remained intact throughout.
In addition, 10 percent of the XRF readings are replicate measures. That is, a particular location is tested a second
time, to see if the reading on it falls into the same range. If it doesn't, inspectors try to find out what the problem
is and fix it, and calibration checks and further repeat readings are performed until the XRF results are clearly
reliable.
The final quality control measure is to collect soil samples for confirmatory ICP or AA analysis. At evenly spaced
intervals within a particular area, inspectors scoop up a subsample, which is about a tablespoon of the top half-
inch of soil. These subsamples are emptied into a common ziplock bag to create a composite for the area. An XRF
reading is then taken on the composite, after which it is ready to be sent to the lab.
Typically, a perimeter composite sample is created by taking twelve subsamples three from the drip line on each
side of the house. Composite samples are also created for every other area designated as high use or high risk,
such as gardens and play areas. As in XRF testing, an imaginary X is superimposed on the area. Subsamples a
total of five, if possible are taken along each line of the X.
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6.3.4 Data Management
The two main data management tools, the plot plan and the site worksheet, are versatile and easy to use. The
plot plan can be converted into a color-coded map (PDF) of a property's lead levels to help homeowners and
landscapers discuss plans for remediation. The plot plan can also be used to formulate a guide for testing, and
during the inspection itself, test locations can be recorded (PDF) on the plot plan. Information on developing an
initial plot plan can be found in Section 5.3.
The site worksheet offers a simple way to identify the locations marked on the plot plan more closely. It also
allows inspectors to keep track of the lead levels found at each location. Finally, it provides convenient spaces to
write down any relevant descriptive information: a short form at the top and a "comments" column on the right
side. Here is a clean worksheet (PDF) that groups implementing a lead-safe yard program can reproduce. Here is
an example of a site worksheet (PDF) that has been filled out.
The letters A, B, C, or D in the "sample I.D." column of the filled-out site worksheet tell which side of the house a
particular XRF reading came from. The number immediately after each letter corresponds to the testing location
noted on the plot plan. The last letter in the "sample I.D." column tells how many feet the testing location was
from the foundation of the house.
The number in the "location" column of the worksheet tells how many feet the testing location was from the
corner that would be on someone's right when facing the A, B, C, or D side of the house. Thus the right corner on
the A side would be the A-D corner; on the B side it would be the A-B corner; on the C side it would be the B-C
corner; and on the D side it would be the C-D corner.
The "ppm-lead" column tells the lead levels measured at each testing location. The comment "repeat" in the
"comments" column indicates where a second reading was taken on a test location as a quality control measure.
6.4 Health and Safety Precautions
Testing for lead in soil entails two different kinds of risk. The first comes from the soil itself, which frequently does
contain high levels of lead. The second comes from the XRF, which employs radioactive material. Inspectors must
guard against both these kinds of risks.
6.4.1 Guarding Against Lead Hazards
The important point to keep in mind is that lead can enter the body through ingestion, which occurs as a result of
routine hand-to-mouth activities such as eating, drinking, and smoking. Therefore, inspectors should wear gloves
and refrain from hand-to-mouth activities on the job. When their work is done, they should wash their hands and
faces and clean off their work shoes after leaving the site. On a windy day, inspectors may need to use face
masks to avoid breathing airborne lead-contaminated dust when working at dry, dusty sites.
6.4.2 Guarding Against
Radiation Hazards18
Portable XRF instruments used
for lead-based paint inspections
contain radioactive isotopes that
emit x-rays and gamma
radiation. Proper training and
handling of these instruments is
needed to protect the
instrument operator and any
other persons in the immediate
vicinity during XRF usage. The
Safe Operating Distance
XRF instruments used in accordance with manufacturer's instructions will
not cause significant exposure to ionizing radiation. But the instrument's
shutter should never be pointed at anyone, even if the shutter is closed.
Also, the inspector's hand should not be placed on the end plate during a
measurement.
The safe operating distance between an XRF instrument and a person
during inspections depends on the radiation source type, radiation
intensity, quantity of radioactive material, and the density of the
materials being surveyed. As the radiation source quantity and intensity
increases, the required safe distance also increases. Placing materials,
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XRF instrument should be in the
operator's possession at all
times. The operator should
never defeat or override any
safety mechanisms of XRF
equipment.
For a discussion of required
(and recommended) licenses,
certifications, and permits for
portable XRF instruments, see
the box below.
6.5 Maintaining
Equipment
Day-to-day maintenance of the
XRF is generally not difficult.
The instrument's display window
should be cleaned with cotton
swabs. The case should be
cleaned with a soft cloth.
Batteries should be recharged as
directed in the owner's manual.
Beyond that, inspectors usually
just need to take care not to
drop the instrument, not to get
it wet, and not to neglect the
calibration checks described
under "Quality Control" in
Section 6.3.3.
Over the long term, however, XRF owners face the very significant maintenance concern of replacing the
instrument's radioactive source, a cadmium-109 isotope. Like all radioactive isotopes, cadmium-109 decays at a
fixed rate. Its half-life, or the amount of time needed for the activity of the radioactive source to decrease by one
half, is about fifteen months. After that, the XRF can still be used, but the instrument becomes progressively less
efficient. Readings that once took 30 to 60 seconds take progressively longer. Eventually the wait becomes
burdensome, and a new cadmium-109 isotope must be purchased from Niton, at a cost of about $2,600.
Niton recommends replacing the isotope source every fifteen months, as soon as its half-life is spent, but most
inspectors find that they can postpone the job for another three to nine months. After all, readings are no less
accurate, just somewhat less prompt. When inspectors do decide to replace the cadmium-109 isotope, they simply
send the XRF to Niton. The corporation not only puts in a new isotope but disposes of the old one, upgrades the
instrument's software, and provides whatever preventive maintenance is needed.
RF Use Licenses and Certification
such as a wall, in the direct line of fire reduces the required safe
distance. According to NRC rules, a radiation dose to an individual in any
unrestricted area must not exceed 2 millirems per hour. One of the most
intense sources currently used in XRF instruments is a 40-millicurie 57Co
(cobalt-57) radiation source. Other radiation sources in current use for
XRF testing of lead-based paint generally produce lower levels of
radiation. Generally, an XRF operator conducting inspections according to
manufacturer's instructions would be exposed to radiation well below the
regulatory level. Typically, XRF instruments with lower gamma radiation
intensities can use a shorter safe distance provided that the potential
exposure to an individual will not exceed the regulatory limit.
No people should be near the other side of a wall, floor, ceiling or other
surface being tested. The inspector should verify that this is indeed the
case prior to initiating XRF testing activities, and check on it during
testing.
Finally, the effectiveness of the instrument's radiation shielding should be
assessed every six months through a leak test. The XRF manufacturer or
owner's manual can be consulted to obtain vendors of leak test kits.
If these practices are observed, the risk of excessive exposure to ionizing
radiation is extremely low and will not endanger any inspectors or
occupants present in the dwelling.
In addition to training and any required accreditation, a person using a portable XRF instrument for
inspection must have valid licenses or permits from the appropriate federal, state, and local regulatory
bodies to operate XRF instruments. (These are needed because XRF instruments contain radioactive
materials.) All portable XRF instrument operators should be trained by the instrument's manufacturer (or
equivalent). XRF operators should provide you with information about their training, licensing, permitting,
and certification before an inspection begins. Depending on the state, operators may be required to hold
three forms of proof of competency: a manufacturer's training certificate (or equivalent), a radiation safety
license, and a state lead-based paint inspection certificate or license. To help ensure competency and safety,
HUD and EPA recommend hiring only inspectors who hold all three.
The regulatory body responsible for oversight of the radioactive materials contained in portable XRF
instruments depends on the type of material being handled. Some radioactive materials are federally
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regulated by the U.S. Nuclear Regulatory Commission (NRC); others are regulated at the state level. States
are generally categorized as "agreement" and "non-agreement" states. An agreement State has an
agreement with NRC to regulate radioactive materials that are generally used for medical or industrial
applications. (Most radioactive materials found in XRF instruments are regulated by agreement states). For
non-agreement states, NRC retains this regulatory responsibility directly. At a minimum, however, most
state agencies require prior notification that a specific XRF instrument is to be used within the state. Fees
and other details regarding the use of portable XRF instruments vary from state to state. Contractors who
provide inspection services must hold current licenses or permits for handling XRF instruments, and must
meet any applicable state or local laws or notification requirements.
Requirements for radiation dosimetry by the XRF instrument operator (wearing dosimeter badges to monitor
exposure to radiation) are generally specified by state regulations, and vary from state to state. In some
cases, for some isotopes, no radiation dosimetry is required. However, it should be conducted even when not
required, for the following five reasons:
The cost of dosimetry is low.
XRF instrument operators have a right to know the level of radiation to which they are exposed during
the performance of the job. In virtually all cases, the exposure will be far below applicable exposure
limits.
Long-term collection of radiation exposure information can aid both the operator (employee) and the
employer. The employee benefits by knowing when to avoid a hazardous situation; the employer
benefits by having an exposure record that can be used in deciding possible health claims.
The public benefits by having exposure records available to them.
The need for equipment repair can be identified more quickly.
6.6 Alternative Approaches
A number of organizations that conduct lead-safe yard activities rely on laboratory analysis rather than field-
portable XRF for testing of yard soil. For example, Lead-Safe Cambridge, described in Appendix A of this
handbook, sends soil samples to a state laboratory for analysis.
A homeowner in an area where no lead-safe yard program exists may also wish to determine whether there is a
lead problem in his or her yard. In this case, the homeowner can collect soil samples in ziplock bags and send
them to a laboratory for analysis. To determine sampling locations, a homeowner can follow the guidance in
Section 6.3, or refer to HUD Guidelines for the Evaluation and Control of Lead Hazards in Housing, June 1995
(Title X, Section 1017) Appendix 13.3, available online.
Homeowners can contact their state or local childhood lead poisoning prevention program for more information
about obtaining soil-lead testing. The following Web sites list state and local lead poisoning prevention contacts:
The Lead Program of the National Safety Council's Environmental Health Center
The National Conference of State Legislatures' Directory of State Lead Poisoning Prevention Contacts
6.7 For More Information
6.7.1 XRF Accuracy
Verification Reports and Statements on the accuracy of several XRF technologies are available on the Web sites of
the EPA Environmental Technology Verification Program and EPA New England
Clark, Scott, William Menrath, Mei Chen, Sandy Roda, and Paul Succop. Use of a Field Portable X-Ray Fluorescence
Analyzer to Determine the Concentration of Lead and Other Metals in Soil and Dust Samples. Call the University of
Cincinnati Department of Environmental Health at 1-513-558-1749.
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Shefsky, Stephen. Comparing Field Portable X-Ray Fluorescence (XRF) to Laboratory Analysis of Heavy Metals in
Soil. Call Niton Corp. at 1-800-875-1578.
6.7.2 Test Methods
Methods 6200, 6010B, and 7420 from EPA's SW-846 (entitled Test Methods for Evaluating Solid Waste,
Physical/Chemical Methods). For ordering information, or obtain a copy online, click here.
Sackett, Donald and Kenneth Martin. EPA Method 6200 and Field Portable X-Ray Fluorescence Analysis for Metals
in Soil. Call Niton Corp. at 1-800-875-1578.
6.7.3 Quality Control
Shefsky, Stephen. Sample Handling Strategies for Accurate Lead-in-Soil Measurements in the Field and Laboratory.
Call Niton Corp. at 1-800-875-1578.
Example Documents
All of these documents are PDFs; you will need Adobe's free Acrobat Reader to view them. Click here to download
Acrobat Reader.
Site Worksheet (blank)
Site Worksheet (filled out)
Plot Plan (Marked To Show Sampling Locations)
Plot Plan (Color-Coded To Show Lead Levels)
Computer-Generated Map Showing Lead Levels
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
17Mention of trade names or commercial products in this publication does not constitute endorsement or
recommendation for use.
18Adapted from HUD Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in Housing, Chapter 7:
Lead Based Paint Inspections, 1997 Revision. Available online.
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Chapter 7: Yard Treatments
7.1 | 7.2 | 7.3 | 7.4 | 7.5 | 7.6 | 7.7 | 7.8 | 7.9
Once you have sampled and analyzed a property's soil and determined that a lead hazard exists, the process of
designing and implementing landscape treatments can begin. This chapter provides guidance on matching
treatments to the hazards you've identified (Section 7.1), and describes specific low-cost treatment measures
used by the EMPACT Lead-Safe Yard Project (Section 7.2). The chapter also covers the many "nuts and bolts"
issues involved in the treatment process, including:
Developing a budget for each yard treatment (Section 7.3).
Meeting with the homeowner to explain the sampling results and areas of concern and to develop/review the
treatment plan (Section 7.4).
Contracting with a landscaper to complete all design and landscaping work on the property (Section 7.5).
Establishing guidelines to ensure landscaper health and safety (Section 7.6).
Securing the homeowner's approval and signoff on completed work (Section 7.7).
Reviewing and approving landscaping work prior to final contractor payment (also in Section 7.7).
If you are a homeowner interested in learning about low-cost landscaping measures for reducing children's
exposure to lead in soil, you can focus on Sections 7.1, 7.2, and 7.6. (Section 7.6, Health and Safety for
Landscapers, is essential reading for anyone who intends to do landscaping work in a lead-contaminated
yard.) You should also read Chapter 8, which covers the development of a maintenance plan for the finished yard
a critical part of the treatment process.
Sections 7.3, 7.4, 7.5, and 7.7 present detailed information for those responsible for implementing a lead-safe
yard program.
This chapter contains links to documents in PDF format. To view them, you will need Adobe's Acrobat Reader. Click
here to download Acrobat Reader.
7.1 Matching Treatments to Hazards
There are many ways of protecting children and other people from the hazards of lead-contaminated yard soil.
Possible methods include removing and disposing of the contaminated soil, covering it with a permanent barrier
such as asphalt, covering it with a non-permanent barrier such as mulch or grass, or changing the way people use
their yard to reduce exposures.
To select the best method or methods for a particular property, you need to consider a number of factors,
including the level of lead contamination, the frequency and extent of potential exposures, the homeowner's
esthetic preferences, the cost of the protective measure, the amount of maintenance it will require, and its likely
effectiveness. Protective measures can vary greatly both in the level of protection they provide and in their
associated costs. Soil removal, for example, can completely eliminate a soil hazard, whereas use of a non-
permanent barrier such as grass cannot. However, soil removal can be prohibitively expensive for many people
due to the high cost of soil excavation, transportation, and disposal.
The EMPACT LSYP was created to develop low-cost landscape measures that protect children against exposure to
high lead levels in yard soil. The landscape measures described in this handbook were selected for four main
reasons:
They are relatively inexpensive.
They can be implemented by the homeowner or a program partner with a minimum of tools and experience.
They are attractive and enhance the value of the yard.
They are effective in reducing lead concentrations at the yard surface, and they therefore effectively reduce
the potential for children's exposures.
All of the measures presented here could be characterized as interim controls. None provide the sort of permanent
protection you could achieve through soil abatement (that is, by removing or paving contaminated soil), nor are
they meant as a substitute for abatement. In fact, in circumstances where soil-lead levels are greatly elevated
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Lead-Safe Yards: Chapter 7
(i.e., above 2,000 ppm) and the possibility of children's exposure is high (i.e., in residential settings), federal
regulations recommend or require abatement of the soil hazard (see Section 3.4.3).
The EMPACT LSYP encourages homeowners to follow all federal and state requirements and guidance for soil
abatement that apply to them. But the project also recognizes that there will be many situations where
homeowners and community organizations cannot afford the cost of abatement measures. In such situations, these
landscape measures can provide some degree of long-term, effective protection so long as they are properly
applied and well maintained. The key is selecting the right measures based on the existing lead hazards.
7.1.1 Combining Treatment Measures
So how do you choose among the treatment measures presented in this handbook? Your goal in developing a
treatment plan is to achieve a delicate balance between the safe use of the yard and the existing lead levels. To
do this, you should combine two main approaches:
Altering the surface cover. Select landscape measures that provide a sufficient barrier, based on the soil-
lead levels and the types of yard use.
Altering the yard use patterns. Encourage safe yard uses, and discourage certain activities (e.g.,
gardening, children's play) in the areas of highest contamination. These activities may need to be relocated
to a safer part of the yard.
In many cases, you will need to design different treatments for each of the yard areas evaluated during the
sampling process: the house dripline, areas of bare soil, areas of unique use such as children's play areas and
picnic and gardening areas, and other areas. The illustration below, Characteristics of a Lead-Safe Yard, shows
how a number of treatment measures can be combined to create a yard that is safe and attractive and meets the
needs of the homeowner and/or residents. In other cases, you may only have to address a single yard area, such
as the dripline (where soil-lead levels are usually found to be highest).
The table below presents a list of treatment measures used by the EMPACT LSYP at specific soil-lead levels. Each
measure is described in greater detail in Section 7.2. However, before incorporating these measures into your own
program, you should refer to Section 3.4.3 for a discussion of how the EMPACT treatment approach compares with
the approach recommended under the pending TSCA Section 403 rule (information about the rule can be found
online). Also keep in mind that decisions on specific landscape measures (e.g., choosing between mulch or grass,
or between types of grass) must be made on a yard-by-yard basis to account for variables such as regional
climate, yard topography, the amount of available sunlight, and the homeowner's esthetic preferences. These
factors will often play a major role in shaping the final treatment plan for a property.
Soil-Lead
Level
(parts per
million)*
> 5,000 (very
high)
Empact LSYP Treatment Measures
EMPACT LSYP
Treatment Measures
2,000-5,000
(high)
If soil removal or permanent barriers are not possible:
Install semi-permanent barrier, such as a wood-framed dripbox filled with gravel
or mulch.
Relocate gardensunsafe for all types of gardening.
Relocate gardensunsafe for all types of gardening.
Relocate children's play area, pet area, and picnic area, if possible. If not, install
wood platform or wood-framed raised play and picnic area filled with woodchips.
Install path of walking stones for high-traffic areas.
Seed and fertilize grassy areas, or cover with mulch or woodchips if not suitable
for grass.
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400-2,000
(moderately
high)
< 400 (urban
background)
Install raised-bed garden and supplement with clean topsoil.
Install wood-framed raised play and picnic area filled with woodchips.
Install path of walking stones for high-traffic areas.
Seed and fertilize grassy areas, or cover with mulch or woodchips if not suitable
for grass.
No treatment necessary.
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Characteristics of a Lead-Safe Yard
Signs of a Healthy Yard:
Mutch or gravel covering
contaminated soil in the
drip zone
Walkways of stepping stones, paving,
or gravel to keep contaminated soil
from being tracked into the house
Play areas for kids and pets located
away from the drip zone and covered
with mulch orwoodchips
Healthy, well-tended lawns to
provide safe outdoor spaces
for play and relaxation
Shrubs planted around the house
to keep children and pets away from
the drip zone
Cars confined to driveway area
covered with asphalt or gravel
Signs of a Toxic Yard:
No plants, grass, or mulch covering
contaminated soil in the drip zone
Areas of dusty, exposed soil such as
walkways, dog runs, and backyard
play and picnic areas
Cars parked on yard, creating
areas of bare contaminated soil
Play areas located
near the drip zone
Vegetables growing in soil
with a high lead content
Lead-based paint chips near
the foundation of the house,
contaminating soil within the
drip zone
7.2 Treatment Options and Detailed Specifications
This section presents the specific landscape treatments used by the EMPACT LSYP. The treatment measures
described here represent a suite of tools that the landscaper can use to address elevated soil-lead levels in specific
yard areas: drip zones, grassed areas, parking areas, walkways, recreation and children's play areas, gardens, pet
areas, and porches. As mentioned in Chapter 6, these are the high-risk and high-use yard areas where children
are most likely to experience dangerous exposures to soil lead. For most of these yard areas, the EMPACT LSYP
has developed two or more treatment options, giving the landscape designer some flexibility in selecting
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treatments that match both the homeowner's esthetic preferences and other variables such as yard topography
and the amount of available sunlight.
It is important to keep in mind that not all treatments will be appropriate and/or effective at all locations. The
treatments described here were selected by the EMPACT LSYP because they address the conditions found at a
majority of sites in the project's target neighborhoods in Boston: high to very high soil-lead levels; inner-city
homes that are typically wooden and covered with lead paint; high rates of yard use by children and families; and
many areas of bare and partially bare soil. These landscaping measures also work well given Boston's variable
climate, with its cold, wet winters and relatively hot, humid summers.
Phytoextraction: An Experimental
Approach
All of the treatment measures used by
the EMPACT LSYP focus on employing
grass, plants, and other materials as a
barrier to reduce children's exposure to
lead-contaminated soil. None of these
treatments, however, remove the lead
from the soil. Today, researchers are
experimenting with another approach for
using plants to actually extract lead and
other contaminants from soil:
phytoextraction.
As a technology, phytoextraction is still in
its infancy. Researchers are still
struggling with a number of questions,
such as which plants best absorb certain
contaminants, and how to make the
technology affordable. The EMPACT LSYP
does not use phytoextraction at this
point, but may consider it in the future,
as more information becomes available
about its applicability in residential
settings. See Appendix C for a detailed
discussion about this promising
technology.
As you develop your own lead-safe yard program, you will no
doubt want to pick and choose among the treatments presented
here, rejecting some, revising others to fit your specific needs,
and devising some entirely new treatments. The work you have
done to get to know your target community (see Section 4.4)
will help you in this process. In addition, you may want to
consult local garden centers, nurseries, landscapers, and
arborists for help selecting plants and grasses that will thrive in
your area. If you live in an arid or semi-arid climate, for
example, you may find yourself using plants that are very
different from those used in the Northeast.
Once you have assembled a suite of treatment options that will
work in your program area, you should develop detailed
specifications that define exactly how the landscaping work
should be done and what materials should be used. These
specifications should be provided to the landscaper and included
with the landscaping contract (see Section 7.5.1) if you intend
to engage a contractor. A set of sample specifications, developed
by Lead Safe Boston and used by the EMPACT LSYP, is provided
in the table below.
7.2.1 Drip Zones
The drip zone is the narrow 3-foot strip around the foundation of
the house. There, soil-lead levels are usually highest, because
lead-based paint on the outside of older homes weathers over
time and falls into the top layer of soil adjacent to the
foundation, contaminating it. Play areas, picnic areas, and
vegetable gardens must be located away from the drip zone. In
addition, covering the zone with a permanent or semi-permanent
barrier provides long-term protection from the contaminated soil.
The EMPACT LSYP uses raised perimeter boxes that not only
cover the contaminated soil in the drip zone, but also prevent
erosion and offsite transport of the soil and allow for continued
weathering of the exterior. Built from 2" by 6" ACQ (Alkaline
Copper Quaternary) pressure-treated lumber, the boxes are lined
with a filter-fabric weed barrier and then filled with either gravel
A perimeter mulch bed covering the drip zone.
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or mulch and plantings, depending on the homeowner's
preference. Plantings, such as evergreen shrubs, azaleas, boxwoods, holly, or thorny bushes, help keep children
and pets away from the drip zone. Plantings used by the EMPACT LSYP are listed in the sample specifications.
Consult a local garden center, nursery, or arborist to select plantings appropriate for your area.
Beforebane soil in drip zone (1,660 ppm).
Aftermulched planting bed covering soil
Lessons Learned: Using ACQ Pressure-Treated Lumber for Added Safety
Over the past 30 years, pressure-treated lumber has become standard
for outdoor construction because it deters rot, decay, and termite
destruction. The EMPACT Lead-Safe Yard Project used pressure-treated
wood for these reasons during its first two years of yard treatments.
Recently, however, there has been a growing awareness of the dangers
posed by chemicals used in the traditional wood-treatment process.
There is some evidence that these chemicals, which include the EPA-
listed hazardous compounds arsenic and chromium, can leach out of
pressure-treated wood and into the environment.
Wood platftifm Built with ACQ lumber.
During its third phase of yard treatments, the EMPACT LSYP began using a relatively new type of pressure-
treated lumber: ACQ Preserve. ACQ-treated lumber contains no EPA-listed hazardous compounds and is
guaranteed to protect against rot, decay, and termites. In other words, it offers all of the values of
traditional pressure-treated lumber with fewer hazards. This is especially important when you use wood in
and around gardens and children's play areas, as the EMPACT LSYP does. Costs of ACQ-treated wood vary,
though the EMPACT LSYP has found these costs comparable to the costs of traditional pressure-treated
wood. Click here for an information sheet on ACQ-treated wood.
7.2.2 Grassed Areas
Maintaining a healthy lawn is one of the best ways to reduce
exposure to lead-contaminated soils. A healthy lawn acts as a
natural barrier between people and contaminated soils, and
provides a safe outdoor space for play and relaxation. Lawns
require routine maintenance with water and fertilizer, and should
be protected from foot traffic for the first 3 to 4 weeks after
seeding. Consult a local garden center or lawn care professional
to select grasses that will grow in the soil and climate conditions
found in your region. In areas of heavy foot traffic or low light
where grass won't grow well, install a stone path or raised mulch
bed to cover all bare soil.
Existing lawn improvement. Improvement of an existing
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lawn can be accomplished quite inexpensively. Rake bare
areas tO lOOSen the SOil, apply Seed mix at the rate T*D monms poa treatment. Lawn growth over previously bare,
.,..,.. , ' .. . . , , . .. contaminated son (1.770 ppm).
specified by the manufacturer, then apply 1/4 of top soil
over new seed. Water thoroughly.
New lawn installation (at existing grade). Where little or no grass exists on a lawn, the entire lawn area
should be rototilled and reseeded (apply water to contain dust during rototilling). Spread 1/4" of loam (soil
composed of sand, clay, silt, and other organic matter) on top of the seed, then water thoroughly.
New lawn installation (raised bed). For sloped yards, the EMPACT LSYP sometimes uses raised grass
beds to create a terraced effect and limit runoff and erosion. A raised grass bed can also be installed in
areas where roots or rocky soil prevent grass from growing. In a perimeter box made of 2" by 6" ACQ
pressure-treated lumber, install 6" of loam over filter fabric weed barrier. Apply seed mix, then spread 1/4"
of loam on top of seed and water thoroughly.
Raised mulch bed (with or without plantings). Raised mulch beds can be used to cover areas of bare
soil where grass won't grow well. The beds can serve as children's play areas, or can be filled with various
plantings to form an attractive garden area. Install a perimeter box made of 2" by 6" ACQ pressure-treated
lumber to completely cover bare soil area. Install 4" of loam and 2" of pine bark mulch over filter fabric
weed barrier. Select plantings that are appropriate for the area (e.g., shade, partial shade, full sun; arid or
semi-arid soil). Provide recessed egress stepping-stones from the bed to an existing walkway.
7.2.3 Parking Areas
Cars parked on yards destroy grassed areas, turning them into
dusty areas of bare contaminated soil. Cars should be confined to
designated parking areas covered with gravel or asphalt. Heavy
landscape timbers can be sunk at the perimeter of the parking
area to define the edge and prevent stones from spreading into
grass areas. All lots, whether gravel or asphalt, should have at
least a 2-percent pitch across the surface to ensure that water
will not puddle. Detailed specifications for creating a gravel or
asphalt parking area are included in the table below.
7.2.4 Walkways
Worn dirt paths create dust. By installing stepping stones in
areas where people regularly walk, you keep contaminated soil
from being tracked into the house. Alternatives include concrete
walks, cement stepping stones, gravel over filter fabric, recycled
concrete, and brick paths.
7.2.5 Recreation and Children's Play Areas
If possible, swing sets, sand boxes, and other children's play
areas should be relocated away from the drip zone and other
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areas of highly contaminated soil. The same is true for picnic,
barbecue, and other family recreation areas that receive heavy
use. If relocation is not possible, the EMPACT LSYP uses one of
two options:
Install stepping stones to prevent contaminated soil
from being tracked into the house.
Wood Platform. A wood deck, made from ACQ pressure-treated 2" by 6" stock, can serve as a site for
picnics, cook-outs, and children's play, and provides long-term protection from contaminated soil. Decking
should be installed with a 1/4" pitch to drain rainwater off the surface.
Raised bed filled with mulch or woodchips. Raised beds can be used to cover areas of bare and/or highly
contaminated soil. The beds provide an effective barrier and a safe, attractive place for children's play and
family gatherings. Install a perimeter box made of 2" by 6" ACQ pressure-treated lumber, then install 4" of
loam and 2" of pine bark mulch or woodchips over filter fabric weed barrier.
7.2.6 Gardens
Homeowners and residents should take precautions when gardening in or around lead-contaminated soil. Though
plants generally do not accumulate lead, it is possible for a plant to absorb some lead in settings where soil-lead
levels are very high. In addition, lead-contaminated dust can settle on the surface of garden plants.
Basic precautions include washing all vegetables with a vinegar-water solution, locating gardens away from roads
and highly contaminated yard areas, and planting crops that are less likely to absorb or accumulate lead. In
general, this means planting fruiting crops (e.g., corn, beans, squash, peppers, cucumbers, tomatoes, strawberries,
apples) and avoiding root crops and leafy vegetables (e.g., carrots, radishes, lettuce, collard greens, spinach)
since they are more likely to absorb lead from soils or become coated with lead-contaminated dust. Two excellent
resources on lead in gardens are:
Lead in the Home Garden and Urban Soil Environment,
by Carl J. Rosen and Robert C. Munter
Lead Contamination in the Garden,
a fact sheet by Terry Logan
The EMPACT LSYP recommends relocating gardens away from the drip zone and other areas of highly
contaminated soil. The EMPACT LSYP treatment approach recommends using raised beds in areas of moderate
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contamination (400 to 2,000 ppm). (Please refer to Section 3.4.3 for a discussion of how the EMPACT treatment
approach compares with the approach recommended under the pending TSCA Section 403 rule.) Beds should be
framed with 2" by 8" ACQ pressure-treated wood, lined with a filter-fabric weed barrier, then filled with 6" of loam
that has been tested for lead levels (levels over 400 ppm are unacceptable). Gardening is considered safe in yard
areas where lead levels are below 400 ppm.
7.2.7 Porches
The soil found underneath porches is often contaminated with lead from paint chips and with other chemicals that
leach from pressure-treated wood used in outdoor construction. Because it receives little sunlight, this soil is also
naturally bare. The EMPACT LSYP has developed two strategies to discourage children from playing in contaminated
soil beneath porches:
Lattice and Trim Barricade. All exposed soil under porches is to be barricaded by ACQ wood framing,
lattice, and pine trim. Prep, prime, and paint pine trim or apply two coats of wood sealant. Install a framed
access door of like material. If loose soil is likely to be blown out from under porches, a covering of gravel or
pea stone over bare soil would be appropriate.
Raised bed filled with mulch or gravel. Install a wood box made from 2" by 6" ACQ pressure-treated
lumber along footprint of porch. Line the box with filter-fabric weed barrier, then fill with either 2" of loam
and 3" of pine bark mulch or 3" of loam and 2" of crushed stone.
I 'f|-
der porch deck.
area barricaded with lattice and trirr
7.2.8 Pet Areas
By tracking lead-contaminated soil and dust indoors, dogs and other pets can be a major source of lead exposure
for humans. Pets that play regularly in certain parts of the yard can also create dusty areas of bare contaminated
soil. If possible, pet areas should be located away from areas of highly contaminated soil. If not, install a wood
box made from 2" by 6" ACQ pressure-treated lumber to completely cover the bare soil area. Line the box with a
filter-fabric weed barrier, then fill it with 4" of loam and 2" of pine bark mulch or woodchips.
7.3 Developing a Budget for Each Yard Treatment
Once you have selected a suite of treatment measures for your program, you may want to develop a standard
budget that can be used to guide each yard treatment. This budget will represent the maximum amount that the
landscaper is authorized to expend in designing and implementing a treatment plan for each home.
Sources of
Free
Materials
Parks
Three main factors will drive the budget development process: the amount of funding
available to your program, the number of yards you hope to treat, and the actual costs of
materials and labor needed to create a lead-safe yard. Some yards will obviously cost more
than others to treat. Your goal is to establish a reasonable budget for an average yard,
with the possibility of authorized cost overruns at certain yards where treatments turn out
to be unusually expensive.
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departments
A sample budget developed by the EMPACT Lead-Safe Yard Project is shown in the table
below. The budget was developed in two steps. First, the project team calculated an
allowance for each individual treatment measure by estimating the total cost of labor and
materials. There are a number of reference books that can help with this process. The
Tree services RSMeans Company, for example, offers several such books, including Means Site Work &
Landscape Cost Data 2000 (ISBN 0-87629-547-2) and Landscape Estimating, 3rd Edition
Corporate by Sylvia H. Chattin (ISBN 0-87629-534-0). These books can be found in some libraries
sponsors and bookstores or ordered online. Keep in mind that labor and material costs vary by
region. You may want to consult a local landscaper as you develop allowances for each
Local nurseries measure.
Second, the project team identified ways in which the individual measures might be cost-effectively combined to
create a lead-safe yard. The goal was to make the yard lead safe by addressing as many areas as possible within
a set budget (in this case, $3,000), while giving homeowners some freedom to choose the types of landscape
measures they prefer. Note that the budget includes a standardized construction management allowance of $500,
which allows the landscaper to cover costs such as landscape design, permits and fees, a workmanship and
materials warranty, insurance, construction oversight, and the development of a maintenance manual for the
completed yard.
Remember that the standard budget you develop represents the maximum amount that the landscaper is
authorized to expend for each yard. Some yard treatments will cost less than the maximum. For this reason, you
should consider developing a standard cost estimate sheet that the landscape coordinator can complete for each
yard. Click here for a sample cost estimate sheet (PDF).
Lessons Learned: Estimating Treatment Costs
The experience of the EMPACT Lead-Safe Yard Project illustrates the importance of accurately estimating the
per-yard costs of materials and labor. At the inception of the project, the project team set a target of
treating 70 yards over the first two years, with a goal of expending about $750 per yard in landscape labor
and materials that would be offered free to the participating homeowners. However, the project quickly
found that treatment costs were running much higher than expected, partly because the project had chosen
to employ a landscape team of city youths who were learning on the job (see also Section 4.2, "Selecting
Program Partners"). The average cost per yard was roughly $2,100, with $300 going toward materials and
$1,800 toward labor. Project management and indirect costs amounted to another $900 per yard. Because
of these unexpected costs, the project was forced to scale back its objectives, though it still managed to
treat 42 yards over the two-year period.
The EMPACT LSYP is currently investigating alternative models for organizing a lead-safe yard program that
could reduce current average costs, in particular costs for labor, management, and overhead. For example,
the EMPACT LSYP is investigating a model based on the principles developed by Habitat for Humanity, in
which the work involved in achieving a lead-safe yard is carried out with the help of the homeowner by
using volunteer labor and donated materials. See Appendix B for more information on this and other
proposed models.
7.4 Homeowner Design Session
The EMPACT LSYP has found that it is critical to include the homeowner in designing landscape treatments for his
or her yard. Why?
First, the homeowner is the person who can best verify that the selected treatments provide enough actual
protection from the lead-contaminated soil, based on the way the yard is used. Second, the homeowner is there
to ensure that the selected landscape treatments meet his or her approval in terms of their esthetic value. A
homeowner who is unhappy with the appearance or layout of his or her yard is unlikely to commit the money and
effort needed to maintain the landscape treatments year after year.
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Chapter 5 of this handbook described the necessity of creating a permission form to document the homeowner's
participation in your lead-safe yard program. That permission form should also specify the homeowner's role in
choosing treatment options, should soil-lead levels on his or her property turn out to be elevated. The homeowner
design session is where these choices are made.
The EMPACT LSYP has tried using both the outreach worker and the landscape coordinator for the design session.
The landscape coordinator is the better option. However, the outreach worker should facilitate a smooth transition
for the homeowner from the outreach/sampling phase to the design phase. For example, the outreach worker
should convey names, numbers, and any linguistic barriers to the landscape coordinator soon after the soil
sampling is complete. The outreach worker may also want to attend the initial meeting between the landscape
coordinator and homeowner to maintain a sense of familiarity, trust, and continuity for the homeowner. During the
design session, the landscape coordinator will do three things:
1. Communicate with the homeowner about the testing results. Using the color-coded map developed
during the data-collection phase, the landscape coordinator should describe the testing results, the areas of
concern, and the need for changes.
2. Ask follow-up questions about yard uses. During their initial meeting, the outreach worker should have
interviewed the homeowner about the activities that take place in the yard and the ages and numbers of
people who use the yard. Yard uses should have been mapped on a plot plan using colored markers or
crayons (see Section 5.3). During the design session, the landscape coordinator should review the yard uses
with the homeowner and ask any follow-up questions.
3. Work with the homeowner to select appropriate treatments based on the lead levels, the yard uses,
and the homeowner's esthetic preferences. The selected treatments should be mapped on the plot plan
showing yard uses, and this treatment plan should be used by the landscaper as a blueprint for work to be
done. (Click here for a PDF of a sample treatment plan.) See Section 7.1 above for guidance on matching
treatments to hazards.
You may wish to develop a legally binding form that the homeowner can sign at the conclusion of the design
session, stating that he or she understands and approves of the final treatment plan. Click here for a PDF of a
sample homeowner's approval form.
7.5 Contracting With a Landscaper
Early in the development of your lead-safe yard program, you will want to identify a program partner for the
design and landscape components of your project (see Section 4.2, "Selecting Program Partners"). This could be a
non-profit landscaping company, a private landscaping company, or even a team of youth volunteers who have
been trained in landscaping techniques. Another option, currently being tested by the EMPACT LSYP, is to develop
a pool of landscaping contractors trained at designing and implementing landscape treatments that can reduce
exposure to lead-contaminated soil. Why create a contractor pool? By training and partnering with multiple
contractors, you create competitiona marketfor the work you have to offer, and you also build "capacity"
within your community for this type of work. This is an important goal of your program: to increase your
community's base of knowledge about soil-lead hazards and strategies for yard treatment.
No matter who you use for the design and landscape components of your project, you will need to develop a
contract for the work. If you have chosen to use only a single landscaper, this process will be relatively
straightforward: you will simply negotiate an agreement for the property or properties requiring treatment, and
then capture the agreement in the form of a contract. Guidance on developing a contract is provided below.
If you have succeeded in creating a contractor pool, you will need to develop a system for choosing which
contractor to use at a particular property. Here are two possible ways of doing this:
Group the properties geographically, then assign several to each contractor. Under this scenario,
each contractor is given a budget for each property he or she is assigned, and is asked to develop and
implement a treatment plan within the budget. This method is relatively noncompetitive, in that contractors
are not asked to bid against one another. However, over time, you can determine which contractors do the
best and most cost-effective work, and then increase their workload.
Solicit bids for the property (or properties) requiring treatment. This works best if you (or a
professional landscape designer) have already developed a treatment plan for each property, identifying
which landscape measures will be used. Each contractor is then given a copy of the treatment plan(s), along
with detailed specifications for the work to be done, and is asked to submit a bid. The work goes to the
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Lead-Safe Yards: Chapter 7
lowest bidder. The disadvantage of this method is that the landscape contractor is not included in the
development of the treatment plan.
Whatever method you use, you should consider assigning or awarding several properties at a time to each
contractor, rather than one at a time. This allows contractors to benefit from the economies of scale when buying
materials and planning their work.
7.5.1 Developing a Contract
To simplify the contracting process, you should develop a standardized contract for use at every property. This
contract should define the scope of services the contractor will perform, the timeframe for the work, the
contractor's legal responsibilities, and the details of compensation. This sample contract (PDF) shows some of the
details that should be incorporated into a standardized contract, including:
WarrantyContractors should provide a warranty guaranteeing their work from defects in workmanship and
materials for a specified period. The EMPACT LSYP requires a one-year warranty from its contractors.
DrawsThe term "draws" refers to the timing of compensation. Many contractors will want one-third of
their compensation up front, one-third at the halfway point, and the final third upon completion of the
project. You should attempt to negotiate a payment schedule that is mutually acceptable, though you should
keep in mind that draws are typically market-driven.
InsuranceEach contractor should be required to maintain general liability and workman's compensation
insurance to protect against claims due to bodily injury or property damage and claims under state
workman's compensation acts.
Pollution insuranceMost general liability insurance policies do not cover injury or illness caused by
pollution (for example, illness caused by lead exposure). You should look into the costs and the potential
necessity of pollution insurance in your state and consider encouraging contractors to purchase such
insurance.
7.6 Health and Safety for Landscapers
Before any field work begins, your program should develop
safety guidelines that protect your soil sampling team and
landscape workers from the risks associated with working
with lead-contaminated soil. All field workers should be
educated about lead hazards, health effects, safe work
practices, and any federal or state regulations that apply to
their work.
OSHA regulation 1926.62, the "lead in construction
standard," applies to all private sector workers, no matter
how few are employed. Although it does not apply to
workers in the public sector, it is nevertheless a useful
reference on responsible practices. The regulation, available
online, requires a written description of the work to be done,
an estimate of the anticipated exposure to lead, and a
statement detailing the precautions to be taken. If the
anticipated exposure to lead reaches the "action level"30
micrograms per cubic centimeter of air, averaged over an 8-
hour dayextensive guidelines come into play to protect
workers.
Since the lead to which landscapers in the EMPACT LSYP are
exposed falls below the action level, compliance with the
lead in construction standard has not been difficult. However,
to be on the safe side, the project has adopted an important
contract requirement that goes beyond what OSHA stipulates
for enterprises whose employees are exposed to lead below
Lead-Safe Yard Program Health and
Safety
I. Primary route of entry of lead into the body
is ingestion:
A. Lead can enter the body through
normal hand-to-mouth activities.
B. Small amounts of lead left on hands or
clothing can impact blood lead levels.
C. Lead-contaminated soil can be
transferred to the interior of dwelling
(by pets, shoes, clothing).
II. Preventive measures:
A. Avoid dust-generating activities.
B. Dampen soil to minimize dust
generation.
C. Keep children and pets away from area
where work is being done.
D. Wear leather or comparable work gloves
to minimize hand contamination.
E. Do not smoke* or eat while in work
area.
F. Wash face and hands before smoking*
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Lead-Safe Yards: Chapter 7
the action level. This requirement is health and safety or eating.
training for landscapers. One of the main points conveyed in G. Remove shoes/boots before entering a
the training is that lead enters the body chiefly through dwelling to limit contaminated soil
ingestion, which happens as a result of routine hand-to- transfer.
mouth activities such as eating, drinking, and smoking. An H. Wash work clothing separately from
information sheet used in the training is shown in the box, other clothing.
"Lead-Safe Yard Program Health and Safety."
* Do not smoke at all.
Even small amounts of lead on the hands can affect blood lead levels. Also, lead on clothing is easily transferred
to the hands, and then from the hands to the mouth. Another danger is that lead will be brought into the home
on landscapers' clothing, especially their boots or shoes.
A key precaution is to avoid activities that generate dust. When the ground must be disturbed, as is often the
case in landscaping, it should be dampened to minimize the dust that may be generated. Leather or comparable
work gloves should be worn to cut down on hand contamination, and landscapers should not eat, drink, or smoke
in the work area. After they leave, they should wash their face and hands before doing any of these activities.
They should remove their boots or shoes at the door of their home to keep from tracking in contaminated soil,
and they should wash their work clothing separately from their other clothing.
Blood lead tests are advisable to make sure such measures are effective, and in fact are mandated by OSHA for
employees exposed to lead at or above the action level. Almost any doctor at almost any clinic can perform this
service, but an occupational health physician and an occupational health clinic are recommended, primarily for
skillful interpretation of test results.
Landscapers should have their lead levels taken before doing any work and then every two months for the next six
months. If levels are still less than 40 ug/dL, the time between tests can increase to six months. If levels are
between 40 and 50 ug/dL, testing should continue every two months. Levels above 50 ug/dL should trigger
monthly testing, and if they don't decrease, the landscaper should be removed from the work area. However, this
step may well be avoided. As soon as blood lead levels rise, employers should try to find out why and remedy the
situation. Often the cause is some break in the accepted work practices, which can be handled by re-educating the
employee.
The EMPACT LSYP has not seen any elevated blood lead levels among its team members as a result of exposure to
lead in soil during landscaping work.
7.7 Approval and Signoff on Work Complete
After all landscape work and construction is complete, both you and the homeowner should inspect the property.
You should look for the following things:
That all landscape treatments have been successfully implemented as per the scope of work agreed to
during the design session.
That, for each treatment measure, the landscaper has followed the detailed specifications defining exactly
how the work should be done and what materials should be used.
That the property has been left in a clean state. The homeowner must approve any material remaining on
site after completion of the landscape work.
This process of approving the completed work can be as formal
or informal as you want to make it. During Phases 1 and 2, the
EMPACT LSYP approved each yard treatment during an informal
visit between the outreach worker and the homeowner (the
outreach worker also used these visits to reinforce the lead
hazard education delivered during previous visits). On the other
hand, Lead Safe Boston, a spinoff of the EMPACT LSYP run by
the City of Boston, has developed a legally binding project
completion certificate (PDF) to be signed by the homeowner and
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Lead-Safe Yards: Chapter 7
the landscape contractor after the property has been inspected
and all work approved. The certificate also serves as a lien
waiver, in which both the homeowner and contractor discharge
Lead Safe Boston from any legal claims that may arise in
connection with the work performed under the program. ^^^\ ',
A finished project.
Lead Safe Boston has also created an additional form (PDF) for
the contractor to sign upon receipt of final payment. The form certifies that the contractor:
Has paid all debts associated with the work done on the property.
Discharges the program and the homeowner from any claims made by subcontractors, material suppliers, or
workers, in connection with the work performed under the program.
Has completed all work on the property according to the terms of the contract.
Warrants the completed work against workmanship and material defects for the period stipulated in the
contract.
Has been paid in full for all work complete.
7.8 Handing Over the Case File
At the conclusion of the yard treatment process, after all landscape work has been inspected and approved, you
should present the homeowner with the case file that has been developed for his or her property. This file should
be a binder containing all information related to the property, including copies of application and permission forms,
testing results, treatments plans, and approval forms. The binder should also contain a copy of the maintenance
manual that the landscape coordinator develops for the property (see Chapter 8). Keep a copy of each case file
for your program's records.
7.9 For More Information
For information on U.S. EPA's proposed standards (TSCA 403) for lead-based paint hazards (including lead-
contaminated residential soils), visit the Office of Pollution Prevention and Toxics.
The Department of Housing and Urban Development's Requirements for Notification, Evaluation and Reduction of
Lead-Based Paint Hazards in Federally Owned Residential Property and Housing Receiving Federal Assistance (24
CAR Part 35) can be found online.
Click here for an information sheet on ACQ pressure-treated lumber.
Two excellent resources on lead in gardens are:
Lead in the Home Garden and Urban Soil Environment,
by Carl J. Rosen and Robert C. Munter,
Lead Contamination in the Garden,
a fact sheet by Terry Logan
The RSMeans Company publishes two reference books that can help with the process of estimating landscaping
costs. The books, Means Site Work & Landscape Cost Data 2000 (ISBN 0-87629-547-2) and Landscape Estimating,
3rd Edition by Sylvia H. Chattin (ISBN 0-87629-534-0), can be ordered online.
Information on OSHA's "lead in construction standard" (OSHA Regulation 1926.62) can be found online.
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Lead-Safe Yards: Chapter 7
Sample Specifications for Yard Treatments
Suggested Plantings Dr'P Zone
Azalea evergreen hybrid (2
gallon)
Torch azalea (2 gallon)
Japanese boxwood (1 gallon)
Common boxwood (2 gallon)
American holly (2'-3')
Regal privet (18"-24")
Columbine (1 gallon)
Chrysanthemum (1 gallon)
Foxglove (1 gallon)
Day lily (1 gallon)
Raised perimeter box filled with gravel (no plantings). Install 2" x 6"
ACQ pressure-treated wood box 3' from foundation wall. All joints and
corners shall be mechanically fastened with 3" galvanized wood screws to a
1-1/2" square stake driven into the ground to a minimum depth of 12". All
corners shall be braced with triangular exterior grade plywood keystones
mechanically fastened directly to the wood box with 3" galvanized wood
screws. Install 3" of loam and 2" of %" crushed stone over filter fabric weed
barrier.
Raised perimeter box filled with mulch and plantings. Install 2" x 6"
ACQ pressure-treated wood box 3' from foundation wall. All joints and
corners shall be mechanically fastened with 3" galvanized wood screws to a
1-1/2" square stake driven into the ground to a minimum depth of 12". All
corners shall be braced with triangular exterior grade plywood keystones
mechanically fastened directly to the wood box with 3" galvanized wood
screws. Install 4" of loam and 3" of pine bark mulch over filter fabric weed
barrier. Install a minimum of ten perennials per the list of plantings or
approved equal.
Black-eyed susan (1 gallon)
Hosta (1 gallon)
Grassed Areas
Existing lawn improvement. Rake bare areas to loosen soil. Apply rye,
fescue, and bluegrass seed mix at the rate specified by manufacturer. Apply
W'of top soil over new seed and water thoroughly.
New lawn installation (at existing grade). Rototill existing lawn bed 6"
deep. Apply water to contain dust during rototilling. Apply rye, fescue, and
blue grass seed mixture at the rate specified by manufacturer. Spread VV
loam on top of seed. Water thoroughly.
New lawn installation (raised bed). Install 2" x 6" ACQ pressure-treated wood box at owner-approved
location. All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2"
square stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior
grade plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws.
Install 6" of loam over filter fabric weed barrier. Apply rye, fescue, and blue grass seed mixture at the rate
specified by manufacturer.
Spread W loam on top of seed. Water thoroughly. Raised mulch bed (with plantings). Install 2" x 6"
ACQ pressure-treated wood box to completely cover bare soil area. All joints and corners shall be
mechanically fastened with 3" galvanized wood screws to a 1-1/2" square stake driven into the ground a
minimum of 12". All corners shall be braced with triangular exterior grade plywood keystones mechanically
fastened directly to the wood box with 3" galvanized wood screws. Install 4" of loam and 2" of pine bark
mulch over filter fabric weed barrier. Install a minimum of ten perennials per the list of plantings or
approved equal. Provide recessed egress stepping-stones from bed to walkway.
Parking Areas
Gravel parking areas. Install 6" of compacted gravel/crushed stone base to all areas designated as parking
areas. Top of base shall be 2" to 3" below finish grade of surrounding area. Install a top layer of 1-1/2" to
2" of processed gravel or crushed stone (3/8" or %" size) over gravel/crushed stone base. Final grade is to
have a minimum of 2% pitch across the surface to ensure that water will not puddle.
Asphalt parking areas. Level surface by preparing a 6" gravel base over a uniformly graded and
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Lead-Safe Yards: Chapter 7
compacted subgrade. Form, spread, and roll 2" of bituminous base coat and 1" topcoat to create a driveway
10' wide. Final grade is to have a minimum of 2% pitch across the surface to ensure that water will not
puddle.
Walkways
Stone path. Install round or square red patio stepping stones at all egresses from front to rear yard. All
stones shall protrude no more than Vz" above the existing or new grade.
Recreation and Children's Play Areas
Raised play area. Install 2" x 6" ACQ pressure-treated wood box. All joints and corners shall be
mechanically fastened with 3" galvanized wood screws to a 1-1/2" square stake driven into the ground a
minimum of 12". All corners shall be braced with triangular exterior grade plywood keystones mechanically
fastened directly to the wood box with 3" galvanized wood screws. Install 4" of loam and 2" of pine bark
mulch or woodchips over filter fabric weed barrier.
Wood platform. Install a 10' x 12' ACQ wood platform built from 2" x 6" stock, 16" on center with 5/4" x
6" radius edge decking. All decking and joints to be mechanically fastened with 3" galvanized screws.
Platform shall be installed with a W pitch to drain rainwater off of surface.
Garden Areas
Raised vegetable garden bed. Install 2" x 8" ACQ pressure-treated wood box at owner approved location.
All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2" square
stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior grade
plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws. Install
6" of loam over filter fabric weed barrier.
Pet Areas
Raised pet area filled with mulch or woodchips. Install 2" x 6" ACQ pressure-treated wood box to
completely cover bare soil area. All joints and corners shall be mechanically fastened with 3" galvanized
wood screws to a 1-1/2" square stake driven into the ground a minimum of 12". All corners shall be braced
with triangular exterior grade plywood keystones mechanically fastened directly to the wood box with 3"
galvanized wood screws. Install 4" of loam and 2" of pine bark mulch or woodchips over filter fabric weed
barrier.
Porches
Bare soil under porches (lattice and trim). All exposed soil under porches is to be barricaded by ACQ
wood framing, lattice, and pine trim. Prep, prime, and paint pine trim or apply two coats of wood sealant.
Install framed access door of like material. Include galvanized metal hasp and hinges.
Bare soil under porches (mulch bed). Install 2" x 6" ACQ pressure-treated wood box along footprint of
porch. All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2"
square stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior
grade plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws.
Install 2" of loam and 3" of pine bark mulch over filter fabric weed barrier.
Bare soil under porches (gravel bed). Install 2" x 6" ACQ pressure-treated wood box along footprint of
porch. All joints and corners shall be mechanically fastened with 3" galvanized wood screws to a 1-1/2"
square stake driven into the ground a minimum of 12". All corners shall be braced with triangular exterior
grade plywood keystones mechanically fastened directly to the wood box with 3" galvanized wood screws.
Install 3" of loam and 2" of %" crushed stone over filter fabric weed barrier.
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Sample Budget for Yard Treatments
House perimeter (drip zone)
Each house receives approximately 150 l.f. of perimeter raised boxes installed 3' from foundation wall
where feasible. (Exceptions to perimeter boxes are existing asphalt/concrete paving, bulkhead, under rear
porches, etc.)- Fill perimeter boxes with homeowner's choice of:
Option #1: 6" of pine bark mulch, filter fabric, and ten 1-gallon plantings (i.e., common $1060.00
boxwoods, azaleas, holly, or equal). Plantings to include compost/top soil/manure.
Or Option #2: 4" of gravel, filter fabric (no plantings). [$1060.OOJ
Bare soil area under rear porch area (all areas matching this criterion to receive treatment)
Option #1: Barricade exposed soil by wood framing and lattice secured to porch $350.00
framing/supports. Install access door of like material with hasp.
|Or Option #2: Area under porch to received raised perimeter boxes, filter fabric, and B$350.00 I
installation of 6" of pine bark mulch or 4" of gravel.
Back yard (homeowner to choose one option)
Option #1: Each house shall receive a 10' x 12' wood platform built from 2" x 6" ACQ stock, I $780.00 I
|l6" o.c. with 5/4" x 6" radius edge decking.
Each house shall also receive approximately 10' x 12' area of lawn. Treatment to include B$250.00 I
rototilling soil 6" deep, installing filter fabric, adding 6" of conditioned top soil to be spread by I
hand, perimeter edging to be constructed of 2" x 6" ACQ stock, and a 6# shade mix to be
installed by push spreader.
IbToption #2: Each house shall receive a 10' x 12' wood platform built from 2" x 6" ACQ $780.00
stock, 16" o.c. with 5/4" x 6" radius edge decking.
Each house shall also receive approximately 10' x 12' garden area. Treatment to include $250.00
rototilling soil 6" deep, installing filter fabric, adding 6" of conditioned top soil to be spread by I
hand, perimeter edging to be constructed of 2" x 6" ACQ stock.
Or Option #3: Each house shall receive approximately 20' x 24' area of woodchips. $905.00
Treatment to include installation of filter fabric, adding 2" of topsoil spread by hand and
covered with 6" of woodchips, and installation of perimeter edging to be constructed of 2" x
J8" ACQ stock.
Each house shall also receive misc. treatments to adjoin mulched area to egresses. Misc. B$125.00 I
treatments to include up to 30 additional 12" x 12" red patio stepping stones, misc. plantings, I
additional mulching, etc.
Walkways
Each house shall receive up to 30 red patio stepping stones, 12" x 12", to be used at major $60.00
egresses.
SUBTOTAL (house perimeter, rear porch, back yard, and walkways)
CONSTRUCTION MANAGEMENT ALLOWANCE (general requirements; landscape design and
site development; construction oversight; homeowner education and maintenance manual
development)
TOTAL (APPROXIMATE) COST PER LOT
$2500.00|
$500.00
$3000~0|
Example Documents
All of these documents are PDFs; you will need Adobe's free Acrobat Reader to view them. Click here to download
Acrobat Reader.
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Lead-Safe Yards: Chapter 7
Cost Estimate Sheet
Treatment Plan
Homeowner's Approval of Treatment Plan
Consultant Contract
Sample Project Completion Certificate
Contractor's Affidavit of Payment of Debts, Release of Claims, Warranty of Workmanship and Receipt of Payment
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Chapter 8
Chapter 8: Yard Maintenance
8.1 | 8.2 | 8.3 | 8.4 | 8.5
Since the start of the EMPACT Lead-Safe Yard Project in 1998, the project's leaders have gained a heightened
appreciation of the importance of yard maintenance to the project's overall success. It is safe to say that good
maintenance is as critical as gathering accurate soil samples or selecting appropriate treatment measures.
This chapter explains the importance of yard maintenance (Section 8.1) and provides guidance on making
maintenance an integral part of your lead-safe yard program. Section 8.2 presents specific maintenance guidelines
for the landscape treatments found in Chapter 7. Section 8.3 describes the development of a property-specific
maintenance manual and presents a sample manual used by the EMPACT Lead-Safe Yard Project. Section 8.4
provides tips on homeowner education, while Section 8.5 suggests creative ways of encouraging ongoing
maintenance.
All of these sections will be useful to someone responsible for implementing a lead-safe yard program.
Homeowners interested in applying landscape treatments to their own yards can focus on Sections 8.1, 8.2, and
8.3.
This chapter contains links to documents in PDF format. To view them, you will need Adobe's Acrobat Reader. Click
here to download Acrobat Reader.
8.1 The Importance of Yard Maintenance
Why is yard maintenance such an important part of a successful lead-safe yard program? The answer is quite
simple. All of the landscape measures used by the EMPACT LSYP are interim controls: that is, they are designed to
protect children and other people from existing soil-lead hazards without permanently abating the hazards. These
landscaping measures provide protection only so long as they are kept in good repair. Evergreen shrubs, for
example, will discourage children from playing in the drip zone only if the shrubs are kept alive. Grass serves as a
protective barrier only if it is healthy and well maintained. Likewise, a mulch-filled pet area must be raked
regularly to maintain a 6-inch mulch barrier and keep pets from contacting lead-contaminated soil.
The good news is that all of these landscape measures can provide effective, continuing protection if well
maintained. And most maintenance tasks are relatively simpleas easy as tightening a screw, watering a lawn, or
raking a gravel drive.
8.2 Maintenance Requirements for EMPACT Treatment Measures
The table at the bottom of this page summarizes all maintenance tasks required for the landscape treatments
described in Section 7.2 of this handbook. The table includes information on the optimum frequency of
maintenance and the tools needed for each task.
8.3 Developing a Property-Specific Maintenance Manual
For each completed yard treatment, the landscape coordinator should prepare a property-specific maintenance
manual that can be provided to the homeowner as part of the case file for his or her property (see Section 7.8).
This maintenance manual should tell the homeowner what maintenance tasks need to be performed, when it is
best to do them, and what tools (if any) are required for each job.
The maintenance manual (PDF) used by the EMPACT LSYP during its Phase 1 and 2 treatments has several
features that make it effective and easy to use:
It is easily customized for each yard treated. The landscape coordinator simply places a checkmark next to
each treatment measure used in that particular yard.
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Lead-Safe Yards: Chapter 8
It is easy to read. The homeowner simply looks for the checkmarks identifying the treatments used, then
follows the maintenance guidelines provided.
It is keyed to correspond with the treatment plan developed during the design session. The letters
identifying particular treatment measures match up with those shown on the site worksheet (PDF).
It includes a list of materials used for yard maintenance, their typical costs, and places they can be obtained
(including sources of free materials).
8.4 Educating Homeowners About Yard Maintenance
At the conclusion of each yard treatment, the landscape coordinator should meet with the homeowner to review all
landscape work that has been completed in the yard, pass on the property-specific maintenance manual, and
explain the information it contains.
This meeting provides a perfect opportunity to educate the homeowner about the importance of yard maintenance
and to re-emphasize some of the key lessons of your program. The EMPACT LSYP has found that homeowners
often don't retain the information on soil-lead hazards that was presented to them by the outreach coordinator
(see Lessons Learned below). For this reason, the landscape coordinator should use this opportunity to review the
following:
The results of the soil-lead sampling and the areas of concern.
Why lead-contaminated soil is harmful to children and other people.
The landscape treatments that were employed and how they protect against harmful exposures.
The homeowner's responsibility in maintaining the landscape installations.
Throughout the meeting, the landscape coordinator should emphasize that the landscape treatments will only be
effective if well maintained. He or she should also emphasize that all involved maintenance is easy and
inexpensive to perform.
8.5 Strategies for Encouraging Ongoing Maintenance
Once you have finished treating a yard, met with the homeowner one last time, thanked him or her for
participating, and said goodbye, the success of that yard treatment is almost entirely in the homeowner's hands.
If he or she completes all maintenance tasks as outlined in the maintenance manual, the treatments that have
been installed can provide ongoing protection for many years. On the other hand, if the homeowner neglects all
maintenance, the benefits of the yard treatment will be limited.
Lessons Learned: Re-Educating Homeowners About Soil-Lead Hazards
During Phases 1 and 2 of the EMPACT Lead-Safe Yard Project, the project team made focused efforts to
educate homeowners about the need for maintaining the landscape treatments that were installed in their
yards. These efforts included the creation of a homeowner packet for each completed property; the packet
contained a record of the soil-lead sampling results, a color-coded plot plan showing treatments used, and a
property-specific maintenance manual identifying maintenance tasks needed for that yard.
In the spring of 2000, less than two years after the first Phase 1 treatments were completed, members of
the EMPACT team revisited several of the Phase 1 and 2 properties to evaluate the level of maintenance that
had taken place. The results were disappointing. Their observations indicated that, at some properties, little
or no maintenance had occurred. Many of the landscape installations (especially those requiring frequent
attention from the homeowner, such as grassed areas and plantings) had degraded to the point where they
no longer appeared to provide effective protection. Some homeowners were unable to locate their
maintenance manuals when asked.
In assessing the reasons for these disappointing results, the
project team found that many of the homeowners perceived
the LSYP as a "yard beautification" project rather than as a
risk-prevention program designed to protect children from
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Lead-Safe Yards: Chapter 8
dangerous lead exposures. Though each homeowner had been
given extensive information about soil-lead hazards and how
landscape measures could help protect their family's health, the
homeowners had not always retained this message. The project
team concluded that they needed to find new strategies for
emphasizing the lead hazard message during Phase 3 of the
project, and for creating repeated opportunities for homeowner
re-education. The strategies devised by the project team
included sending out reminders about the need for yard
maintenance, holding community-wide lead-safe yard
maintenance days, and offering annual educational events about soil-lead hazards. These strategies are
presented in Section 8.5. Additional strategies are described in Section 5.2, "Educating People About Lead
and Lead in Soil."
Organize a presentation on lead poisoning and son-lead hazards to
encourage ongoing yard maintenance within the community.
Here are three strategies for encouraging ongoing maintenance over time:
Send out reminders. Try developing a standard maintenance reminder that can be sent out annually to all
homeowners who have participated in your program.
Hold community maintenance days. Once or twice a year (perhaps in spring and/or fall), organize a
community-wide "Lead-Safe Yard Maintenance Day." Such an event could be combined with community
clean-up days.
Offer annual educational events within your community about soil-lead hazards. For example, you
might want to organize a presentation on lead poisoning and soil-lead hazards at a local community center
or community college.
Above all, remember to be creative in communicating your message about soil-lead hazards, and repeat it at every
opportunity.
Yard Area
Maintenance Required for EMPACT Landscape Treatments
Treatment Measure Maintenance Tasks Frequency Tools Needed
-
Drip Zone
Raised perimeter box
filled with mulch and
plantings
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Raised perimeter box
filled with gravel
Remove weeds and debris
Annually
Annually
Three
times a
year
Screwdriver,
hammer
None
None
Replenish mulch to 6" depth
Every two
years
Mulch fork or rake,
shovel,
[[wheelbarrow
Water plantings
Regularly
Sprinkler, garden
hose
Check that all screws and
other connections on box are
secure
Annually
Screwdriver,
hammer
Look for and remove splinters Annually
Remove weeds and debris Annually
Twice a
None
None
Apply grass fertilizer
year
(spring and
None
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Lead-Safe Yards: Chapter 8
Grassed Areas
Parking Areas
Recreation
and children's
play areas
improvement
OR
New lawn installation (at
existing grade)
New lawn installation
(raised bed)
Raised mulch bed (with
plantings)
Gravel parking area
Asphalt parking area
Wood platform
Raised bed filled with
mulch or woodchips
Water lawn
Reseed bare spots
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Apply grass fertilizer
Water lawn
Reseed bare spots
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Remove weeds and debris
Replenish mulch to 6" depth
Water plantings
Remove weeds and debris
Rake to maintain evenly
spread top layer of 1 1/2 " to 2"
No maintenance needed
Check that all screws and
other connections are secure
Look for and remove splinters
Sweep to maintain cleanliness
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Remove weeds and debris
fall)
Regularly
Annually
(spring or
early fall)
Annually
Annually
Twice a
year
(spring and
fall)
Regularly
Annually
(spring or
early fall)
Annually
Annually
Three
times a
year
Every two
years
Regularly
Twice a
year
(spring and
fall)
As needed
I
None
Annually
Annually
As needed
Annually
Annually
Three
times a
year
I
Sprinkler, garden
hose
Rake, seed mixture
I
Screwdriver,
hammer
None
None
Sprinkler, garden
hose
Rake, seed mixture
Screwdriver,
hammer
I
None
None
I
Mulch fork or rake,
shovel,
wheelbarrow
Sprinkler, garden
hose
None
Rake
I
None
Screwdriver,
hammer
None
Broom
Screwdriver,
hammer
I
None
None
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Lead-Safe Yards: Chapter 8
Pet areas
Bare soil
under porches
Bare soil
under porches
Garden areas
Walkways
Raised pet area filled
with mulch or woodchips
Install lattice and trim
Raised bed filled with
mulch or gravel along
footprint of porch
Raised vegetable garden
bed
Stone path
Replenish mulch to 6" depth
1
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Remove weeds and debris
Rake to maintain 6" depth
Replenish mulch or woodchips
to 6" depth
Check that all screws, nails,
and other connections on
installation are secure
Look for and remove splinters
Scrape, sand, and paint or
apply additional coats of
sealant
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Remove weeds and debris
Rake to maintain evenly
spread top layer
For mulch beds, replenish
mulch to 6" depth
Check that all screws and
other connections on box are
secure
Look for and remove splinters
Add additional loam (or
compost)
Sweep to maintain cleanliness
Every two
years
Annually
Annually
Twice a
year
As needed
Every two
years
Annually
Annually
Annually
Annually
Annually
Annually
As needed
Every two
years
Annually
Annually
Annually
As needed
Mulch fork or rake,
shovel,
wheelbarrow
Screwdriver,
hammer
None
None
Rake
Mulch fork or rake,
shovel,
wheelbarrow
Screwdriver,
hammer
1
None
Scraper,
sandpaper,
paintbrush, paint or
sealant
Screwdriver,
hammer
None
None
Rake
1
Mulch fork or rake,
shovel,
wheelbarrow
Screwdriver,
hammer
None
Shovel,
wheelbarrow
Broom
Example Document
This document is a PDF; you will need Adobe's free Acrobat Reader to view it. Click here to download Acrobat
Reader.
Lead-Safe Yards: Maintenance Made Simple
NEXT CHAPTER
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Lead-Safe Yards: Chapter 8
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Chapter 9
Chapter 9: Evaluating Your Lead-Safe Yard Program
9.1 | 9.2
This chapter provides guidance on evaluating the effectiveness of your lead-safe yard program. Section 9.1
suggests questions that you may want to focus on during your evaluation. Section 9.2 discusses the need for
documenting your program's work at key evaluation points.
The information in this chapter is designed primarily for managers and organizers who are responsible for running
lead-safe yard programs.
This chapter contains links to documents in PDF format. To view them, you will need Adobe's Acrobat Reader. Click
here to download Acrobat Reader.
9.1 Focusing Your Evaluation
How effectively does your program reduce young children's exposure to lead? To answer this, you will need to
evaluate your program.
As described in Section 1.2.2, EPA New England and the National Center for Lead Safe Housing are currently
leading a HUD-funded research study to document the effectiveness of the low-cost interim soil control measures
used by the EMPACT Lead-Safe Yard Project. The study will include a retrospective evaluation of the soil
intervention work conducted during Phases 1 and 2 of the EMPACT LSYP. It also will examine data collected during
the summer of 2000 by all three Boston-based lead-safe yard programs: the EMPACT project, the Lead Safe
Boston demonstration project, and the Boston Public Health Commission project. Soil-lead data will be collected
before, during, and after each yard intervention, mainly to document the effectiveness of the landscape treatment
measures in reducing risk to residents.
In designing an approach to evaluating your own program, you can focus on any of a number of criteria. Some of
these are easily measurable, others are not. Here are four questions you may want to look at in your evaluation:
How effective were the yard treatments in reducing soil-lead levels?
How well did the yard treatments hold up over time?
What effect did the yard treatments have on children's blood lead levels?
How well did your program educate residents about lead poisoning?
9.2 Documenting Evaluation Points
An effective strategy for evaluating mitigation work is to compare the yard at three points in time: pre-treatment,
immediately after treatment, and one year after treatment. Key to conducting an evaluation is adequate
documentation of the program's work. Throughout this handbook, tools for documenting lead-safe yard activities
have been identified. The following documentation should be contained in the case file you began upon initial
contact with the homeowner.
Homeowner application materials (PDF) and consent form (PDF) (Chapter 5).
Results of educational 'quiz' (Chapter 5).
"Homeowner Yard Use/Treatment Options Interview" Form (PDF) (Chapter 5).
"Before and after" photographs of the yard.
Site worksheet (with monitoring results) (PDF) and color-coded plot plan (PDF) (Chapter 6).
Treatment plan (PDF) (Chapter 7).
Contract (PDF) (Chapter 7).
Cost estimate sheet (PDF) (Chapter 7).
"Homeowner's Approval of Treatment Plan" Form (PDF) (Chapter 7).
Project Completion Certificate (PDF) (Chapter 7).
Any information available about blood lead levels of children living in the home.
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Lead-Safe Yards: Chapter 9
When you return a year later, you should again obtain the homeowner's permission for inspecting the yard and
taking additional measurements and photographs. A sample form is shown here (PDF). Your photos and notes from
the follow-up visit will help document how well the landscaping measures have been maintained. You should also
get input from the owner on:
His or her impressions of the benefits and/or drawbacks of the landscaping done at the home.
How hard or easy it was for the homeowner (or another resident) to maintain the landscaping measures and
whether the maintenance plan was clear and easy to follow.
How your lead-safe yard program could be improved (e.g., through better treatment measures or better
maintenance procedures).
You can also try to evaluate how well your educational efforts worked; the EMPACT outreach worker, for example,
plans to readminister the quiz that she gives following the educational video, 'Lead Poisoning: The Thief of
Childhood.' Finally, you can ask the residents if they are willing to give you the results of any lead testing done on
children who live at the home.
All of this information will help you document and assess the various aspects of the program. This evaluation will
be of value to your project team, your funders, the community, and each family involved in the program.
Assessing Reductions in Soil-Lead Levels
In the summer of 1999, the EMPACT Lead-Safe Yard Project returned to several residences in the Bowdoin
Street neighborhood to assess changes in surface soil-lead levels. All of these residences had been treated
one year earlier, during Phase 1 of the project. Retesting efforts focused on play areas and/or areas that
had been found to have high soil-lead levels during the initial testing. As illustrated in the graphs below, the
results of the retesting showed that lead concentrations in the yard surfaces were significantly lower at each
site. This indicated to the project team that the landscape barriers installed at the sites during the yard
treatments were effectively covering the contaminated soil below. In the year 2001, the EMPACT LSYP
intends to do another round of retesting at 25 sites.
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Lead-Safe Yards: Chapter 9
.5030
Property #1
4000 --
3000 --
2BOQ --
1000 --
1500
:ol avg
Property #2
1000 --
A-Sice Picnic Area
;ot avg A-Sice Picnic Area
Lead Concentration Before and After Mitigation for Three Phase 1 Properties
Example Document
This document is a PDF; you will need Adobe's free Acrobat Reader to view it. Click here to download Acrobat
Reader.
Homeowner Permission Form: One Year Follow Up
NEXT CHAPTER
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Chapter 10
Chapter 10: Non-Residential Applications of Lead-Safe
Yard Mitigation Strategies
Many of the mitigation strategies and approaches incorporated into a lead-safe yard program can be applied to
non-residential properties as well. Properties such as tot lots, playgrounds, community gardens, and vacant lots
where children play may contain high levels of lead in their soil. Also, while children should not be playing at
abandoned industrial sites or commercial buildings, these properties can be sources of increased exposure if
children have access to areas of lead-contaminated soil. Specific mitigation approaches that have proven
successful in reducing lead exposure risk at residential properties can be just as effective when applied to certain
non-residential properties.
At tot lots and playgrounds, for instance, raised sand boxes can be constructed. The bottoms of these boxes
should be lined with perforated plastic, landscaping fabric, or even indoor-outdoor carpeting to create a barrier
between the lead-contaminated soil and the clean sand in which the children play. Clean sand should be tested to
ensure that it does not contain lead levels of concern (i.e., greater than 400 parts per million). Similar raised
boxes can be built around playground equipment and play areas and filled with sand, gravel, or mulch. Another
alternative is to lay down rubber matting in play areas, or even paving lots. Planting and maintaining healthy
grass cover is yet another option for play areas. Planting evergreen shrubs in areas with especially high lead levels
can also be effective in keeping children from playing in these areas.
Community gardens can also incorporate lead-safe yard principles to protect against lead exposure. Raised garden
boxes can be constructed, lined with perforated plastic or landscaping fabric, and filled with clean loam and
compost. Loam should be tested to ensure that it does not contain lead above the 400-ppm level. Clean compost
should be added yearly to replenish nutrients and help control lead levels.
Vacant lots where children play can be made lead-safe by covering exposed areas of soil. Planting grass is one
approach, but other materials such as woodchips, mulch, or even gravel could be used. To keep children from
playing in areas with high levels of lead in the soil, plant evergreen bushes and shrubs.
For abandoned industrial sites and commercial buildings, construct barriers (such as fences or walls) to keep
children out of these potentially dangerous areas.
APPENDIX A
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Appendix A
Appendix A: Safer Soil Pilot Program of Cambridge,
Massachusetts
About the Program
The Lead-Safe Cambridge (LSC) program works to make the homes of income-qualified people in Cambridge,
Massachusetts, lead safe through interior and external lead hazard control. It began the Safer Soil Pilot Program in
1997 to build on this effort by making the yards of participants in its interior de-leading program lead safe as well.
After soil sampling was initiated for the Safer Soil Pilot Program, LSC found that over 95 percent of the yards it
investigated contained soil with lead levels above 400 parts per million. Currently, all homeowners participating in
LSC are eligible for additional assistance under the Safer Soil Pilot Program. However, after September 2000,
participation in the Safer Soil Pilot Program will be required, in keeping with new federal regulations.
Under the pilot program, soil samples are taken from select areas of a home and tested to determine their lead
content. If elevated lead levels are found, a landscape planner works with the homeowner and/or tenants to
develop an appropriate landscape remediation plan. The Safer Soil Program provides homeowners free soil
sampling and grant support to reimburse them for the cost of implementing LSC-recommended soil remediation
and landscaping plans. Specifically, the program offers:
Free soil testing.
Training on the dangers of lead exposure.
Free technical advice on preventing lead exposure.
Grant support of up to $2,000 per unit and $6,000 for three or more units toward the cost of approved
materials used to make the yard leadsafe.
Partner Organizations
LSC receives funding for its Safer Soil Pilot Program from the U.S. Department of Housing and Urban
Development. LSC collaborates with a number of local non-profit housing groups, including Just-A-Start and
Homeowner's Rehab, as well as with the U.S. Environmental Protection Agency and the Massachusetts Department
of Environmental Protection.
Outreach Barriers and Strategies
Cambridge is a diverse community. Its residents come from many different cultural backgroundsEnglish is not
always their primary language. Successful communication with homeowners and residents often requires close
cooperation and coordination with their English-speaking relatives, as well as the help of multilingual LSC staff
members.
Homeowners and tenants are recruited to participate in the program through newspaper ads, Web
announcements, property owner workshops (such as Cambridge Homefair), and word of mouth.
As part of its soil education strategy, LSC distributes flyers to educate homeowners about the soil-lead problem
and inform them about the program, disseminates fact sheets via the Internet, and presents lead-safety materials
at public meetings throughout Cambridge. In addition, LSC offers two annual Safer Soil workshops, free and open
to the public, at which people can learn why lead in soil is a problem, find out how to landscape a yard to make it
safer, and get technical advice from a landscape planner. LSC also enlists the help of local garden centers, which
sponsor the workshops and offer coupons to workshop participants.
Soil Sampling and Analysis
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Lead-Safe Yards: Appendix A
After their units have been de-leaded under the LSC program, homeowners interested in participating in the Safer
Soil Pilot Program sign an agreement with LSC to have their soil tested for lead. LSC takes soil samples from
different use areas in each yardsuch as driplines, play areas, gardens, walkways, and other bare areasand
sends them to a state laboratory in Jamaica Plain for analysis.
All samples are analyzed using the atomic absorption method (microwave digestion followed by flame atomic
absorption spectroscopy). LSC relies on laboratory analysis, as opposed to onsite analysis using field portable x-ray
fluorescence technology, because of cost and liability issues. A new XRF costs $15,000 or more (see Section 6.2);
because an XRF contains radioactive materials, only a trained technician can use it. Getting sample results back
from the laboratory takes about 7 to 10 days, but this has not been a problem.
Once LSC receives the sample results, it reviews them and consolidates them in the form of hand-drawn plot
diagrams. These are then presented to (and interpreted for) the homeowners and/or tenants. If the test results
reveal that soil on a property exceeds EPA-recommended levels for lead, an LSC landscape planner works with the
homeowner and/or tenants to design attractive, usable lead-safe urban yards, providing them with plans, product
recommendations, and cost estimates. The landscape planner works with homeowners in the design and
construction of these plans. LSC believes that close cooperation with homeowners helps to create a sense of
ownership, community, and most importantly, safety for children. In addition, this cooperation makes for longer-
term compliance and better maintenance.
Remedial Measures and Yard Treatments
The Safer Soils Pilot Program favors a combination of techniques for remediating lead-contaminated soil around a
residence. These include selectively paving contaminated areas, using softer paving materials (such as gravel with
brick edging), and incorporating plants and shrubs in the yard. The program often recommends placing plants and
shrubs around house driplines to reduce access to these areas while making the yard more attractive.
The program also works to reduce lead toxicity in the soil by rototilling organic matter (such as composted cow
manure) and rock phosphate, which bind with lead, into affected areas. Once organic material has been introduced,
the Safer Soil Pilot Program recommends taking the additional step of putting down landscape fabric over the
contaminated area and covering the fabric with 3 to 4 inches of bark mulch or pea gravel to create a natural
barrier. Sodding is another effective option, although its drawbacks include its high cost relative to other
treatments and the need for routine watering in its early stages of establishment.
In areas where lead levels in the soil are found to be greater or equal to 5,000 ppm, LSC follows current EPA
recommendations for remediating high-lead-content soil by covering the area with an impermeable surface (such
as concrete or pavement) or, in extreme cases, removing the soil altogether. However, the Safer Soil program
generally tries to avoid complete soil removal, in large part because of its cost and the difficulty of disposing of
lead-contaminated soil.
Participants in the Safer Soil program are offered grants to help them pay for the materials they need to
remediate their properties. The standard grant is $2,000 per unit and up to $6,000 for three or more de-leaded
units. In order to make full use of an available grant, the homeowner (or a landscape contractor) must implement
the program's recommendations for the property. Work must be done according to the landscape planner's
recommendations; soil must be kept damp in order to prevent unnecessary lead dust exposure. Homeowners can
use landscape contractors to execute their Safer Soil landscape plans if they are unable to do the work
themselves. If the homeowner chooses to use a landscape contractor, he or she takes the landscape plan and
specifications developed by the landscape planner and obtains three estimates for the landscaping work. The
landscape planner approves the selected contractor, who then begins work. Homeowners save all receipts for
materials and labor and submit them to the landscape planner for reimbursement (up to the total grant amount)
after work has been completed.
The Safer Soil program also offers homeowners and tenants guidance on preliminary steps they can take to
mitigate children's exposure to lead-contaminated soil. These tips include:
Establishing a play area away from areas once exposed to old paint, such as the house or a fence.
Covering leaded dirt with clean gravel or grass (preferably sod).
Buying or creating a sandbox to cover leaded soil (making sure that the bottom is sealed away from the
soil).
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Lead-Safe Yards: Appendix A
Results
To date, 27 yards have been landscaped through the Safer Soil Pilot Program, with 106 yards tested for lead.
Landscaping plans and specifications have been developed for an additional 11 yards, and will be implemented in
the near future.
Awards and Recognition
In 1999, LSC's Safer Soil Pilot Program was presented a National Merit Award from the American Society of
Landscape Architects for its innovative approach to addressing lead in residential soil.
For More Information
Ann Stroobant
Landscape Planner
(617) 349-4652
astroobant@ci.Cambridge, ma. us
APPENDIX B
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Appendix B
Appendix B: Some Proposed Models for Less-Resource-
Intensive Approaches to Implementing Lead-Safe Yard
Programs
To develop feasible working models that can be applied in other communities, the issues of cost-effectiveness and
homeowner participation need to be addressed. In the absence of a HUD-funded municipal program, or for those
homeowners or residents not eligible for grants or loans from such a program, less costly approaches can be
considered. In Boston, the EMPACT Lead-Safe Yard Project is currently investigating the following possibilities,
several of which could be drawn upon in carrying out a lead-safe yard program at the local level:
Using a model based on the principles developed by Habitat for Humanity, in which the work involved in
achieving a lead-safe yard is carried out by the homeowner with the help of community volunteers (possibly
other residents in the area who would then receive help with their yards). Habitat for Humanity is a non-
profit organization that builds and rehabilitates low-cost homes through volunteer labor and donations of
money and materials, with the help of homeowner (partner) families.
Offering courses/works hops for homeowners and for landscapers through a local community college or other
adult education program. Such a course would include information on building and landscaping techniques
and materials, as well as maintenance required to achieve lead-safe yards. This could be part of a longer
course on home maintenance or a course for new homeowners.
Training environmental science students at a local community college to carry out sampling of yards for lead
contamination. Students would be trained in how to draw plot plans, how to take samples, and how to
interpret and write up the results, as well as in health and safety issues surrounding the handling of lead-
contaminated soil. This would substantially reduce sampling costs, while providing an educational experience
for the students concerned.
Involving youth volunteers from a program such as City Year in carrying out the construction and
landscaping work for lead-safe yards. City Year, a program of AmeriCorps (the domestic Peace Corps),
engages young people aged 17 to 24 in youth development, human services, public health, and
environmental programs. Another option would be to contract with a training and construction program such
as Youth Build. Youth Build is a youth and community development program that offers job training,
education, counseling, and leadership development opportunities to unemployed and out-of-school young
adults, aged 16 to 24, through the construction and rehabilitation of affordable housing in their own
communities.
APPENDIX C
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Lead-Safe Yards: Appendix C
Appendix C: Future OptionsUsing Plants To Treat Lead-
Contaminated Soils
This handbook focuses on measures that can keep children safe by reducing their risk of exposure to lead. The fact
is, though, that unless the lead is permanently removed, exposure can reoccur (for example, if landscaping
measures are not maintained).
The most frequently used method of removing the lead is to dig up the contaminated soil and haul it to a
hazardous waste facility. This method is costly and requires intensive labor. However, some promising and
innovative experiments explore how to minimize lead exposure by actually extracting it from the soil. This angle of
research explores how nature itself, through a process called phytoextraction, might hold a potent solution for
removing lead and other hazardous metals from contaminated soils.
Phytoextraction involves using living green plants for removing contaminants, such as lead, from soil and water.
The term refers to the uptake of metal contaminants by the plant's roots and the subsequent transport of the
contaminants to various parts of the plant. In general, plants do not absorb or accumulate lead.19 But certain
plants, such as the sunflower and Indian mustard, absorb remarkably large amounts of metals compared to other
plants and actually survive. After the plants are allowed to grow on a contaminated site for a period of time with
proper soil amendments to mobilize the metal, they are harvested. After this, they are either disposed of as a
hazardous waste or incinerated (and the metals recycled). The schematic below illustrates phytoextraction
processes (adapted from http://aspp.org/public_affairs/briefing/phytoremediation.htm).
Solubilized lead is
taken up by the roots and
transported to the shoots
3
Water evaporates
while lead is
concentrated
in the plant
4
Chelate Is added
dissolving lead in
soil water
Plants are
cultivated using
special agronomic
practices
1
Scientists have studied phytoremediation (the use of plants to recover contaminated soils and water) extensively.
It is slowly becoming an acceptable, and even preferred, technology. Numerous demonstration projects have
shown the promise of phytoremediation. For example:
In Trenton, New Jersey, the Gould National Battery site was home to commercial lead-acid battery
manufacturers from the 1930s to the 1980s. In those years, the land became heavily contaminated with
lead. Under the Brownfields Initiative, the U.S. Environmental Protection Agency awarded Trenton a grant to
restore the site. In 1995, Phytotech Inc. (now Edenspace Systems Corporation) approached the city about
using "green technology" to clean up the site. Three crops of plants over a summer reduced lead levels on
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Lead-Safe Yards: Appendix C
75 percent of the treated area to below the New Jersey residential standard of 400 parts per million. Click
here to see Edenspace's case study.
In Chernobyl, a team of scientists from Rutgers University headed by plant biologist Ilya Raskin tested
phytoextraction to remove radioactive cesium and strontium from a contaminated pond. Sunflowers were set
floating on small polystyrene rafts so that their roots dangled in the water. Despite the poisons, the plants
thrived. So far, Raskin has used phytoextraction techniques in sites in New Jersey, Massachusetts, and
Connecticut.
Only a handful of demonstration projects focused on removal of lead from residential soils. Here's an example
from the Boston metro area:
The Boston Health Department sought a comprehensive strategy to remove lead from a small Dorchester
neighborhood that hosted a cluster of childhood lead poisoning cases. Excavation and removal simply cost
too much, so the department sought other methods. They teamed with Edenspace Systems Corporation to
explore phytoextraction using Indian mustard plants on a 1,000-square-foot test site in the neighborhood.
They spread a soil amendment that would loosen the lead so it dissolves in the moisture. They planted
Indian mustard, which is well suited for metal removal because it accumulates the metal in its leaves rather
than its roots. After six weeks, they harvested the plants and analyzed the soil. Lead concentrations
decreased 47 percent, and after a second growing, the overall lead reduction was 63 percent (from 1,500
ppm to under 300 ppm). The harvested plants were incinerated, and the metals in the ash were recycled.
Based on the results of the demonstration, Tom Plante of the Boston Health Department feels this method is
very effective in reducing lead levels in soil and has the potential for a wide array of applications including
brownfieldsand now urban residences (if there is enough sunlight and moisture). For more information on
this demonstration project, visit the Boston Childhood Lead Poisoning Prevention Program online.
Edenspace Systems Corporation is continuing research on residential soil-lead remediation. One of the challenges
of lead remediation in residences is that the plantings can put an entire yard out of use and out of sight for
months or even years. Therefore, the company is researching the potential of turf grasses to extract lead from the
soil. Making the technology affordable, ensuring proper sunlight and irrigation, bringing heavy machinery into
residential neighborhoods, and reaching lead that is too far for plant roots to reach might pose additional
challenges. However, research will continue to build on existing knowledge of phytoextraction and help address the
potential challenges.
For more information on phytoextraction and other forms of phytoremediation, see the following online resources:
Edenspace Systems Corporation
Edenspace now owns or licenses an array of proprietary techniques used in removing lead, arsenic and
other metals from the environment. The resources page provides many useful links to articles on
phytoremediation.
Phytoremediation: using plants to remove pollutants from the environment
An overview of phytoremediation written by Rutgers University plant biologist Ilya Raskin.
Rutgers University Center for Agriculture and Environmental Technology
One of the pioneer research institutions for phytoremediation.
U.S. EPA Citizen's Guide to Phytoremediation
APPENDIX D
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
19Carl Rosen and Robert Munter. 1998. Lead in the Home Garden and Urban Soil Environment. University of
Minnesota Extension Service. FO-2543-GO. Available online.
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Lead-Safe Yards: Appendix D
Appendix D
Quality Assurance Project Plan for:
A Community Based Environmental
Lead Assessment and Remediation Program
Prepared for:
Lead Safe Yard Program
USEPA New England Lab
60 Westview Street
Lexington, MA 02421
Prepared by:
Paul Carroll, Chemist
Investigations and Analysis Unit, OEME
Approved by:
Robert Maxfield, Chief
Investigations and Analysis Unit, OEME
Approved by:
Andy Beliveau, QA Officer
Quality Assurance Unit, OEME
1.0 Scope and Application
This QAAP outlines procedures for the field analysis of lead in soil using the Niton 700 Series Field Portable X-Ray
Fluorescence Spectrometer. These methods are designed as part of the sampling and analysis protocol for the
Lead Safe Yard Program and are applicable to the measurement of lead in urban soils.
Project
Management
JLMflxfield,BPA
Outreach Coordinator
T, Settles, DSN1
Quality Control
>
Sampling and Analyse
W. Straiib aM P, CanoU, EPA
Site Remediation
L. Pettracci, DGP
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Lead-Safe Yards: Appendix D
2. Project Organization and Responsibility
The Project Managers are in charge of coordinating, maintaining and monitoring all activities, including direction for
preparation of work plans, sampling plans, and analytical procedures relative to the project. The Quality Assurance
personnel will evaluate and approve QA/QC plans through the course of the project and oversee all data quality
assurance aspects of the project. The Outreach Coordinator will be responsible for locating potential properties for
sampling and analysis, contacting property owners and gaining consent to work on the property. The sampling and
analysis team will be responsible for scheduling and conducting data collection and data reduction procedures,
properly maintain samples, develop site sketches and other observations, generate required QA/QC records and
implement corrective actions. The site remediation group will apply innovative and cost effective landscape
techniques for site improvements.
3. Problem Definition
Lead poisoning continues to be an extremely serious environmental health issue for youth, particularly in poorer
inner city neighborhoods with older wood framed housing. While considerable attention has been focused on the
lead contaminated paint prevalent on the surfaces of homes in these neighborhoods, less attention has been paid
to the lead contaminated soil that surrounds each home. The reasons for this lack of attention by regulators stems
from a variety of concerns: perhaps foremost is the cost of soil removal and disposal.
4. Project Description
The overall objective of the proposed project is to produce a summary report documenting the effectiveness of low
cost residential soil intervention. The project will incorporate two sampling plans to accomplish this goal. One
sampling strategy will be to measure surface soil lead at residential properties in the Greater Boston area.
Properties that exceed project specific action levels will be mitigated with simple, low cost methods that are
designed to minimize the risk of human exposure to the contaminated soil. Soil surfaces will then be measured to
evaluate the effectiveness and durability of the intervention measures over time. A second sampling strategy
involves measuring tracked-in soil Pb (house dust) to compare pre and post intervention Pb levels inside the
residence. This Quality Assurance Project Plan outlines protocol for the residential soil surface sampling program
that will be used in this project.
4a. Project Timeline
Review existing data 11/99
Determine target community 2/00
Community Outreach
2/00 9/01
Site Investigations 3/00 11/01
Meet with property owners
Site Remediation
3/00 11/01
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Lead-Safe Yards: Appendix D
5.0 Sampling Design
The sampling strategy is designed to assess the potential of excessive lead exposure to humans from soil on the
property. Each property will be evaluated with focus on four areas of concern: the dripline along the house
foundation, play areas in the yard, areas of exposed soil in the yard, and any other potential sources of soil lead
contamination including those from abutting properties. Play areas found to contain greater than 400 parts per
million (ppm), and other areas that are found to contain greater than 2000 ppm lead will be further characterized
to determine the nature and extent of contamination (note Appendix 1, the Sampling Logic Tree). Two soil
sampling strategies, in situ and bag sampling, will be used to determine lead content in these residential soils.
Descriptions of each along with QA/QC protocol follow.
In-Situ Sampling. Samples will be analyzed with a Niton Model 702 XRF Spectrum Analyzer. The 702 is a field
portable multi-element, multi-functional x-ray fluorescence analyzer (FPXRF) equipped with a lOmCi cadmium-109
source and a high resolution Silicon-Pin detector. The hand held, battery powered FPXRF is capable of in-situ
analysis techniques. Based upon a minimum detection limit study (MDL), the detection limit for this method is
approximately 100 ppm. These data are attached as Appendix 4. This instrument is factory calibrated, has been
found to hold calibration quite well, and is software compensated for any deterioration of the source. In addition to
the MDL, precision and accuracy studies (1998 and 2000) are attached as Appendix 5.
Soil lead measurements will be taken in-situ during the screening phase provided that the surface is not inundated
with water. Large nonrepresentative debris, including rocks, pebbles, leaves and roots, will be removed from the
soil surface prior to sampling. The area will be smooth enough to allow uniform contact between the FPXRF and
the ground surface. The initial sample locations will depend upon the size and shape of the region of interest. A
line pattern will be used when the area is linear (e.g. dripline). In-situ measurements will be taken at approximate
10 foot intervals along the line depending upon the length of the building. Additional lines are tested at 2 to 5 foot
sampling intervals away from the original sampling area to characterize the extent of any lead contamination.
Target patterns will be used for sampling larger, nonlinear areas of potential exposure (e.g. play areas). A large
"X" will be superimposed upon the space to be analyzed. In- situ measurements will be taken at 5 to 10 foot
intervals along each line of the "X" unless the samplers determine that additional (or less) resolution is required.
Screening data and descriptive information about each site will be recorded on the Site Worksheet (Appendix 2).
Quality control checks will consist of replicate measurements, standard reference material (SRM) checks and
confirmation samples as defined in Section 10, Acceptance Criteria for Soil Lead by XRF. Replicate measurements
will be conducted over a minimum of 10% of the screen samples to indicate the precision of analysis and the
homogeneity of the sample matrix. Three point SRM measurements and a blank measurement will be conducted at
the beginning and end of each sampling day to ensure linearity over the expected sampling range (e.g. 400-5000
ppm) and to determine that the instrument is operating contaminant free. SRMs (NIST 2586 @ 432 ppm lead in
soil) will be used as continuing calibration checks after every 10th screen sample. A minimum of one confirmation
sample will be collected from each site. Approximately 4 tablespoons of surface soil, to no more than the
approximate depth of 0.5 inches, will be collected into a soil sample container and thoroughly mixed for each
confirmation sample. The sample will be properly labeled and returned to the laboratory for analysis by EPA
Method 6010A.
Bag Sampling. If site conditions are such that in-situ sampling is not appropriate and sampling activities must
continue, this bag sampling method will be used to evaluate soil lead conditions on the residential properties. The
sampling strategy will be a scaled down version of the in-situ strategy. The focus will still be on the dripline of the
building on the property, play areas, bare soil and other concerns such as sources from abutting properties. The
bag approach involves collecting soil samples into a sampling container and returning them to the laboratory for
preparation, XRF analysis and ICP confirmation.
Typically, a minimum of 4 discreet soil samples will be collected from each side of the building perimeter within 1
to 3 feet of the foundation (dripline). These samples will be collected at the very minimum of 2 feet from each
other. Bare soil areas are the preference (vs. covered areas).
Composite samples from play areas will consist of aliquots collected along an X shaped grid. These subsamples will
be collected at a minimum of 1 foot from each other. Bare soil areas are preferred. This method will also apply to
bare areas of soil, vegetable gardens and high use areas noted on the subject property.
The decision to sample along the property boundary will be determined by the samplers at the time of the site
visit. If conditions exist on an abutting property that would appear to present a risk of soil lead contamination to
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Lead-Safe Yards: Appendix D
the subject property, the following protocol will be followed. Aliquots of surface soil will be collected along the
property line(s) of interest. These subsamples will be collected no closer than 1 foot apart and will be located
within 1 to 5 of the property line. Subsamples will only be collected on the subject property.
Quality control for the composite method measurements will be identical to QA/QC for the in situ method. Three
point SRM measurements and a blank measurement will be conducted at the beginning and end of each sampling
day to ensure linearity over the expected sampling range (e.g. 400-5000 ppm). SRMs will be used as continuing
calibration checks after every 10th screen sample. A minimum of one confirmation sample will be collected from
each site.
All bag samples will be collected according to protocol outlined in Section 7 (Sample Handling and Chain of
Custody Requirements). The samples will be returned to the EPA laboratory where they will be dried, screened to
remove nonrepresentative debris, and analyzed using XRF technology. Select samples will be designated for
confirmation analysis by Inductively Coupled Plasma Optical Emission Spectroscopy (TCP).
Confirmation Samples. Confirmation samples are collected during sampling activities to be analyzed at the
University of Cincinnati, Hematology and Environmental Laboratory by Atomic Absorption Spectrometry. These
samples are collected in selected intervals around the house perimeter (designated HC for house composite), any
play areas (PC), from any on-site vegatable gardens (GC) and from any high use areas (HUC).
Typically, 12 subsamples are collected for each perimeter composite sample (3 from each side of the house). If
possible, 5 subsamples are collected for each play area composite, garden composite and/or each high use area
composite using the target pattern approach. The samples are returned to the EPA laboratory, sieved with a
number 10 sieve (U.S.A. Standard Sieve Series) to removed any coarse debris, rebagged and analyzed for lead
content using the Niton XRF. Each sample is then labeled (street number and name and composite designation),
recorded on a chain of custody form and sent to the U. of C. Lab for the extraction and AA analysis for lead
content.
6. Sampling and Analytical Methods Requirements
Parameter Matrix _ . Analytical Containers Preservation _.
Samples Time
Lead (XRF)
insitu
Lead (XRF)
confirmation
Lead (ICP)
confirmation
7. Sample Handling and Chain of Custody Requirements
The majority of the soil lead measurements will be taken in situ during the site characterization phase. Sample
handling and chain of custody requirements will not apply to these procedures. Soil will be collected as
confirmation samples and as discreet bag samples. Chain-of-custody (COC) procedures will be followed for these
samples to maintain and document possession from the time they are collected until they are delivered to the
laboratory for analysis. A sample COC form is attached. The sample handling and COC predator will include:
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Lead-Safe Yards: Appendix D
sample information on the jar/bag with sample ID, time and date of collection and technician ID, all written
in unerasable ink.
a sample seal attached firmly to the sample cover as soon as possible after collection when using sample
jars.
a chain of custody record containing the project name and number, the sampling station ID, date and time
of collection, a brief description of the type of sample collected, parameters for analysis, the samplers name
and signature, adequate space for any transferee's name and signature and a comment section to describe
any special conditions associated with the samples.
All sample sets will be accompanied by a COC document. Any time the samples are transferred, both the sample
custodian and the receiver shall sign and date the COC document. COC documentation will be maintained in the
project folder.
8. Quality Control Requirements
Analvte Ana|Ytical Detection Quantitation precjsion*** Accuracy****
Anaiyte Method Limit* Limit** precision Accuracy
Limit**
75 ppm ~225
Kevex XRF 50 ppm
**Typically 3 times the MDL
***Precision determined by replicate sample analyses
****Accuracy determined by analysis of SRMs
9. Data Management and Documentation
A field log book, dedicated to the project, and field data sheets will be maintained during sampling events. There
will be separate field sheets for the screening and additional site characterization phases. Each sheet will include
the date, time, property name and address, sample locations, a site sketch that includes sampling locations,
sample description, important details about how the sample was collected, analyst(s) names, along with the
respective measurement data, and any additional comments that would accurately and inclusively describe the
sampling activities. Care will be taken to maintain the logbook and field data sheets neatly with factual, objective
language that is free of personal feelings and other terminology that may be deemed inappropriate.
These field data sheets, along with confirmation sample data received from the laboratory will be kept on file at
the EPA Region 1 Lab. The confirmation information will include results of sample analyses, method blanks, matrix
spike/spike duplicates and acceptance criteria. Copies of the field data sheets and validation information from the
confirmation samples will be distributed to members of the remediation team to help determine where remediation
activity will take place.
10. Assessment and Response Actions
Audit
Initial
Calibration
Acceptance Criteria for Soil Lead by XRF(in-situ)
Frequency Limits Corrective Action
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Lead-Safe Yards: Appendix D
(SRM) @ 50,
500, 5000
ppm
Run prior to daily
sampling events
%RSD=30
Investigate problem and re-run initial calibration
until an acceptable calibration is obtained
Sample data must be
Continuing bracketed every 10th %D <
Calibration sample (or less) using ฑ25%
SRM
Re-analyze CC and if passes continue sample
analysis. If fails investigate problem and re-analyze
all samples following the last acceptable CC starting
with a new initial calibration.
Field Blank Varies by site
<100 ppm Corrective action determined by end user.
Replicate
Analysis
(Accuracy)
Varies by site
%D <
ฑ50%
Confirmation Site Dependent,
Samples minimum I/site
v . . . Intrusive sample for conformation and/or
confirmation analysis
MDL
When there is a T
change in the method ,, .... Action taken at data validation level.
. M. . Specific
or instrument. K
IDC
When there is a _no/
change in sampling ฐ ^ Investigate problem and correct. Re-run.
method or instrument recovery
Appendices
All of these documents are PDFs; you will need Adobe's free Acrobat Reader to view them. Click here to download
Acrobat Reader.
Appendix 1: Sampling Logic Tree
Appendix 2: Site Worksheet
Appendix 3: IDC Study
Appendix 4: MDL Studies
Appendix 5: Accuracy Studies
Appendix 6: Results of Confirmation Samples
Cover Table of Contents Preface
Chapter: 1|2|3|4|5|6|7|8|9|10
Appendix: A | B | C | D
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Office of Research and Development
environmental Protection Office of Environmental Information _ i
Agency ___ Washington, DC 20460 http://www.epa.gov/empact
Delivering Timel
Water Quality Informati
v -^^*M
bur Community
III
he Lake,
Projec
mnea
ซcrsxJSI
E M P A C T
Environmental Monitoring for Public Access
& Community Tracking
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Disclaimer
This document has been reviewed by the U.S. Environmental Protection Agency (EPA) and approved for publication.
Mention of trade names or commercial products does not constitute endorsement or recommendation of their use.
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EPA/625/R-00/013
September 2000
Delivering Timely Water Quality
Information to Your Community
The Lake Access-Minneapolis Project
United States Environmental Protection Agency
National Risk Management Research Laboratory
Office of Research and Development
Cincinnati, OH 45268
. Printed on paper containing at least
30% postconsumer recovered fiber.
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CONTRIBUTORS
Dr. Dan Petersen (U.S. Environmental Protection Agency [EPA], National Risk Management Research
Laboratory) served as principal author of this handbook, and managed its development with the support of
Eastern Research Group, Inc., an EPA contractor. Contributing authors included the following:
Rich Axler, Natural Resources Research Institute, University of MinnesotaDuluth
John Barten, Suburban Hennepin Regional Park District
Jose Coin, Apprise Technologies, Inc.
Cindy Hagley Minnesota Sea Grant
George Host, Natural Resources Research Institute, University of Minnesota-Duluth
Barbara Liukkonen, University of Minnesota-Extension
Dr. Bruce Munson, Department of Education, University of Minnesota-Duluth
Chris Owen, Apprise Technologies, Inc.
Barb Peichel, Minnesota Sea Grant
Elaine Ruzycki, Natural Resources Research Institute, University of MinnesotaDuluth
Brian Vlach, Suburban Hennepin Regional Park District
Norm Will, Natural Resources Research Institute, University of MinnesotaDuluth
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CONTENTS
1. INTRODUCTION 1
2. HOW TO USE THIS HANDBOOK 5
3. WATER QUALITY MONITORING 7
3-1 Water Quality MonitoringAn Overview 7
3.2 Designing a Time-Relevant Water Quality Monitoring Project 10
3.3 Selecting Your Sampling Frequency 13
3-4 Selecting Water Quality Parameters for Monitoring 14
3-5 Selecting Monitoring Equipment 16
3.6 Siting Monitors 20
3.7 Installing RUSS Units 23
3.8 Operating RUSS Units 27
3.9 Maintaining RUSS Units 29
3.10 Other Local Monitoring Efforts 32
4. COLLECTING, TRANSFERRING, AND MANAGING TIME-RELEVANT
WATER QUALITY DATA 41
4.1 System Overview 41
4.2 Getting Your Equipment and Software in Place 43
4.3 Programming Your System for Scheduled Transfers of Data 46
4.4 Managing Data at the Base Station 53
4.5 Troubleshooting Q&A 57
5. DEPICTING TIME-RELEVANT WATER QUALITY DATA 59
5.1 What is Data Visualization? 59
5-2 Data Visualization Software 61
6. COMMUNICATING TIME-RELEVANT WATER QUALITY INFORMATION 71
6.1 Creating an Outreach Plan for Time-Relevant Water Quality Reporting 71
6.2 Elements of the Lake Access Project's Outreach Program 76
6.3 Resources for Presenting Water Quality Information to the Public 79
APPENDIX A
Glossary of Terms A-l
APPENDIX B
Lake Access Brochure B-l
APPENDIX C
Lake Access Survey C-l
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1. INTRODUCTION
People who spend time in, on, or close to lakes in and near your community
can use timely and accurate information about lake water quality to help
make day-to-day decisions about lake use and lake issues. For example, swim-
mers can use information about fecal coliform levels to protect their health when
levels of these bacteria near swimming beaches are high. Anglers can use water
quality information (e.g., temperature and oxygen levels) to help them decide
where and when to go fishing. Time-relevant information can help recreational
lake users, businesses, resource managers, lakeshore residents, and other landown-
ers located farther from the lakeshore understand how a lake's water quality is
affected by land use practices within its watershed.
This handbook offers step-by-step instructions about how to provide time-
relevant water quality data to your community. It was developed by the U.S.
Environmental Protection Agency's (EPA's) EMPACT program. EPA created
EMPACT (Environmental Monitoring for Public Access and Community
Tracking) in 1996, at President Clinton's direction. The program takes advantage
of new technologies that make it possible to provide time-relevant environmental
information to the public.
EMPACT is working with the 86 largest metropolitan areas of the country to
help communities in these areas:
Collect, manage, and distribute time-relevant environmental
information.
Provide residents with easy-to-understand information they can use in
making informed, day-to-day decisions.
To make EMPACT more effective, EPA is partnering with the National Oceanic
and Atmospheric Administration and the U.S. Geological Survey. EPA will work
closely with these federal agencies to help achieve nationwide consistency in
measuring environmental data, managing the information, and delivering it to
the public.
To date, environmental information projects have been initiated in 84 of the 86
EMPACT-designated metropolitan areas. These projects cover a wide range of
environmental issues, including groundwater contamination, water quality, smog,
ultraviolet radiation, and overall ecosystem quality. Some of these projects were
initiated directly by EPA. Others were launched by EMPACT communities
themselves. Local governments from any of the 86 EMPACT metropolitan areas
are eligible to apply for EPA-funded Metro Grants to develop their own
EMPACT projects. The 86 EMPACT metropolitan areas are listed in the table at
the end of this chapter.
Communities selected for Metro Grant awards are responsible for building their
own time-relevant environmental monitoring and information delivery systems.
To find out how to apply for a Metro Grant, visit the EMPACT Web site at
http://www.epa.gov/empact/apply.htm.
INTRODUCTION
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One such Metro Grant recipient is the Lake AccessMinneapolis project. The
project provides the public with time-relevant and historical water quality data for
lakes within the largest, most populated watershed districts in Minnesota.
The Lake Access Project team is using Remote Underwater Sampling System
(RUSS) devices to collect time-relevant water quality data from three locations
two in Lake Minnetonka and one in Lake Independence. The Lake Access team
has developed an Internet interface for the RUSS units that allows data from the
RUSS sensors to be displayed in near-real time on the Lake Access Web site at
http://www.lakeaccess.org. The project is a cooperative effort of the Suburban
Hennepin Regional Park District, the Minnehaha Creek Watershed District, the
University of Minnesota Water on the Web Investigators (i.e., the Natural
Resources Research Institute, the University of Minnesota-Duluth Department of
Education, and Minnesota Sea Grant), and Apprise Technologies, which holds the
license to RUSS technologies. The project team also collects data from monitor-
ing stations established as part of other monitoring programs. The team integrates
data supplied by these non-RUSS sites with RUSS-generated data to track condi-
tions in area lakes. Many of the project Web site's key features, such as the
Limnology Primer and the Data Visualization Tools, were developed under a grant
from The National Science Foundation's Advanced Technology Education
Program.
The Technology Transfer and Support Division of the EPA Office of Research and
Development's (ORD's) National Risk Management Research Laboratory initiat-
ed development of this handbook to help interested communities learn more
about the Lake Access Project. The handbook also provides technical information
communities need to develop and manage their own time-relevant lake water
monitoring, data visualization, and information dissemination programs. ORD,
working with the Lake Access Project team, produced this handbook to maximize
EMPACT's investment in the project and minimize the resources needed to
implement similar projects in other communities.
Both print and CD-ROM versions of the handbook are available for direct
on-line ordering from EPA's Office of Research and Development
Technology Transfer Web site at http://www.epa.gov/ttbnrmrl. You can also
download the handbook from the Lake AccessMinneapolis Web site at
http://www.lakeaccess.org. You can also obtain a copy of the handbook by
contacting the EMPACT program office at:
EMPACT Program
U.S. EPA (2831)
Ariel Rios Building
1200 Pennsylvania Avenue, NW
Washington, DC 20460
Phone: 202 564-6791
Fax: 202 565-1966
We hope you find the handbook worthwhile, informative, and easy to use. We
welcome your comments, and you can send them by e-mail from EMPACT's
Web site at http://www.epa.gov/empact/comments.htm.
CHAPTER 1
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EMPACT Metropolitan Areas
Albany-Schenectady-Troy, NY
Albuquerque, NM
Allentown-Bethlehem-Easton, PA
Anchorage, AK
Atlanta, GA
Austin- San Marcos, TX
Bakersfield, CA
Billings, MT
Birmingham, AL
Boise, ID
Boston, AAA-NH
Bridgeport, CT
Buffalo-Niagara Falls, NY
Burlington, VT
Charleston-North Charleston, SC
Charleston, WV
Charlotte-Gastonia-Rock Hill, NC-
SC
Cheyenne, WY
Chicago-Gary-Kenosha, IL-IN-WI
Cincinnati-Hamilton, OH-KT-IN
Cleveland-Akron, OH
Columbus, OH
Dallas-Fort Worth, TX
Dayton-Springfield, OH
Denver-Boulder-Greeley, CO
Detroit-Ann Arbor-Flint, Ml
El Paso, TX
Fargo-Moorhead, ND-MN
Fresno, CA
Grand Rapids-Muskegon-Holland,
Ml
Greensboro-Winston Salem-High
Point, NC
Greenville-Spartan burg-Anderson,
SC
Harrisburg-Lebanon-Carlisle, PA
Hartford, CT
Honolulu, HI
Houston-Galveston-Brazoria, TX
Indianapolis, IN
Jackson, MS
Jacksonville, FL
Kansas City, MO-KS
Knoxville, TN
Las Vegas, NV
Little Rock-North Little Rock, AR
Los Angeles-Riverside-Orange
County, CA
Louisville, KY-IN
Memphis, TN-AR-MS
Miami-Fort Lauderdale, FL
Milwaukee-Racine, Wl
Minneapolis-St. Paul, MN
Nashville, TN
New Orleans, LA
New York-Northern New Jersey-
Long Island, NY-NJ-CT-PA
Norfolk-Virginia Beach-Newport
News, VA-NC
Oklahoma City, OH
Omaha, NE-IA
Orlando, FL
Philadelphia- Wilmington-Atlantic
City, PA-NJ-DE-MD
Phoenix-Mesa, AZ
Pittsburgh, PA
Portland, ME
Portland-Salem, OR-WA
Providence-Fall River-Warwick, Rl-
MA
Raleigh-Durham-Chapel Hill, NC
Richmond-Petersburg, VA
Rochester, NY
Sacramento-Yolo, CA
Salt Lake City-Ogden, UT
San Antonio, TX
San Diego, CA
San Francisco-Oakland-San Jose,
CA
San Juan, PR
Scranton-Wilkes-Barre-Hazleton, PA
Seattle-Tacoma-Bremerton, WA
Sioux Falls, SD
Springfield, MA
St. Louis-E. St. Louis, MO-IL
Stockton-Lodi, CA
Syracuse, NY
Tampa-St. Petersburg-Clearwater, FL
Toledo, OH
Tucson, AZ
Tulsa, OK
Washington-Baltimore, DC-MD-VA-
WV
West Palm Beach-Boca Raton, FL
Wichita, KS
Youngstown-Warren, OH
INTRODUCTION
-------
2. HOW TO USE
THIS HANDBOOK
This handbook provides you with step-by-step information on how to develop
a program to provide time-relevant water quality data to your community,
using the Lake Access Project in the Minneapolis-St. Paul, Minnesota, area as
a model. It contains detailed guidance on how to:
Design, site, operate,
and maintain a
system to gather
time-relevant water
quality data.
Design, operate, and
maintain a system to
retrieve, manage,
and analyze your
time-relevant water
quality data.
Use data visualization
tools to graphically
depict these data.
Develop a plan to
communicate the
results of your
time-relevant water
quality monitoring
efforts to residents in
your community.
Chapter 3 provides information about water quality monitoringthe
first step in the process of generating time-relevant information about
water quality and making it available to residents in your area. The
chapter begins with an overview of water quality monitoring in fresh-
water systems and then focuses on the remote time-relevant water qual-
ity monitoring conducted as part of the Lake Access Project. It also
provides step-by-step instructions on how to install, operate, and main-
tain the Remote Underwater Sampling Station (RUSS) units used by
the Lake Access Project team to gather time-relevant water quality data.
Chapter 4 provides step-by-step instructions on how to operate and
maintain an automated system to transmit, store, retrieve, and analyze
the water quality data collected from the remote time-relevant water
quality monitors. The chapter focuses on the software used by the Lake
Access Project team from their RUSS units to their base station, and it
also contains information on data quality assurance and control.
Chapter 5 provides information about using data visualization tools
to graphically depict the time-relevant water quality data you have
gathered. The chapter begins with a brief overview of data visualization.
It then provides a more detailed introduction to selected data visualiza-
tion tools developed by the Lake Access team. You might want to use
these software tools to help analyze your data and in your efforts to
provide time-relevant water quality information to your community.
Chapter 6 outlines the steps involved in developing an outreach plan
to communicate information about water quality in your community's
lakes. It also provides information about the Lake Access Project's out-
reach efforts. The chapter includes a list of resources to help you
HOW TO USE THIS HANDBOOK
-------
develop easily understandable materials to communicate information
about your time relevant water quality monitoring program to a variety
of audiences.
This handbook is designed for decision-makers considering whether to imple-
ment a time-relevant water quality monitoring program in their communities and
for technicians responsible for implementing these programs. Managers and deci-
sion-makers likely will find the initial sections of Chapters 3, 4, and 5 most help-
ful. The latter sections of these chapters are targeted primarily at professionals and
technicians and provide detailed "how to" information. Chapter 6 is designed for
managers and communication specialists.
The handbook also refers you to supplementary sources of information, such as
Web sites and guidance documents, where you can find additional guidance with
a greater level of technical detail. Interspersed throughout the handbook are text
boxes that describe some of the lessons learned by the Lake Access team in devel-
oping and implementing its time-relevant water quality monitoring, data man-
agement, and outreach program.
CHAPTER 2
-------
3. WATER QUALITY
MONITORING
T
I his chapter provides information about water quality monitoringthe first
step in the process of generating time-relevant information about water qual-
ity and making it available to residents in your area.
The chapter begins with a broad overview of water quality monitoring (Section
3-1)- It then focuses on the remote time-relevant water quality monitoring con-
ducted as part of the Lake Access Project. It also provides information about
installing, operating, and maintaining the equipment used by the Lake Access
Project team to gather time-relevant water quality data. Section 3.2 discusses fac-
tors to consider when designing a remote time-relevant water quality monitoring
project. Sections 3.3, 3.4, and 3-5 explain how to select remote time-relevant
monitoring frequencies, parameters, and equipment. Section 3.6 describes how to
select the locations of your remote time-relevant water quality monitoring sta-
tions. Sections 3.7, 3.8, and 3-9 explain how you can install, operate, and main-
tain the remote time-relevant water quality monitoring equipment used by the
Lake Access Project. The chapter concludes with a brief overview of other water
quality monitoring projects conducted in the Twin Cities area (Section 3.10).
Readers primarily interested in an overview of water quality monitoring might
want to focus on the introductory information in Sections 3.1 and 3.2. If you are
responsible for the actual design and implementation of a monitoring project, you
should review Sections 3.3 through 3.9. They provide an introduction to the spe-
cific steps involved in developing and operating a remote time-relevant water
quality monitoring project and information on where to find additional guidance.
3.1 Water Quality Monitoring: An Overview
Water quality monitoring provides information about the condition of streams,
lakes, ponds, estuaries, and coastal waters. It can also tell us if these waters are safe
for swimming, fishing, or drinking. The Web site of the U.S. EPA Office of Water
(http://www.epa.gov/owow/monitoring/) is a good source of background
information on water quality monitoring. (The information presented in the fol-
lowing paragraphs is summarized from this Web site.)
Water quality monitoring can consist of the following types of measurements:
Chemical measurements of constituents such as dissolved oxygen, nutri-
ents, metals, and oils in water, sediment, or fish tissue.
Physical measurements of general conditions such as temperature, clari-
ty, flow, and water color.
Biological measurements of the abundance, variety, and growth rates of
aquatic plant and animal life in a water body or the ability of aquatic
organisms to survive in a water sample.
You can conduct several kinds of water quality monitoring projects, such as those:
WATER QUALITY MONITORING
-------
At fixed locations on a continuous basis
At selected locations on an as-needed basis or to answer specific ques-
tions
On a temporary or seasonal basis (such as during the summer at swim-
ming beaches)
On an emergency basis (such as after a spill)
Many agencies and organizations conduct water quality monitoring, including
state pollution control agencies, Indian tribes, city and county environmental
offices, the U.S. EPA and other federal agencies, and private entities, such as uni-
versities, watershed organizations, environmental groups, and industries.
Volunteer monitorsprivate citizens who voluntarily collect and analyze water
quality samples, conduct visual assessments of physical conditions, and measure
the biological health of watersalso provide increasingly important water quali-
ty information. The U.S. EPA provides specific information about volunteer
monitoring at http://www.epa.gov/owow/monitoring/vol.html.
Water quality monitoring is conducted for many reasons, including:
Characterizing waters and identifying trends or changes in water quality
over time.
Identifying existing or emerging water quality problems.
Gathering information for the design of pollution prevention or
restoration programs.
Determining if the goals of specific programs (such as the implementa-
tion of pollution prevention strategies) are being met.
Responding to emergencies such as spills or floods.
EPA helps administer grants for water quality monitoring projects and provides
technical guidance on how to monitor and report monitoring results. You can
find a number of EPA's water quality monitoring technical guidance documents
on the Web at http://www.epa.gov/owow/monitoring/techmon.html.
In addition to the U.S. EPA resources listed above, you can obtain information
about lake and reservoir water quality monitoring from the North American Lake
Management Society (NALMS). NALMS has published many technical docu-
ments, including a guidance manual entitled Monitoring Lake and Reservoir
Restoration. For more information, visit the NALMS Web site at
http://www.nalms.org. State and local agencies also publish and recommend doc-
uments to help organizations and communities conduct and understand water qual-
ity monitoring. For example, the Minnesota Lakes Association maintains a Web site
(http://www.mnlakesassn.org/main/resources/waterquality/index.cfm) that
lists resources for water quality monitoring and management. State and local organ-
izations in your community might maintain similar listings. The University of
Minnesota-Duluth's Water on the Web site also maintains a list of links for water
quality information and resources, including sampling and monitoring methods, at
http://wow.nrri.umn.edu/wow/under/links.html. (The Water on the Web project
CHAPTER 3
-------
provides on-line, time-relevant lake data as a tool for teaching basic and environ-
mental science.)
In some cases, special water quality monitoring methods, such as remote moni-
toring, or special types of water quality data, such as time-relevant data, are need-
ed to meet a water quality monitoring program's objectives. Time-relevant envi-
ronmental data are data collected and communicated to the public in a time
frame that is useful to their day-to-day decision-making about their health and
the environment, and relevant to the temporal variability of the parameter meas-
ured. Monitoring is called remote when the operator can collect and analyze data
from a site other than the monitoring location itself.
Remote Time-Relevant Water Quality Monitoring: The Lake Access Project
The Lake Access Project helps community lake management and research organ-
izations learn more about the characteristics of lakes in the Minnehaha Creek
Watershed District (MCWD) and the Suburban Hennepin Regional Park district
(Hennepin Parks) through remote time-relevant monitoring of lake water quali-
ty. In turn, the data gathered through the Lake Access Project are used to com-
municate time-relevant information about lake water quality to the local public.
The Lake Access Project team conducts remote time-relevant monitoring at two
locations in Lake Minnetonka and at one location in Lake Independence. At each
location, the project team operates a remote underwater sampling station
(RUSS) unit, manufactured by Apprise Technologies, Inc. The RUSS unit con-
sists of a mobile underwater monitoring sensor tethered to a buoy and featuring
an onboard computer, batteries, solar panels, telemetry equipment, and other
optional monitoring equipment. Four times daily, each RUSS unit raises and low-
ers a tethered multiprobe water quality sensor manufactured by Yellow Springs
Instrumentsฎ (YSP) to collect a profile in 1 -meter intervals from the lake surface
to the lake bottom. The RUSS unit measures the following parameters:
Temperature
pH
Dissolved oxygen
Electrical conductivity
Turbidity
Depth
The Lake Access Project team uses a land-base station to communicate with the
RUSS units via cellular connection. Time-relevant data are remotely downloaded
from the RUSS units daily.
The diagram on page 10 illustrates some of the basic RUSS unit components, and
it shows how the RUSS unit communicates with the land-base station. This dia-
gram was taken from the RUSS System Manual, which is available from Apprise
Technologies. For more information about Apprise Technologies and the RUSS
unit, visit http://www.apprisetech.com.
WATER QUALITY MONITORING
-------
Cellular I Radio t
Interface
Station
Remote Station
(multiple sites)
GPS
Unk
I I
Communication*
Module
BUOY
Diagram showing some of the RUSS unit components and illustrating the
communication between the RUSS unit and the land-base station. (Taken
from the RUSS System Manual, available from Apprise Technologies at
http://www.apprisetech.com.)
The remainder of this chapter highlights the Lake Access Project. The text box
below provides some background information on the characteristics of the lakes
studied in the Lake Access Project, and it introduces some important technical
terms relevant to the study of these lakes. The information in this text box was
taken from the Lake Access Web site, which provides extensive online informa-
tion about lake ecology. For more information, visit these Web pages at
http://www.lakeaccess.org/ecology/lakeecology.html.
3.2 Designing a Time-Relevant Water Quality
Monitoring Project
The first step in developing any water quality monitoring project is to define your
objectives. Keep in mind that remote time-relevant monitoring might not be the
best method for your organization or community. For example, you would not
likely require a remote time-relevant monitoring capability to conduct monthly
monitoring to comply with a state or federal regulation.
1 0
CHAPTER 3
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Lake Stratification and Lake Mixing
This text box provides some basic information about the effects of seasonal temperature variations on the
types of lakes studied by the Lake Access Project team.
Lakes are directly influenced by fluctuations in seasonal air temperature. The following figure shows the
seasonal activities and characteristics of lakes, such as Lake Minnetonka and Lake Independence in the
Minneapolis area, with an annual pattern of two seasonal mixing periods. (Lakes with this pattern of mix-
ing are known as dimictic lakes.)
EARLYSUMMER LATE SUMMER EARL/FALL
SPRING MOVER WINTER FALLTURNOVER
Figure showing the activities and characteristics of the types of lakes
studied through the Lake Access Project. (Taken from the Lake Access Web
site at http://www.lakeaccess.org/ecology/lakeecologyprim4.html).
Seasonal air temperatures directly affect lake temperatures. Lake temperatures, in turn, affect lake water
densities. Water is most dense at about 4ฐC and becomes less dense at higher and lower temperatures.
The typical seasonal lake temperature and density characteristics seen in dimictic lakes are described
below:
Summer. During the summer, the lake surface is warmed by the sun, while the lake bottom remains cold.
These differing temperatures affect lake water density, causing the water in deeper lakes to separate into
layers. This process of separation is called stratification. The figure on page 1 2 shows the following three
layers of a typical stratified lake:
The epilimnion is the upper layer. It is warm, well-mixed, and rich in dissolved oxygen.
The mefa/imn/on is also called the thermodine region. The thermodine is the point of maximum tem-
perature change within the metalimnion. In this layer, water temperature declines and density increas-
es rapidly with depth. The drastic density change in this layer prevents the epilimnion and hypolimnion
from mixing.
The hypolimnion is the bottom layer of cold water. Because this layer is isolated from the atmosphere
and the epilimnion, it becomes cmox/'c (i.e., the water does not contain any dissolved oxygen). Anoxic
conditions can result in many events, including the release of phosphorus, a nutrient, from the lake bot-
tom sediment into the hypolimnion.
Stratified layers develop different physical and chemical characteristics, and support different types of
aquatic life. Lake stratification usually persists until the fall.
(continued on next page)
WATER QUALITY MONITORING
1 1
-------
THERMAL STRATIFICATION
Figure showing the three distinct layers of a typical stratified lake.
(Taken from the Lake Access Web site at http://www.lakeaccess.org/ecology/lakeecologyprim4.html).
Fall. As air temperatures cool in the fall, the water temperature in the epilimnion cools and water density
increases. Fall winds mix the lake to greater depths, and the thermocline deepens. Then, when the tem-
perature and density of the epilimnion approach the temperature and density of the hypolimnion, fall
winds mix the entire lake. This mixing event is called a turnover.
Winter. During the winter, the water temperature in the epilimnion cools even further, until a layer of ice
forms on the lake surface. Under the ice, the lake again stratifies. Winter stratification differs from summer
stratification because the temperature in the epilimnion is lower than that of the hypolimnion, which stays
at about 4ฐC throughout the winter. The stratification is also less stable than in the summer, because the
temperature and density differences between the layers is not large. Because the ice isolates the lake from
wind mixing, however, stratification usually persists throughout the winter. Anoxia occurs at the bottom of
most lakes during the winter.
Spring. During the spring, the water in the epilimnion is heated. As the temperature approaches 4ฐC, the
density increases. When the temperature and density of the epilimnion approach that of the hypolimnion,
very little wind energy is needed to mix the lake. After this turnover, the temperature and density of the
water in the epilimnion continue to increase until this layer becomes too warm and too buoyant to mix with
the lower layers.
Here are some questions to help determine if remote time-relevant monitoring is
appropriate to meet your monitoring objectives:
What types of questions about water quality would you like to
answer, and do you need time-relevant data to answer these ques-
tions? For example, do you want to know more about how rapid
events, such as urban or agricultural runoff from rainstorms, might
affect water quality in your area by stimulating algal blooms?
If you already have other water quality monitoring projects in place,
how would the addition of time-relevant data enhance them?
1 2
CHAPTER 3
-------
For example, would the frequent review of time-relevant data allow you
to tailor your other monitoring projects to yield more representative
water quality data or conserve your organization's labor and analytical
resources
How would your community or organization benefit from a time-rel-
evant monitoring project? For example, would time-relevant data pro-
vide you with a better opportunity to communicate water quality issues
to your community?
Designing the Lake Access Project
The Lake Access Project team's decision to collect time-relevant water quality data
using RUSS units grew out of an interest to learn more about rapid, weather-relat-
ed mixing events in Lake Minnetonka. To do so, Minnehaha Creek Watershed
District (MCWD) and Hennepin Parks required time-relevant water quality data
and the capability to collect these data remotely. The box on page 14 provides
more information on the design of the Lake Access Project.
3.3 Selecting Your Sampling Frequency
The sampling frequency you select for your remote time-relevant water quality
monitoring project depends upon your project's objectives. For example:
If you want to determine the effects of storm-related nonpoint sources
on water quality in your area, you could tailor your monitoring fre-
quency to collect data during storm events.
If you want to study a water body affected by tidal flow, you could tai-
lor your monitoring frequency to collect data during tidal events.
It is appropriate to experiment with different monitoring frequencies to optimize
your ability to fulfill your project's objectives.
Lake Access Project Monitoring Frequency
The Lake Access Project team typically programs its RUSS units to collect lake
profile samples four times daily. This monitoring frequency enables team mem-
bers to observe short-term changes in lake stratification and water quality, and to
document day-to-night differences for the purpose of teaching basic and envi-
ronmental science through the Water on the Web curriculum. In order to provide
a high-quality data set for understanding and managing the lakes, the data's accu-
racy needs to be certified. See the box on page 1 5 for more information.
The Lake Access Project team can adjust the RUSS unit monitoring frequency
from the land-base station. For example, to allow for a more detailed analysis of
rapid lake mixing, Lake Access team members can program the RUSS unit to col-
lect samples at a greater frequency during severe storm or wind events.
With frequent review of the time-relevant data, the project team has been able to
tailor the frequency of its manual water quality monitoring projects to yield more
representative data. For example, the team can conduct manual monitoring in
WATER QUALITY MONITORING 13
-------
Using Remote Time-Relevant Monitoring to Study Rapid Lake Mixing
The remote time-relevant monitoring conducted using RUSS units has provided the Lake Access Project
team with new opportunities for data collection and analysis.
During several years of water quality monitoring, Minnehaha Creek Watershed District (MCWD) and
Hennepin Parks personnel learned that water quality conditions in Twin Cities Metropolitan Area (TCAAA)
lakes varied on an annual basis. Although MCWD and Hennepin Parks personnel weren't particularly sur-
prised by this finding, they were quite surprised that the data showed no correlation between water quali-
ty in TCMA lakes and the characteristics of runoff from surrounding watersheds. Instead, the data showed
that mixing events occurring within TCMA lakes seemed to have a more significant impact on lake water
quality than the effect of watershed runoff.
In addition, water quality data collected from Lake Minnetonka during several summers showed highly
variable phosphorus concentrations at the lake bottom. Typically, lake-bottom phosphorus concentrations
increase steadily throughout the summer as decreased oxygen levels at the hypolimnion cause phospho-
rus to be released from bottom sediment. At first, MCWD and Hennepin Parks personnel assumed their
highly variable data were caused by sampling error. If they had accidentally hit the lake bottom during
manual sampling, they could have inadvertently collected sediment with high phosphorus concentrations.
However, several years of highly variable phosphorus data convinced them of the improbability of making
the same sampling mistake year after year!
MCWD and Hennepin Parks personnel began to suspect that weather events, such as strong winds or
storms, were causing rapid lake mixing events. They suspected these mixing events were similar to sea-
sonal mixing that typically occurs in the spring and fall, but that these events were occurring very rapidly
often in one or two days. As a result, the phosphorous concentration near the lake bottom decreased, and
the phosphorous concentration in the upper layer of the lake, where sunlight penetrates, increased, there-
by promoting algae growth.
MCWD and Hennepin Parks personnel realized they could not test the validity of their theory using their
"traditional" methods for monitoring water quality for the following reasons:
Rapid lake mixing events typically occur during strong winds or storms. Field personnel could not col-
lect manual water quality samples to document these rapid mixing events because of safety concerns
associated with working on lakes during severe weather.
Lake mixing events can occur rapidly, and algae growth can double in one day under prime conditions.
MCWD and Hennepin Parks could not provide the laboratory or analytical resources to conduct water
quality monitoring at the short intervals required to fully document these types of rapid events.
As you will read in this chapter, remote time-relevant monitoring has allowed the Lake Access Project team
to document and study rapid lake mixing events in Lake Minnetonka.
Halsteds Bay immediately after documenting a rapid mixing event with time-rel-
evant data. The team can then use the data collected through manual monitoring
to determine the effect of the mixing event on the lake.
3.4 Selecting Water Quality Parameters for
Monitoring
Your selection of time-relevant monitoring parameters depends on your project's
objectives and on the remote time-relevant technologies available to you. To sat-
isfy the objectives of the Lake Access Project, the project team chose to monitor
14 CHAPTERS
-------
Data Quality Assurance and Quality Control (QA/QC)
QA/QC procedures ensure that data are accurate, precise, and consistent. QA/QC involves following
established rules in the field and in the laboratory to ensure that samples are representative of the water
you are monitoring, free from contamination, and analyzed following standard procedures. (Chapter 4,
section 4.4, provides additional information on standard QA/QC analysis procedures used by the Lake
Access Project.)
The Lake Access Project uses two types of water quality data:
1. Time-relevant data collected with a YSI multiprobe water quality sensor controlled by the RUSS unit.
2. "Conventional" data collected by trained field staff, including manual measurements with a YSI multi-
probe water quality sensor, as well as the collection of water samples analyzed at a laboratory.
Many state and federal monitoring projects use YSI multiprobe or similar water quality sensors. To ensure
the QA/QC of data collected with these sensors, the Lake Access Project team follows manufacturer's
instructions for sensor calibration and maintenance. (See Section 3.9 for more information on the calibra-
tion and maintenance procedures followed by the team.) To ensure the QA/QC of "conventional" data, the
Lake Access Project team follows guidelines set forth by the U.S. EPA and American Public Health
Association, in addition to those set forth by the Minnesota Department of Health.
The team also has several years of experience identifying systematic errors associated with sensor deteri-
oration, or biofouling, that occurs when algae, bacteria, and fungi grow on the sensor while it is continu-
ally submerged in water beneath the RUSS unit.
The Lake Access Web site provides more information about the team's QA/QC procedures
at http://www.lakeaccess.org/QAQC.html. EPA's publication The Volunteer Monitor's
Guide to Qualify Assurance Project Plans provides more information on QA/QC plans for monitoring
projects. For more information on this guide, visit http://www.epa.gov/owowwtrl/monitoring/
volunteer/qappexec.htm.
five basic water quality parameters on a time-relevant basis: temperature, pH, dis-
solved oxygen, electrical conductivity, and turbidity.
The Lake Access Project team uses time-relevant measurements of temperature,
dissolved oxygen, and electrical conductivity as indicators of lake stratification
and rapid mixing events. When summer lake stratification is stable, parameter
measurements typically show the following:
Temperature at the lake surface is about 4ฐ to 5ฐ warmer than tempera-
ture at the lake bottom, and a thermocline region exists with a temper-
ature gradient of greater than 1 ฐ C per meter.
Dissolved oxygen in the upper mixed layer is nearly saturated. Below
the thermocline, dissolved oxygen decreases very rapidly and most of
the hypolimnion is completely anoxic until fall overturn.
Electrical conductivity tends to be higher below the thermocline, and it
increases as the summer progresses due to the release of carbon dioxide
and other ions from decomposing organic matter.
Immediately after a rapid lake mixing event, time-relevant measurements of tem-
perature, dissolved oxygen, and electrical conductivity are nearly identical at the
WATER QUALITY MONITORING 15
-------
lake surface and the lake bottom. In addition, the Lake Access Project team usu-
ally observes increased turbidity measurements in the lake's upper layer, where
sunlight penetrates as algae growth increases because of the additional phospho-
rus mixed into the upper layer. The project team will often collect manual sam-
ples for laboratory analyses of additional parameters immediately after a mixing
event to learn more about the effects of the event on the lake.
The Lake Access Web site at http://www.lakeaccess.org/russ/ contains descrip-
tions of time-relevant water quality parameters measured through the Lake Access
project and the significance of their measurements. The descriptions are briefly
summarized in the box on page 17.
Making the Most of Your Time-Relevant Water Quality Data
Currently, your organization will find a limited number of cost-effective time-relevant monitoring technolo-
gies available. Also keep in mind that time-relevant data might not be as accurate, precise, or consistent
as "conventional" laboratory analytical data. You will want to carefully consider how your project will use
time-relevant data and make the most of the time-relevant monitoring parameters you select.
In designing your program, think about how you could use time-relevant measurements of certain param-
eters as indicators of the phenomena you wish to document. For example, depending on your water body's
characteristics and the location of your monitoring equipment, you could use turbidity and dissolved oxy-
gen measurements as indicators of an algae bloom. Then you could learn more about the bloom by con-
ducting manual monitoring of parameters that might not currently be available to you on a cost-effective,
time-relevant basis (e.g., chlorophyll-a, phosphorus, nitrogen). Another example might involve using
time-relevant measurements of turbidity and electrical conductivity to trace the influx of streams laden with
higher loads of particulate (as indicated by turbidity) and dissolved solids (as indicated by electrical
conductivity).
3.5 Selecting Monitoring Equipment
Your selection of remote time-relevant water quality monitoring equipment
depends on your project's objectives. When selecting monitoring equipment,
you should also consider equipment lifetime, reliability, and maintenance
requirements.
Lake Access Equipment Selection
The Lake Access Team selected the RUSS unit to provide the capability to collect
time-relevant water quality data remotely. This capability has provided the Lake
Access Project team with new opportunities for data collection and analysis:
The daily collection of multiple depth profiles enables personnel to
view characteristics of lake stratification and metabolism on a daily
basis.
Because the remote equipment can collect and analyze water samples
over frequent time intervals and during severe weather conditions, the
Lake Access Project team can document lake mixing episodes. In some
instances, some bays of Lake Minnetonka can completely mix in a 24-
hour period. Scientists had discussed the potential for this type of rapid
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mixing to occur, and other organizations had attempted to document
these events by conducting monitoring on a daily basis, but Lake
Access is the first project to successfully measure and document this
phenomenon in Lake Minnetonka.
Lake Access Time-Relevant Water Quality Parameters
Temperature. Temperature has a direct effect on biological activity and the growth of aquatic organisms
because most aquatic organisms are "cold-blooded" (i.e., they cannot regulate their core body tempera-
tures). Temperature also affects biological activity by influencing lake water chemistry. For example,
because warm water holds less oxygen than cold water, it might not contain enough oxygen to support
some types of aquatic life.
pH. pH is a measure of the acidity of the water. A pH of 7 is neutral. Values lower than 7 are acidic and
higher than 7 are basic. Many important chemical and biological reactions are strongly affected by pH. In
turn, chemical reactions and biological processes (e.g., photosynthesis and respiration) can affect pH.
Lower pH values can increase the amount of dissolved metals in the water, increasing the toxicity of these
metals.
Dissolved oxygen. The concentration of dissolved oxygen in water determines the number and type of
aquatic organisms that can live in the water. Dissolved oxygen must be present at adequate concentrations
to sustain these organisms.
Electrical conductivity. Electrical conductivity is an estimator of the amount of total dissolved salts or total
dissolved ions in water. Many factors influence the electrical conductivity of lake water, including the water-
shed's geology, the watershed's size in relation to lake's size, wastewater from point sources, runoff from
nonpoint sources, atmospheric inputs, evaporation rates, and some types of bacterial metabolism.
Electrical conductivity is also a function of temperature; therefore, RUSS data are "standardized" to 25ฐ C.
Turbidity. Turbidity describes the clarity of water. Turbidity increases as the amount of total suspended
solids in the water increases. Increased turbidity measurements might have several adverse effects on
lakes, including the following:
If light penetration is reduced significantly, growth of aquatic plants and organisms can decrease.
Reduced photosynthesis can result in decreased daytime releases of oxygen into the water.
Particles of silt, clay, and other organic materials can settle to the lake bottom, suffocate eggs and/or
newly hatched larvae, and fill in potential areas of habitat for aquatic organisms.
Turbidity can affect fish populations. Increased turbidity can reduce the ability of predators, such as
northern pike and muskellunge, to locate preyshifting fish populations to species that feed at the lake
bottom.
Fine particulate material can affect aquatic organisms by clogging or damaging their sensitive gill struc-
tures, decreasing their resistance to disease, preventing proper egg and larval development, and poten-
tially interfering with particle feeding activities.
Increased inputs of organic particles, either produced from plant growth in the lake or washed in from
the watershed, can deplete oxygen as the organic particles decompose.
Increased turbidity raises the cost of treating surface water for the drinking water supply.
The RUSS unit, developed through a cooperative effort between Apprise
Technologies and the University of Minnesota, performs remote water quality
monitoring using commercially available monitoring sensors. The sensors
WATER QUALITY MONITORING 17
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The Lake Access Project: A Success Story
Prior to initiation of the Lake Access Project, a feasibility study was conduct-
ed to identify methods for improving Halsteds Bay's water quality. The study
concluded that a $5.5 million project focusing on watershed restoration
and improvement was necessary to accomplish this task. (This restoration
project was not implemented.) Since that study, the Lake Access Project has
shown that rapid weather-related mixing events cause the release of
approximately 10 times more phosphorus to the epilimnion than runoff
events from the surrounding watershed. The sediments are providing a
reservoir of phosphorus from historical pollution that will take decades to
flush out.
The Lake Access Project has provided valuable informationwatershed
management alone will not improve the water quality of Twin Cities
Metropolitan Area lakes in all cases. With a greater understanding of the
characteristics and causes of phosphorus concentrations in these lakes, the
Lake Access Project team can apply appropriate lake management and
water treatment strategies to improve water quality, and apply them with a
much higher potential for success.
transmit time-relevant water quality data to a computer onboard the unit. Using
wireless communication, the RUSS unit can both receive programming and
transmit data to a land-base station.
The RUSS unit consists of a mobile underwater monitoring sensor tethered to a
module that floats on the water surface. The flotation module contains batteries;
solar panels; telemetry equipment; and a Remote Programming, Data
Acquisition, and Retrieval (RePDAR) unit. A diagram of the RUSS unit is pre-
sented on page 19. This diagram, which shows the flotation module, tethered pro-
filer, and three-line unit anchoring system, was taken from the RUSS System
Manual. For more information about Apprise Technologies and the RUSS unit,
visit http://www.apprisetech.com.
RePDAR Unit. The RePDAR unit allows for remote water quality monitoring
sensor operation, data storage, and data transmission. Each RePDAR unit con-
tains a central processing unit (CPU), power supply charging controls, and
telemetry modules enclosed in a watertight resin case. The RePDAR unit enables
the user to:
Collect, process, and store data at user-specified intervals.
Transmit data to the land-base station via wireless communication
systems, including cellular, radio, satellite, or 900 MHz.
Program the RUSS Unit from the land-base station.
Operate the RUSS Unit in the field with a portable computer.
Call the land-base station or an emergency telephone number when a
water quality monitoring sensor parameter exceeds a user-specified
range.
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Flotation Module
Three-Line Anchoring System
Diagram of RUSS unit, showing the flotation module, tethered profiler, and
three-line anchoring system. (Taken from the RUSS System Manual, available
from Apprise Technologies at http://www.apprisetech.com.)
Flotation module. The flotation module is a yellow, three-armed, floating buoy.
Profiler. The RUSS unit profiler is controlled by the RePDAR unit. The profiler
carries the water quality monitoring sensor to multiple depths within the water
column beneath the flotation module. A special profiler cable transmits power
and buoyancy-control protocols from the RePDAR unit to the profiler and trans-
mits data from the water quality monitoring sensor to the RePDAR unit.
An illustration of the profiler is presented on page 20.
Field controller. The field controller is used during the field service mode of oper-
ation. With the field controller, you can manually move the profiler and connect
a portable computer to the water quality monitoring sensor and the RePDAR
unit without removing the electronics hatch cover. The field controller consists of
a small patch box with a receptacle for the profiler cable and a connector plug for
the electronics hatch cover.
Software. The RUSS unit can be operated with two Apprise Technologies
software programs:
RUSS-Base, which allows you to operate the RUSS unit remotely using
a computer at your land-base station. (See Chapter 4 for information
about using RUSS-Base software.)
CONSOLE, which allows you to operate the RUSS unit using a
portable computer in the field.
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Wet Cylinder Purge Valve
Wet Cylinder
Top Plate
Main Rods
Screw Clamp
Bottom Plate
Dry Cylinder
Ballast Rod
Ballast Weight
RUSS unit profiler. (Taken from the RUSS System Manual, available from
Apprise Technologies at http://www.apprisetech.com.)
3.6 Siting Monitors
You should select monitoring locations that best fulfill the objectives of your
remote time-relevant water quality monitoring project; however, you will need to
consider several factors when making your final siting decisions. Consider the
checklist of questions on page 21 when choosing your location:
Siting the Lake Access Project Monitoring Locations
The Lake Access Project team selected three locations for siting RUSS units:
Halsteds Bay in Lake Minnetonka, which receives runoff from a large
watershed of both agricultural and urban residential land use. Because
of nutrient loading from the runoff, the water quality in Halsteds Bay
is poor. Halsteds Bay is subject to rapid weather-related mixing during
the summer because of its relatively shallow depth (about 9-10 meters).
West Upper Lake in Lake Minnetonka, which is much deeper than
Halsteds Bay and has much better water quality. This basin receives
runoff only from the area immediately adjacent to its shoreline. Because
it is deeper than Halsteds Bay and has lower algal growth, West Upper
Lake does not experience the same types of rapid weather-related mix-
ing events.
20
CHAPTER 3
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Monitoring Site-Selection Checklist
Q Are the time-relevant data you collect at these locations likely to fulfill
your project's objectives? Specifically, what questions will you be able
to answer with your data, and how will the answers assist you with ful-
filling your objectives?
Q Will people in your community support equipment installation and
remote time-relevant monitoring at your locations?
Q Will monitoring equipment at your locations pose a potential danger
to the people in your community? For example, are your monitoring
locations near heavily trafficked areas of the water body?
Q Will monitoring equipment be safe at your locations? In other words,
will equipment be especially susceptible to vandalism, tampering, or
damage?
Q What local, state, or federal regulations will you need to consider when
choosing your locations?
Q Is flexibility important to your project? Would you like the option to
move your monitoring equipment to different locations, or would you
like to monitor at several locations concurrently?
Q Do you foresee any site-specific problems with installing, operating,
and maintaining your monitoring equipment at these locations? Do
these locations pose any safety hazards to your personnel?
Q Can you adequately survey and assess your locations? What equip-
ment-specific considerations will you need to make?
Lake Independence, which lies within the metropolitan region but
receives primarily agricultural runoff. The water quality conditions in
Lake Independence are intermediate to the conditions in Halsteds Bay
and West Upper Lake.
The map below shows the locations of these three monitoring stations.
WEST UPPER LAME
I V-
4 Miles
WATER QUALITY MONITORING
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The Lake Access Team selected these three locations for the following reasons:
The team can study data spanning the range of water quality condi-
tions typically seen in Twin Cities Metropolitan Area (TCMA) lakes.
MCWD conducts manual monitoring of the runoff to Halsteds Bay.
The combination of these data, historical watershed-based land use and
cultural data, and the Lake Access time-relevant water quality data from
Halsteds Bay allows MCWD to study the link between land use pat-
terns and bay water quality.
Data from Halsteds Bay allow the Lake Access team to study the rapid
weather-related mixing events that transport phosphorus from the lake
bottom to the lake's upper layer.
By comparing data from Halsteds Bay and West Upper Lake, the Lake
Access team is able to determine how differences in lake basin shape
and depth can produce dramatic differences in lake water quality,
which in turn affect watershed and lake management decisions.
Before making final siting decisions, the Lake Access Project team met with com-
munity members to ensure their approval of proposed monitoring locations. The
team decided against one proposed location because community members had
concerns that monitoring equipment might interfere with lake recreational
opportunities or adversely affect the lake's appearance.
The team also met with local agencies to ensure that the proposed monitoring
locations complied with local regulations. To comply with boater safety regula-
tions, the Lake Access team could not locate RUSS units in main lake traffic areas.
As a result, the locations are closer to shore than the project team would have pre-
ferred. The Lake Access Project team was required to obtain navigational buoy
permits from the county-level sheriff's office before installing the RUSS units.
The team also considered siting requirements specific to the RUSS units. The
RUSS System Manual provides guidance on properly siting these units. Before
installation, the manual recommends a site characterization survey consisting of
the following:
Maximum depth measurement. You will need to make these measure-
ments when installing the RUSS unit profiler. The manual recom-
mends several depth measurements within a 6-meter radius of the
deployment location to account for local depth variations. If the water
body you are monitoring fluctuates in depth, you must update the
maximum depth in the profiler program. The profiler will sustain dam-
age from repeated contact with the bottom of the water body.
Depth contour assessment. Depth contour measurements will assist you
with deploying the RUSS unit anchoring system. The manual recom-
mends depth measurements in concentric circles surrounding the
deployment location to generate a rough contour map of the anchoring
site.
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Bottom type assessment. You might need to assess the material at the
bottom of the water body to ensure proper anchoring of the RUSS
unit. Different types of anchor designs are available for different bot-
tom types.
Signal strength assessment for the data telemetry device. You will need
to ensure that cellular signal strength is reliable or radio telemetry is
possible at the location.
Temporary site marking. You should mark the assessed location to
ensure that the RUSS unit is deployed in the proper location.
The Lake Access Project: Looking Ahead
Hennepin Parks would like to conduct future remote time-relevant monitor-
ing with a RUSS unit in a shallow area of Lake Minnetonka where boating
occurs. Lake Minnetonka is one of the most heavily used lakes for boating
in the United States. Hennepin Parks would use the time-relevant data to
study the magnitude at which boat traffic stirs up bottom sediments and the
impact these events have on the lake's water quality. If data indicate that
boat traffic adversely affects lake water quality, Hennepin Parks would
advocate no-wake zones in near-shore areas to maintain ecosystem health.
3.7 Installing RUSS Units
This section summarizes some of the basic RUSS unit installation procedures.
These procedures were taken from the RUSS System Manual, available from
Apprise Technologies at http://www.apprisetech.com. You will need to consult
this manual for detailed step-by-step installation guidance.
Unpacking and inspecting the RUSS unit
The first step to installing a RUSS unit is unpacking and inspecting the unit. You
should follow these procedures when receiving the unit:
1. Remove the packing material surrounding the flotation module. Take
care when removing the packing material, as some items might have
shifted during shipment.
2. Remove the solar panels and solar panel blank (if included) from each
arm of the flotation module.
3. Remove the electronics hatch cover to access the dry compartment
inside one arm of the flotation module, and remove all items located in
the compartment.
4. Using the enclosed packing slip, perform an inventory of all items. If
you are missing any items, contact Apprise Technologies.
5. Conduct a thorough visual inspection of all items. If you observe any
damage, contact Apprise Technologies and the carrier.
WATER QUALITY MONITORING 23
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Preparing and assembling the RUSS units
You will need to conduct a series of preparation and assembly activities on land,
on shore, and at the RUSS unit deployment location. Complete the following
activities on land:
Ensure your battery(ies) is charged.
Assemble and connect the arms of the flotation module.
Install the light and antenna.
Attach the barrier float anchoring cables.
Secure an appropriately sized line for towing the unit to the deploy-
ment site.
Calibrate your water quality monitoring sensor according to manufac-
turer's instructions.
Install the Apprise Technologies RUSS-Base software program on your
land-base station computer.
Install the Apprise Technologies CONSOLE software program on your
field portable computer.
Once you have completed the on-land assembly of the RUSS unit, you will need
to transport it to a shore-side location suitable for working on the unit. Complete
the following activities on shore:
Position your battery(ies) and the RePDAR unit within the dry com-
partment.
Position and connect the two solar panels.
Assemble the electrical system.
Connect the RePDAR unit to the electrical system.
Connect the profiler.
Place the unit in the field service mode of operation and perform elec-
trical testing. For more information on the field service mode of opera-
tion, see section 3.8.
When you have completed your electrical tests, you should disconnect the profil-
er and field controller and install your remaining solar panel or solar panel blank
on the arm with the dry compartment. You are now ready to tow the RUSS unit
to your monitoring location. When you tow the unit, take the water quality mon-
itoring sensor, the profiler (with its ballast weights), and the field controller with
you in the boat.
Anchoring the RUSS unit
When you reach the deployment location, you will anchor your RUSS unit. Your
anchoring system must meet the following requirements:
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The system must maintain the flotation module in a fixed location and
prevent excessive drifting.
Anchoring lines must maintain proper tension in all water conditions.
Anchoring lines should not enter the water column below the flotation
module (i.e., the working area of the profiler).
Apprise Technologies recommends a three-line anchoring system to provide
dynamic control of the flotation module while maintaining proper orientation at
the deployment location. A diagram of the recommended anchoring system's
components is presented below.
Flotation Module
Barrier Float Anchor Cable
Variable Buoyancy Anchoring Cable
rea of Operation
of the
Profiler
Diagram of the recommended anchoring system components (only one of the three lines is illustrated).
(Taken from the RUSS System Manual, available from Apprise Technologies at http://www.apprisetech.com.)
Each anchoring line of the recommended system contains the following
components:
Barrier float anchoring cableA 5-foot stainless steel cable of 3/16-
inch diameter or greater connecting the flotation module to the barrier
float.
Barrier floatA small flotation buoy connecting the barrier float
anchoring cable and the variable buoyancy anchoring cable. The three
barrier float buoys (one on each line) can be essential for locating the
RUSS unit during rough wave conditions.
WATER QUALITY MONITORING
25
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Variable buoyancy anchoring cableA cable connecting the barrier
float to the variable buoyancy anchor.
Variable buoyancy anchorLocated between the barrier float and the
terminus anchor. The variable buoyancy anchor provides tension in
both the variable buoyancy anchoring cable and the terminus anchor-
ing cable.
Terminus anchoring cableA cable connecting the variable buoyancy
anchor to the terminus anchor.
Terminus anchorA device used to fix the end of the terminus anchor-
ing cable to the bottom of the water body. The type of terminus anchor
you use depends on the type of material at the bottom of the water
body. As part of the survey and assessment of the monitoring location
you conduct before installation and deployment, you determine this
type of material and select a suitable anchor.
Anchoring the Lake Access Project RUSS Units
The Lake Access Project team experienced difficulty with its RUSS unit
anchoring system during the first year the units were deployed. The system
allowed the RUSS units to drift, and the anchoring lines tangled with one
another and with the profiler unit. In addition, the terminus anchors were
too heavy to move by hand, so field personnel had to use a barge and
crane to move and retrieve them. As a solution, the team installed a three-
line anchoring system.
The Lake Access Project team is pleased with the current recommended
three-line anchoring system. RUSS unit drifting has been minimized. The
anchor lines remain tense and have not tangled with one another or inter-
fered with the profiler operation. In addition, the terminus anchors are sized
so team members can move them by hand. The Lake Access Project team
has also replaced the steel anchoring cables with suitably sized rope
because personnel have cut their hands on the steel cables while moving
the anchors.
Deploying the profiler
When your RUSS unit is anchored, you will connect your water quality moni-
toring sensor to the profiler and deploy the profiler by following these general
steps:
1. Measure the length of profiler cable to match the maximum depth of
the deployment site plus two meters. As part of your survey and assess-
ment of the monitoring location before installation and deployment,
you will have determined the maximum depth. If the water body fluc-
tuates in depth, you must update the maximum depth in the profiler
program. The profiler will sustain damage from repeated contact with
the bottom of the water body.
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2. Connect the profiler cable to the profiler and the electrical system.
3. Fill the profiler's wet cylinder with water and place ballast weights on
the ballasting rods to achieve zero profiler buoyancy and vertical sus-
pension.
4. Place the unit in the field service mode of operation and test the profil-
er movement. For more information on the field service mode of opera-
tion, see section 3.8.
Once your profiler testing is complete, your RUSS unit is ready for operation!
3.8 Operating RUSS Units
Although RUSS units are designed for remote operation from a land-base station,
you can also operate them in the field. (See Chapter 4, section 4.2, for more infor-
mation about communicating with your RUSS unit from the land-base station.)
This section summarizes the basic procedures for operating your RUSS unit in
field service mode. These procedures were taken from the RUSS System Manual,
available from Apprise Technologies at http://www.apprisetech.com. You
will need to consult this manual for detailed step-by-step field service operation
guidance.
Field service operation
The RUSS unit's field service mode of operation allows you to monitor the unit
during deployment and in emergency situations. You will need the following
equipment to operate your RUSS unit in field service mode:
The key to the RUSS unit's electronics hatch cover
The field controller
A portable computer running Apprise Technologies CONSOLE
software
A null-modem computer cable
Follow these steps to enter the field service mode of operation:
1. Connect the field controller to the RePDAR unit.
2. With the null-modem cable, connect your portable computer to the
field controller.
3. Set the field controller rotary switches to enable communication
between the RePDAR unit and your portable computer, and to enable
automatic movement of the profiler.
4. Turn the electronics hatch cover key to SERVICE to provide power to
the RePDAR unit.
WATER QUALITY MONITORING 27
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Your portable computer, with the CONSOLE software running, will act as your
window to the RePDAR unit. Shortly after you provide power to the RePDAR
unit, it will initialize. You will notice a 10-second pause after the initialization.
You have two options during this pause:
Option 1. If you need to perform an emergency download of data in the
RePDAR unit's memory, you can press M during the pause.
(You will not need a password for this emergency download,
but you will need to send the binary data file to Apprise
Technologies or an authorized service site to have the file con-
verted to standard format.)
Option 2. You can press L to log in during the pause. If you do not pro-
vide a password, you will be able to perform only deployment
and hardware setup functions. If you enter the Level 1 pass-
word, you will have access to stored data. If you enter the
Level 2 password, you will be able to make changes to the
profiler and telemetry setup. If you do not log in during the
pause, the software will prompt you for the appropriate pass-
word when you try to access any protected information.
After the 10-second pause, the RePDAR unit will enter the Main Setup menu. In
this menu, you can access, review, and enter the following information:
Current time and date
Profiler schedule and depth
Water quality monitoring sensor type
RS-232 baud rate
Modem baud rate and initialization strings
RUSS unit call sign and location
Data access and programming passwords
Under the main menu's Data Access option, press A to see a screen display of the
stored data. As you view this display, the CONSOLE software will automatically
capture these data to a file identified by the RUSS unit's call sign.
Under the main menu's Proceed to Hardware Init option, you can initialize the
RUSS unit hardware according to the configuration you selected. When the ini-
tialization is complete, you will see a brief status report for each RUSS unit sub-
system (e.g., the profiler, the water quality monitoring sensor, the modem) on
your portable computer screen. The status report screen will allow you to do the
following:
View the programmed configuration, including the time, date, and the
RUSS unit's call sign and location.
View the battery voltage.
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View the results of the RePDAR unit's attempts to establish a link with
the water quality monitoring sensor.
Test profiler operation by pressing (P)ark, (S)tartprofile, or (H)alt.
m View modem information and test commands.
Test the modem link quality by calling a preprogrammed telephone
number. You will be able to view a modem status message of the call's
progress.
Setting up the water quality monitoring sensor
In addition to properly calibrating your water quality monitoring sensor accord-
ing to manufacturer's instructions, you will need to take the following steps to
ensure your equipment operates properly:
In the RUSS unit field mode of operation, confirm the programmed
water quality monitoring sensor type and proper units of measurement
and ensure that sensor operation is enabled.
You should set the interval between sampling to a minimum of 3 sec-
onds to ensure reliable profiler operation.
Water quality monitoring sensors usually have two distinct modes of
operation: the menu system is used for calibration and setup, and the
data string mode is used during monitoring. You will need to make
sure your sensor is in the proper operation mode.
Lake Access Project RUSS unit operation
The Lake Access Project team programs its RUSS units to collect sample profiles
at 1-meter intervals four times daily. Profiles begin at the lake surface at 12:00
p.m., 6:00 p.m., 12:00 a.m., and 6:00 a.m. Data are typically transferred to the
land-base station each morning.
Apprise Technologies has altered the internal program for the Lake Access Project
RUSS units to allow for a 5-minute delay between profiler movement and sam-
ple collection. This delay allows the YSI multiprobe water quality sensor to equil-
ibrate to the different water temperature and dissolved oxygen conditions at each
depth. Once the sensor has equilibrated, parameter measurement takes about 3
minutes.
When the sampling profile is complete, the profiler parks at a depth programmed
by the Lake Access Project team. Parking depth is selected to place the sensor in
the area of lowest light without placing it in the anoxic water layer.
3.9 Maintaining RUSS Units
You will likely focus most of your scheduled equipment maintenance on cleaning
and calibrating your water quality monitoring sensors to meet your project's
QA/QC protocols. The required effort and frequency for this maintenance will
depend on the types of sensors you use and the water quality conditions at your
WATER QUALITY MONITORING 29
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monitoring locations. In addition to water quality monitoring sensor cleaning
and calibration, you might need to perform scheduled maintenance on your
RUSS unit. Required maintenance will depend on factors specific to your proj-
ect, your community, and your monitoring locations.
Lake Access Project Maintenance Activities
Lake Access Project maintenance activities include cleaning and calibrating the
YSI multiprobe water quality sensors, maintaining a RUSS-unit bird deterrent
system, removing the RUSS units during lake freezing and thawing conditions,
reinstalling the units following these conditions, and repairing damaged or van-
dalized RUSS units.
Monitoring sensor maintenance and calibration
The Lake Access Project team cleans and calibrates the YSI multiprobe water
quality sensors on the three RUSS units every 1 to 4 weeks. The accuracy and pre-
cision of data derived from water quality monitoring instruments depend on
sound instrument calibration procedures. (Accuracy is the extent to which meas-
urements represent their corresponding actual values, and precision is a measure-
ment of the variability observed upon duplicate collection or repeated analysis.)
Sensor cleaning and calibration is a multistep activity that begins with the fol-
lowing steps:
1. Traveling to the monitoring location.
2. Collecting a manual water quality profile near the unit using a YSI
multiprobe water quality sensor identical to the one used on the RUSS
unit.
3- Placing the RUSS unit in the field service mode of operation and man-
ually moving the profiler to collect a water quality profile.
4. Manually moving the RUSS profiler to the surface.
5. Removing the sensor from the profiler and manually moving the profil-
er to its parking depth.
6. Transporting the sensor to the laboratory.
At the laboratory, a set of known parameter standards are measured with the sen-
sor. By comparing these sensor measurements with the known standards and by
comparing the two manual water quality measurements taken in the field, the
Lake Access Project team can more accurately estimate the amount of error asso-
ciated with recent sensor measurements and determine the quality of recently col-
lected data.
Lake Access Project personnel clean, calibrate, and inspect the multiprobe sensors
according to detailed instructions provided by YSI. The sensors are carefully and
thoroughly cleaned to remove algae and other organisms that cause sensor
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biofouling. The pH, conductivity, and turbidity meters are calibrated against
known standard solutions. To ensure accurate calibration, the team selected these
standards in ranges at which the parameters are typically detected in the field. The
temperature meter is calibrated against the temperature in the laboratory. The dis-
solved oxygen meter is calibrated using a YSI calibration cup. The depth probe is
calibrated out of water to a depth of zero.
CjPTip. Although cleaning and calibration activities can occur in the field,
Lake Access Project personnel prefer to calibrate the monitoring
sensors within the laboratory's controlled environment. Because of
temperature changes in the field, the sensors can take a long time
to equilibrateeven if they are submerged in a bucket of water.
Overall, the Lake Access Team has found that the entire cleaning
and calibration activity takes longer in the field than in the
laboratory.
Lake Access personnel complete the cleaning and calibration activity by:
1. Traveling to the monitoring location.
2. Placing the unit in the field service mode of operation and manually
moving the profiler to the surface.
3. Connecting the sensor to the profiler, placing the RePDAR unit in the
ON position, and removing the key to the electronics hatch cover.
When the key is removed, the RePDAR unit will move the profiler to
its parking position and resume normal RUSS unit operation.
Lake Access Project personnel are able to complete sensor cleaning and calibration
activities on the three RUSS units on Lake Minnetonka and Lake Independence
in 1 day, unless a sensor component requires repair or replacement.
Resolving Calibration Issues
Because of water quality conditions in Lake Minnetonka and Lake Independence, the Lake Access Project
team has had some difficulty maintaining the calibration of the units' dissolved oxygen meters. During
summer months, the team noticed significant errors in dissolved oxygen measurements. Sometimes the
team had to calibrate the dissolved oxygen meters every 7 to 10 days.
The Lake Access Project team had typically parked the RUSS unit profilers at 5 meters deepbelow the
sunlit layer of the laketo reduce the rate of algae growth and subsequent biofouling of the sensors. Lake
stratification can make Twin Cities Metropolitan Area (TCMA) lakes anoxic below 3 meters deep. In the
anoxic area, the level of hydrogen sulfide in the water increases. Lake Access team members began to sus-
pect that the hydrogen sulfide in the anoxic zone was reacting with the potassium chloride in the dissolved
oxygen probe, causing the calibration to rapidly decay. The team raised the profiler parking depth to 3
metersout of the anoxic zone, but still deep enough to reduce the rate of sensor biofouling during the
summer months.
During the winter, the Lake Access Project team typically reprograms the profilers to park at 5 meters deep
because, during these months, this level of the lake is dark but remains well oxygenated.
WATER QUALITY MONITORING 31
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Bird deterrence
Some birds love to land on RUSS units! So many birds landed on the Lake Access
Project units that guano covered the solar panels, preventing adequate battery
charging. Team members sometimes had to clean the solar panels daily.
To prevent this nuisance and ensure adequate battery charging, the Lake Access
Project team experimented with bird deterrent systems. First, the team placed
coiled wires over the solar panels. Although the wires stopped birds from landing
on the solar panels, they prevented field personnel from working comfortably
with the RUSS units. The team replaced the coiled wires with chicken-wire cov-
ers that fit over the solar panels. The chicken wire is easier to handle and keeps
birds off the panels just as well.
Lake freezing and thawing conditions
The Lake Access team temporarily removes its units from the lakes during freez-
ing conditions in the late fall and thawing conditions in the early spring because
the units could be severely damaged if left on the ice during these conditions.
Freezing conditions. Just prior to lake freezing conditions, the team removes the
RUSS units from the lakes. The team retrieves all portions of each unit (includ-
ing the buoys, anchors, and anchoring lines), brings the profiler to the surface and
detaches it, and tows the unit to shore. The RUSS units are stored intact in a large
shed. When the lakes have frozen over, the project team erects an ice house at each
monitoring location. The team does not use the RUSS unit flotation module dur-
ing the winter months. The solar panels are mounted on top of the ice shed,
which is oriented to allow for maximum solar exposure and angled to minimize
snow accumulation. The RePDAR unit and batteries are stored inside the ice
shed, and the profiler is deployed through a hole in the ice.
Thawing conditions. Just prior to lake thawing conditions, the Lake Access Project
team removes the icehouses and the RUSS unit components. During winter mon-
itoring, the ice hole cut for the profiler freezes around the cable. Although the ice
does not adversely affect the operation of the profiler, personnel have to chip
through the ice to remove the cable and the profiler. When the lakes have thawed
completely, the project team redeploys the complete RUSS units at the monitor-
ing locations.
3.10 Other Local Monitoring Efforts
This section provides information about additional water quality monitoring
efforts being conducted in the Minnehaha Creek Watershed and Hennepin Parks
district. Minnesota researchers and natural resource managers are conducting
these projects to learn more about the characteristics of Twin Cities Metropolitan
Area (TCMA) lakes, detect water quality trends and recreational use impairments,
develop lake management strategies and determine their effectiveness, and ensure
the safety and health of lake users. Some of these monitoring methods might help
satisfy your community's water quality monitoring objectives. For example, there
may be times when you are unable to conduct remote time-relevant monitoring
(e.g., due to equipment malfunction; during lake freezing and thawing condi-
32 CHAPTERS
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tions; when remote time-relevant monitoring technology is not available for a
particular location or analytical parameter; or when required resources are insuf-
ficient). In these instances, you could use the data collection methods described
in these projects to supplement time-relevant data.
Specific monitoring efforts conducted by Minneapolis community lake manage-
ment and research organizations include:
Monitoring for water quality trends
Nutrient budget monitoring
Health and safety monitoring
Project-specific monitoring
Monitoring for Water Quality Trends
For more than 5 years, MCWD and Hennepin Parks have conducted water qual-
ity monitoring on approximately 15 lakes throughout the two districts and on
nearly 20 bays in Lake Minnetonka. By measuring four water quality parameters
(chlorophyll-a, total and soluble reactive phosphorous, and nitrogen), MCWD
and Hennepin Parks personnel can determine how changes in lake nutrient con-
centrations affect the growth of algae and how the growth of algae affects lake
water quality:
Chlorophyll-a measurements show how much algae is present in the
water.
Total and soluble reactive (i.e., dissolved) phosphorus measurements
indicate the amount of phosphorus available for algae growth. Very lit-
tle phosphorus is needed to dramatically change lake water quality; one
pound of phosphorus entering a lake from the surrounding watershed
can grow 300 to 500 pounds of algae in the lake.
The relationship between the amounts of nitrogen and phosphorus in a
lake can help personnel determine whether phosphorous or nitrogen is
the limiting nutrient for algae growth.
Collectively, MCWD and Hennepin Parks staff use these data to detect water
quality trends. These trends can indicate if impacts such as recreational use or
urbanization are impairing water quality, or if management initiatives such as
public education or stream, lake, and wetland restoration are leading to improved
water quality.
MCWD and Hennepin Parks staff travel to each monitoring location biweekly to
collect water quality samples. Before collecting samples, personnel determine
Secchi disk depth (see the box on page 34) and use a YSI multiprobe water qual-
ity sensor to gather time-relevant data on temperature, pH, dissolved oxygen,
electrical conductivity, and depth in a profile of 1-meter intervals from the sur-
face to the bottom of the lake. Personnel use these data in the field to determine
the water depth and locate the lake's thermocline.
WATER QUALITY MONITORING 33
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What is a Secchi Disk?
A Secchi disk is a tool used to measure the water's clarity. It is a weighted,
round metal plate about 8 to 1 2 inches in diameter with an alternating
black-and-white pattern like the one shown below.
Field personnel lower the disk into shaded water (because sunlight can
affect the measurement) until it is no longer visible. Then they raise the disk
until it is barely visible. The average of these two depths is the Secchi disk
depth, which provides a measure of the water's clarity or transparency.
(For more information on Secchi disks, see the Lake Access Web site at
http://www.lakeaccess.org/russ/index.html.
Staff collect a 2-meter surface composite sample, a grab sample at the thermocline
depth, and a grab sample one-half meter from the bottom. The table below sum-
marizes the purposes and techniques for collecting these types of samples.
Nutrient Budget Monitoring
Each year, MCWD and Hennepin Parks conduct nutrient budget monitoring in
two to three streams that feed Lake Minnetonka. This type of monitoring
includes analyses for the following parameters:
Total phosphorus
Total nitrogen
Total suspended solids
Total solids
Soluble reactive phosphorus
Ammonia
Nitrate
Temperature
pH
Electrical conductivity
34 CHAPTERS
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Sample Type Purpose
Collection Technique
Two-meter
surface
composite
This type of sample represents the
strata of biological activity (e.g.,
algae growth) in the lake's upper
layer, where sunlight penetrates.
MCWD and Hennepin Parks collect 2-
meter surface columns because sun-
light typically penetrates the upper 2
meters of TCMA lakes. This is also the
standard surface water sampling pro-
tocol used by the Minnesota Pollution
Control Agency.
Samples are collected using a PVC pipe 3
inches in diameter and 2 meters long. Field
personnel submerge this pipe vertically to
collect a column of water from the upper 2
meters of the water body. Each composite
sample is brought to the surface, poured
into a composite container, mixed, and
divided into subsamples for laboratory
analyses.
Thermocline
grab
A lake thermocline typically deepens
during the summer as the upper,
wind-mixed layer of the lake (the
epilimnion) rises in temperature. The
thermocline grab sample indicates
how much phosphorus will be avail-
able to algae if storms mix the lake
below the thermocline depth.
Using a rope, personnel lower a special
sampling device (typically a Van Dorn or
Kemmerer water bottle) to the thermocline
depth. The sampling device consists of a
tube with spring-loaded closures on each
end. When the device has reached the ther-
mocline depth, personnel send a weight
(called a messenger) down the rope. When
this weight contacts the sampling device, the
spring-loaded closures seal both ends of the
tube. The grab sample is brought to the
surface and divided into subsamples for lab-
oratory analyses.
Bottom grab
This sample indicates how much
phosphorus is located at the lake bot-
tom (and how much phosphorus
would be available to algae if the
lake were to mix completely).
Field personnel collect the bottom grab by
lowering the same type of sampling device
used for the thermocline grab to a depth of
one-half meter from the bottom. The grab
sample is brought to the surface and divid-
ed into subsamples for laboratory analyses.
By measuring these parameters, MCWD and Hennepin Parks can characterize
total annual nutrient loading from the monitored stream into a lake.
Total phosphorus and total nitrogen measurements indicate the amounts of phos-
phorus and nitrogenin particulate and dissolved formsthat enter the lake
from the inflow stream.
Measurements of total solids and total suspended solids help MCWD and
Hennepin Parks determine the amounts of phosphorus and nitrogen that exist in
particulate form. Best management practices (BMPs) such as sediment detention
ponds or constructed wetlands are typically designed to remove nutrients in par-
ticulate form.
The soluble reactive phosphorus measurement indicates the amount of phospho-
rus dissolved in the water. The nitrate and ammonia measurements describe the
major forms of nitrogen available to algae that are present in the water. These
measurements are important because they indicate how much phosphorus and
WATER QUALITY MONITORING
35
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nitrogen are present in the forms most available for algal growth and most diffi-
cult to remove by BMPs.
Temperature, pH, and electrical conductivity measurements further describe
water quality of the inflow stream. (See Section 3.4 for more information about
monitoring for these parameters.)
To conduct nutrient budget monitoring, field personnel install automated flow
meters on lake inflow streams to measure and electronically log flow. Automatic
samplers are linked to the flow meters to collect flow-weighted composite sam-
ples. Composite samples are made up of individual volumes collected over time.
At a predetermined stream-flow interval, the flow meter sends a signal to the sam-
pler to collect each volume of the composite sample. At the conclusion of the
composite period (which typically spans a storm event, plus one hour), field per-
sonnel retrieve, mix, and divide composite samples into subsamples for analysis at
the Hennepin Parks water quality laboratory.
Health and Safety Monitoring at Swimming Beaches
Hennepin Parks manages nine swimming beaches. At three of these beaches,
Hennepin Parks uses rubber beach curtains that encompass 1 to 1.5 acres of lake
area for swimmers and restrict water movement between the swimming area and
the lake. These curtains reduce the volume of lake water Hennepin Parks must
manage for swimmers. For example, algae blooms can be quite severe on some
lakes, but Hennepin Parks has several options for managing blooms within beach
curtains. These include pumping fresh water into the swimming area, using foun-
tains to prevent buildup of algae scum on the water surface, and applying alu-
minum sulfates (alum) to remove phosphorous and algae within the swimming
area.
During the swimming season, personnel monitor swimming waters to ensure they
are safe for the public. Lifeguards determine the Secchi disk depth of swimming
waters three times daily. By comparing Secchi disk depths in water within the
beach curtain to water outside the curtain, Hennepin Parks can demonstrate that
the beach curtains provide the public a better swimming experience.
Hennepin Parks monitors recreational waters for fecal coliform bacteria weekly.
Samples are analyzed at the Hennepin Parks water quality laboratory. Hennepin
Parks adheres to national and state guidelines to maintain fecal coliform counts
lower than 200 colonies per every 100 mL of water. Studies have shown that the
probability of human health risk is minimal if fecal coliform counts are kept
below this level. When Hennepin Parks personnel detect coliform levels greater
than the guideline level, they immediately analyze a water sample for the bacteri-
um E. coli. This tells personnel what percentage of fecal coliform can actually
pose a health risk to swimmers. Fecal coliform bacteria data are posted weekly the
Web at http://www.hennepinparks.org.
36 CHAPTERS
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Making Lake Waters Safe for Swimmers
Hennepin Parks personnel take immediate action to reduce fecal coliform levels when they exceed the
guideline level for human health and safety. Typically, high fecal coliform levels in Twin Cities Metropolitan
Area lakes can be directly attributed to local goose populations. Each morning, lifeguards patrol the
beaches with strainers to remove goose droppings. If a few geese have become particularly fond of a
swimming beach, lifeguards attempt to chase the geese away. If a large number of geese descend upon
a swimming beach, Hennepin Parks uses a border collie service to herd the geese off the beach.
When fecal coliform sources have been minimized, Hennepin Parks treats the swimming water, if neces-
sary. Personnel have used the following strategies to lower the fecal coliform level in swimming waters:
Flushing the swimming area within the beach curtain with city drinking water, which contains a small
amount of chlorine for disinfection.
Flushing the swimming area with fresh ground water.
Raising sections of the beach curtain at deep swimming sites to pull in lake water to flush the swimming
area. Lake water is pulled from the bottom to minimize the amount of algae and swimmer's itch organ-
isms pulled into the swimming area.
Because fecal coliform bacteria are typically associated with solids, using small amounts of aluminum
sulfate to settle any solid material in the swimming area can reduce health risks.
If every available strategy has been used and fecal coliform levels are still above the guideline for 2 to 3
consecutive days, Hennepin Parks closes the beach until the waters reach safe levels again.
Project-Specific Water Quality Monitoring
MCWD and Hennepin Parks also conduct water quality monitoring on project-
specific bases. A few examples of these projects are described below.
Monitoring Sediment Detention Pond Effectiveness. When one district lake's water
quality began to decline, Hennepin Parks monitored the effectiveness of a sedi-
ment detention pond designed to remove nutrients from the lake's inflow stream.
Hennepin Parks personnel suspected the sediment detention pond had filled with
too much sediment to remain effective. To confirm this suspicion, personnel used
the nutrient budget monitoring method to measure flow and collect samples at
monitoring locations located upstream and downstream of the sediment deten-
tion pond. By comparing the parameters measured at each monitoring location,
Hennepin Parks determined that the sediment detention pond was not effective-
ly removing nutrients from the inflow stream. The pond was dredged of excess
sediment, and Hennepin Parks conducted additional monitoring to ensure that
the dredging increased the pond's effectiveness.
Lawn Fertilizer Runoff Study. Hennepin Parks conducted a series of lawn fertiliz-
er runoff studies. To determine the number of lawns requiring phosphorus fertil-
izer, Hennepin Parks collected and analyzed soil samples from approximately 200
suburban lawns. Although most suburban home owners use fertilizers with phos-
phorus, Hennepin Parks found that only about 15 percent of the lawns actually
required the addition of phosphorus for healthy turf.
WATER QUALITY MONITORING 37
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Using sampling devices designed by the U.S. Geological Survey, Hennepin Parks
monitored runoff from about 30 suburban lawns, some of which were fertilized
and some of which were not. Each sampling device consisted of two 5-foot long,
1 -inch diameter PVC pipes with slits cut lengthwise. These pipes were placed hor-
izontally on each lawn to form a "V" pointing down the lawn's slope toward its
storm water drainage area. Where the pipes met, personnel attached a cup and
placed an 8-inch long, 6-inch diameter PVC pipe (vertically) into the cup. In this
pipe, personnel placed a sample bottle. During a rainfall event, runoff water
flowed into the slits, through the "V" pipes, and into the sample bottle.
Because most of the monitored lawns were small and because most district rain
events are brief, the samplers typically collected all runoff from each rainfall event.
By comparing the concentrations of phosphorus measured in the runoff from fer-
tilized and unfertilized lawns, personnel determined that much of the phospho-
rus fertilizer applied to the lawns not needing additional fertilizer runs off.
Golf Course Runoff Study. To determine the characteristics of runoff that TCMA
lakes typically receive from golf courses, Hennepin Parks conducted runoff stud-
ies using the nutrient budget monitoring method. In addition to these parame-
ters, personnel also analyzed samples for any pesticides and fungicides used by the
golf course.
Hennepin Parks and many community golf courses are cooperating to help
improve the quality of local lakes. During the past several years, district golf
courses have saved money, maintained suitable turf, and improved the quality of
runoff water to TCMA lakes by using the following management strategies:
Reducing the use of all fertilizers, especially those containing
phosphorus.
Reducing the use of pesticides and fungicides by eliminating preventa-
tive treatments. District courses now use these agents to treat only
problem areas.
38 CHAPTERS
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Using Monitoring to Help Meet Lake Water Quality Goals
Minneapolis Park and Recreation Board
The Minneapolis Park and Recreation Board (MPRB) conducts a variety of water quality monitoring projects
in Minneapolis lakes. The MPRB undertakes some of this monitoring to measure progress toward meeting
water quality goals set by the Minneapolis Chain of Lakes Citizen Committee. In 1993, the Committee
developed water quality goals for Lake Calhoun, Lake Harriet, Cedar Lake, and Lake of the Isles. The
Committee hopes, over the long term, to restore the water quality of these lakes to conditions as close as
possible to those that existed before urbanization. To achieve its goals, the Committee has recommended
reducing in-lake phosphorus concentrations and managing influent pollutant loads to each lake with a
unique scheme of in-lake manipulations and watershed best management practices (BMPs). The MPRB
uses monitoring data to measure changes in water quality and evaluate the effectiveness of the BMPs used.
The MPRB also conducts monitoring in other Minneapolis lakes to measure long-term water quality trends,
establish water quality goals and lake management plans, and compare the water quality trends in these
lakes with trends measured in the Chain of Lakes.
Lake Water Quality Monitoring
The Environmental Operations Section of the MPRB conducts long-term water quality monitoring in
Minneapolis lakes. The MPRB plans to conduct this type of monitoring for about three to five years to ensure
that water quality changes in city lakes are not masked by annual variations in weather patterns. The long-
term monitoring program includes analyses for the following parameters:
Dissolved oxygen Total dissolved phosphorus Chloride
pH Soluble reactive phosphorus Hardness
Conductivity Total nitrogen Chlorophyll
Temperature Silica Phytoplankton
Total phosphorus Alkalinity Zooplankton
The MPRB selected these parameters to allow for a detailed characterization of the in-lake processes that
affect water quality. The MPRB's year-round sampling frequency increases during the lake growing season
(May through September), when in-lake conditions are rapidly changing.
Field personnel from the MPRB's Environmental Operations section conduct water quality monitoring at the
deepest point of each lake. These points are determined using bathymetric maps and located using shore-
line landmarks and depth sounding equipment.
At each monitoring location, field personnel use a Hydrolabฉ sensor to conduct field measurements of dis-
solved oxygen, pH, conductivity, and temperature at 1 -meter intervals through a vertical column of water.
Field crews also collect manual samples for total phosphorus, total dissolved phosphorus, and soluble
reactive phosphorus at predetermined intervals in the water column. Personnel collect zooplankton sam-
ples by hauling a net vertically through the water column at a rate of 1 meter per second and washing the
net with distilled water to remove the contents for preservation and analysis. Surface composite samples
for all other parameters are collected in a column of water from the upper two meters of the lake.
Personnel also determine Secchi disk depth and perform a survey of vascular plants during sampling.
(continued on next page)
WATER QUALITY MONITORING 39
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Storm Water Runoff and Best Management Efficiencies Monitoring
The MPRB conducts monitoring of stormwater runoff and best management efficiencies to determine the
actual pollutant removal achieved through the use of structural BMPs (e.g., wetlands, street cleaning, and
grit chambers) and to study long-term pollutant loading trends in Minneapolis lakes. These monitoring
data are used to determine if changes in BMPs are required. Monitoring locations are selected based on
the following requirements:
The location should be influenced by only one BMP
No area of the watershed should drain to a sanitary treatment system
The location should not be affected by a major sewer or street construction project
The entire watershed should fall within Minneapolis city limits
This type of monitoring includes analyses for the following parameters:
Total suspended solids
Total phosphorus
Dissolved phosphorus
Total nitrogen
Field personnel use automated flow meters and samplers to conduct stormwater runoff and best manage-
ment efficiencies monitoring. Automatic flow meters allow personnel to record continuous flow measure-
ments at each monitoring location. Automatic samplers provide the following three sampling options:
Time-weighted composite sampling, where composite samples are made up of individual volumes col-
lected over a predetermined interval of time.
Flow-weighted composite sampling, where the automatic sampler is electronically linked to a flow
meter. At a predetermined flow interval, the flow meter sends a signal to the sampler to collect each vol-
ume of the composite sample.
Time- or flow-weighted discrete sampling, where the automatic sampler is retrofitted to collect 1 2 sam-
ples in individual bottles at a predetermined time or flow interval.
Because the monitoring equipment cannot be operated in below-freezing conditions, the MPRB installs the
equipment as early as possible in the spring and removes the equipment as late as possible in the fall to
prolong monitoring time and avoid freezing conditions.
40 CHAPTERS
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4. COLLECTING, TRANSFERRING,
AND MANAGING TIME-RELEVANT
WATER QUALITY DATA
To effectively assess the water quality of a lake or river, it is necessary to collect
representative field samples over a time span that takes into account as many
influences on the water body as possible. However, conducting a compre-
hensive manual sampling program that covers different times of the day, as well
as different seasons and seasonal events, presents distinct challenges. As a result,
many water quality monitoring programs, such as the Lake Access Project, rely on
automated systems in which remote water sampling units collect data at pro-
grammed intervals and then transmit the data to a land-based station for storage,
retrieval, and analysis.
Using the Lake Access Project as a model, this chapter provides you and your
community with "how-to" instructions on how to operate and maintain such
data collection systems. If you are responsible for or interested in implementing
this system, you should carefully read the technical information presented in the
sections on setting up and using RUSS-Base software for data collection and
transfer, and managing the data at the base station (Sections 4.2 through 4.5).
Readers interested in an overview of the system should focus primarily on the
introductory information in Section 4.1 below.
4.1 System Overview
A data collection, transfer, and management system can benefit your community
in two ways: It enables you to automate the collection of water quality samples,
and it enables you to control the resulting data flexibly and easily. By using the
system's software, you can program your remote in-water sampling units (in this
case, RUSS units) to collect water quality data at specified intervals. Then you can
call the sampling units as needed for data transmission or program your system to
call for transmissions of data at specified times. Once the data arrive, the infor-
mation can be formatted and stored or otherwise prepared for export to another
database, or it can be analyzed using geographical information system (GIS) or
data visualization software.
The data collection, transfer, and management system used in the Lake Access
project consists of two main parts (see the figure on the following page):
Remote Underwater Sampling Station (RUSS) units, which are deployed
in the water and programmed to collect water quality data in the water
column at specified depths and intervals.
A land-based station, which is basically a computer equipped with two
main parts:
RUSS-Base software. You use this software to create profile schedules
of sampling parameters and to communicate with the RUSS units to
transmit schedules and receive sampling data.
TIME - RE LEVANT WATER QUALITY DATA 41
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A database management system. You use this system to format, quality
check, and store collected data.
Land-Base Station
Remote
sampling
stations
Level One
Base Station
RUSS-Base System
Software
Schedule profiles for
data collection
Transfer data
Level Two
Base Station
Data Management
System
Perform QA/QC
Convert data
Manage data
Archive data
End User
for Data
Visualization
Model data
Analyze data
Display data
The RUSS units and the base station computer are equipped with communica-
tions hardware featuring either a modem/cell phone or modem/radio transceiver.
This equipment allows the RUSS units and computer to "talk" to each other over
long distances. Because of this communication ability, each RUSS unit becomes
part of a remote data acquisition system controlled from the land-base station. At
the base station, an operator runs the RUSS-Base software to connect to the
RUSS units for data collection and transfer.
The system's flexibility enables you to establish sampling and data transfer proto-
cols based on your specific monitoring needs. For example, you might program
your RUSS units to sample every 4 hours, 7 days a week, to monitor general
trends. You might also want to conduct sampling specific to certain events, such
as storms or heavy rainfalls, during which you might monitor water quality at a
single depth on an hourly basis.
The system can collect and store data for future use, or it can retrieve and trans-
mit collected data in near-real time. Each RUSS unit stores collected data in its
on-board computer (RePDAR), making the data available for download on
demand by the base station. The RUSS unit can hold up to 3 weeks of collected
data (assuming average sampling intervals) in its on-board computer. The unit
also can serve as a temporary archive by retaining a copy of all transmitted data
files. Once the unit runs out of space, it will overwrite data as necessary, begin-
ning with the oldest files.
A single base station can control an array of RUSS units, and an individual RUSS
unit can transmit data to more than one base station.
The remainder of this chapter provides information on how to program a data
collection and transfer system and how to manage the collected data, using the
system used by the Lake Access project as an example.
42
CHAPTER 4
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How often should data be collected?
The Lake Access team generally collects samples every 4 to 6 hours to
observe daily changes in water quality parameters (see Chapter 3, section
1). The RUSS units collect samples at 6:00 a.m., 12:00 noon, 6:00 p.m.
and 12:00 midnight, and the data are transmitted to the land-based sta-
tion at 7:30 a.m. the following morning. The team also collects intermittent
samples to determine the effect of storm events on lake stratification and
nutrient mixing.
4.2 Getting Your Equipment and Software in Place
In addition to deploying your RUSS units for data collection and transfer, you
will need to assess whether your base station computer equipment meets mini-
mum technical requirements. Once you have determined that it does, you will be
ready to obtain and install the software needed to communicate with your RUSS
units. Before you receive the software from Apprise Technologies, you will need
to determine which type of telemetry equipment should be used on the RUSS
units.
Minimum Requirements
To use a land-based computer as a base station, you will need:
An IBM-compatible PC with a Pentium II processor (300 megahertz
[MHZ])
Windows 95, 98, or 2000 or Windows NT
16 megabytes of RAM
10 megabytes of free disk space
An industry standard internal or external dial-up modem
Telemetry Equipment
As a next step, you will need to determine what kind of data communication or
telemetry equipment to install on your RUSS units. Telemetry equipment enables
data to be transferred from a remote sampling station (i.e., the RUSS unit) to a
receiving station (i.e., the base station). You can choose between a cellular tele-
phone modem (CTM) and a 900-MHZ transceiver. To make this choice, you
should consider the following factors:
The initial expense associated with CTM units is relatively low. (They
generally cost about $1,000 each.) However, CTM unit connection
costs can be somewhat higher than transceiver unit connection costs.
In contrast, the up-front costs for transceiver units is relatively high
(generally about $3,000 each), but connection costs are likely to be
much lower. In addition, maintenance costs tend to be lower for
transceivers.
TIME - RE LEVANT WATER QUALITY DATA 43
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Establishing a connection between a CTM unit and RUSS units can be
problematic at times if local circuits are overloaded or if tower-switch-
ing issues arise.
Even when a connection is established, the signal strength might not be strong
enough to allow data transmission. A signal strength of less than 50 MHZ is usu-
ally too weak, while a signal strength between 50 and 60 MHZ is marginal.
CjPTip. To test the connection between a CTM unit and a RUSS unit, you
can call the test line maintained by Apprise Technologies, which is
usually pre-programmed into the CTM. (Before you dial, be sure to
switch the unit to the proper pre-programmed number by using the
key pad.) On certain CTMs, you can call the test line by pressing
"C" on the key pad. The status of the call will be displayed in the
phone's message window, as follows:
"No service" indicates insufficient signal strength
"System busy" indicates overloaded local cell capacity
"No carrier" or "busy" or "dropped call" indicates call
interruption
"Connect" indicates successful connection
(Note: Apprise Technologies does not guarantee the
accessibility of its test line.)
Transceiver unit communications can be affected by radio interference
on the transmission channel. The channel's path also can be inadequate
to maintain the connection. In such cases, it might be possible to
switch to a different channel. Using a dedicated or leased line can help
ensure the reliability of data transmission.
Depending on the distance between the land-based station and a RUSS
unit, you may need to deploy a sequence of transceivers. Transceivers can
transmit and receive over a distance of no more than 5 miles. The figure
below shows different transceiver deployment configurations based on the
distance between the land-based station and the RUSS unit.
Base Station \ Transceiver
Smiles ^^J 10 miles Smiles m
RUSS Unit RUSS Unit
k with Transceiver / N with Transceiver /
X / \ \ S
44 CHAPTER4
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Installing Level 1 Base Station Software
Once you have determined that your computer meets minimum technical require-
ments and you have selected and set up your telemetry system, you are ready to
obtain and install RUSS-Base, the level 1 base station software. RUSS-Base enables
you to create profile schedules with sampling parameters, transmit the schedules to
your RUSS units, and receive transmissions of sampling data. Additional software
(discussed below) allows you to run RUSS-Base automatically.
RUSS-Base Software
RUSS-Base, a DOS-based software program available from Apprise Technologies,
is provided as part of a RUSS unit's data collection and transfer system.
To install RUSS-Base:
1. Copy R-Base.exe from the disk or CD-ROM to a directory on your
computer.
2. Double click on the executable file. This will load the program onto
your computer and create an icon to access RUSS-Base from your desk-
top. It will also create two directories on your hard drive. One directo-
ry, C:\RUSS, contains the RUSS-Base program. The other directory,
C:\RUSSdata, is the default directory in which downloaded data from
the RUSS unit will be automatically placed.
3. Verify that the RUSS-Base program is working by double clicking on
the desktop icon or navigating to the C:\RUSS directory and double
clicking on R-Base.exe.
Note that Apprise Technology provides customers with update notifications by
telephone or e-mail and delivers the actual updates via e-mail, disk, or CD-ROM.
We suggest that you implement these updates as you receive them.
Additional Software
ClockerPro and Clocker are personal/network program schedulers for use on the
Windows platform. They are designed to schedule programs (or reminders)
such as the upload and download of data from RUSS unitsto run at specified
times. Registration for a single copy of these schedules costs $24.95-
To obtain and install ClockerPro or Clocker:
1. Download ClockerPro and Clocker from
http://www.winnovation.com/clocker.htm.
2. Click on the file clkpr311.zip (for ClockerPro) or dk2403.zip (for
Clocker) and save it to a temporary directory on your computer (such
as C:\tmp).
3. Navigate to the location of clkpr311.zip or clk2403.zip.
4. Run setup.exe and follow the instructions provided. For instructions on
using ClockerPro or Clocker, select Help from the software's main screen.
TIME - RE LEVANT WATER QUALITY DATA 45
-------
Anticipating Support Needs
As with any computer system, you will need to ensure the availability of techni-
cal support to attend to software, hardware, and security needs. A staff person
who is familiar with providing general computer support should be able to main-
tain your system. You should enlist the services of a technical support person
before you deploy the system so that guidance is available when you need it.
4.3 Programming Your System for Scheduled
Transfers of Data
Now that the components of your system are in place, you are ready to program
the system components for data collection and transfer using RUSS-Base software
and Clocker/ClockerPro. The RUSS-Base software application is relatively easy to
use, particularly if you have some experience with DOS programs and telemetry
equipment. This section focuses primarily on:
Using RUSS-Base to program your RUSS units for sample collection.
Programming your land-base station to automatically call the RUSS
units for scheduled data feeds.
The first time you perform these functions, you will need to be attentive to a vari-
ety of details. Once you have established the appropriate protocol, however,
implementing these functions should be quick and easy.
The figure below provides an overview of the data collection and transfer process.
RUSS Unit
Collect Data at
Specified Times
and Depths
Store Data for
Download
Send Collection Profile
Base Station Initiated
Transfer Data
Base Station Initiated
End User
Base Station
R-Base Data
Collection
and Transfer
Incoming Data
Data Conversion
I
QA/QC
Database
(archived)
Outgoing Data
46
CHAPTER 4
-------
The following instructions provide an orientation to the system using a combi-
nation of screen shots and descriptive information.
Getting Familiar with the RUSS-Base Startup Screen
With RUSS-Base installed on your land-based computer, you can launch the pro-
gram by double clicking on either the desktop icon or the R-base.exe file in the
C:/RUSS directory. This will open the program to the startup screen, which serves
as the gateway to program functions.
The startup screen orients you to the overall format of screens throughout the
program. The screen content is organized into four main areas, as shown in the
screen below and described in the legend that follows.
Renotซ underwater
Q6-15-2C
09:48:39
Jmt call sijr: D1PT2 -edit iito* ซcncc.se another* Base station: BASE ^sctup*
L-Ocati-sn: Ha'stecf Bay Last poll on: 05-C7-2QOG 18:14:;3
*ialป- ^itc at #1 612-749-1006 Poll for data since 05-C7-200C 18:14:53
PrwJrawming password:
Profil >- 'run- 1 step 1 to 8 every 06:00:00 since 11-G1-1999 00:00:03
Set mini-nun? 0.5 maximum 8 and parking A depth
Collect Real time data every 10 seconds for 1 Inutes and hang up ซxlt>>
Sect ;n 1
Section 2
se t-tn 3
v:?.t :n 4
Legend
Section 1:
Section 2:
Section 3:
Section 4:
Displays the header, date, time, and error messages
Presents information on navigating the program (highlighted in green)
Presents the main menu of functions
Displays component-specific information (e.g., water quality sample values)
Using the main menu on the startup screen (Section 3 in the screen shown above),
you will select and use a variety of RUSS-Base program functions. For reference,
these include:
TIME - RE LEVANT WATER QUALITY DATA
47
-------
Function Short Cut Key Screen Name Description
Setup
Real-time data
Poll for data since
Call sign
Edit info
Choose another
Dial
Exit
Alt-S
Alt-R
Alt-P
Alt-C
Alt-E
Alt-C
Alt-D
Alt-X
RUSS-Base Setup
RUSS-Base Setup
RUSS-Base Setup
RUSS Unit Setup
RUSS Unit Setup
RUSS Unit List
Dialing Status
Enter base station call sign, time zone, parameters of your modem, and data
collection information
Enter "real-time data" parameters
Enter "poll for data since" parameters
Enter the call sign
Enter information for each RUSS unit including call sign, location, modem
connection, password, and data folder
Select one or more RUSS units from a list of RUSS units
Dial the RUSS unit for profile upload and data download
Display dialing status
Exit RUSS-Base
Before you proceed, we suggest that you view the startup screen and locate these
functions so you will be ready to select them as directed in the section below.
Setting Up Your Base Station
You are now ready to use RUSS-Base to configure your base station to commu-
nicate with your RUSS units. In doing so, you will initialize your modem and
dial-up specifications and create profile schedules for water quality sampling per-
formed by individual RUSS units. (You will create a configuration file for each
RUSS unit in your system.)
To start, select Setup from the main menu or press Alt-S on your keyboard. The
Setup screen (reproduced below) will appear on your computer screen.
"31
|F A|
!.! ir _ปn El
I- I-,
*dl- inff* *"Kii-.: i7ป*: 3
Siufl "Jit*: 12DO
In it string: *T5T
Dill Prtflx: 9w
48
CHAPTER 4
-------
On the Setup screen, enter the information requested for various parameters,
explained in the table below:
Parameter Description
Base station call sign
Time zone
Modem CDM#
Baud rate
Init string
Dial prefix
Dial suffix
Last poll on
Profile from...
Collect real time data...
Poll for data since
Set minimum...
maximum...
and parking depth
Enter name of the base station computer. This function will track which computer is calling a RUSS unit.
Enter in Standard UNIX format: EST5EDT for Eastern time, CST6CDT for Central time, MST7MDT for Mountain time, and
PST8PDT for Pacific time.
Enter modem CDM#. The default value will work with most modems.
Enter the proper baud rate for your modem: 1200, 2400, 4800, 9600, 19200, or 38400. The default value will work with
most modems.
Enter the initialization string for your modem. The default value will work with most modems.
If necessary, enter a dial prefix. For example, your organization might require you to dial "9" to reach an outside line.
If necessary, enter a dial suffix. For example, your organization might require you to enter a project charge code.
This date and time tells you the last time your base station called data from a particular RUSS unit. It also keeps track of the
last data point downloaded from the RUSS unit, so only new data will be downloaded.
This sets the depth and time at which the RUSS unit will collect data. The screen shot on page 48 shows the following profile:
Profile from 1 Step 1 to 8 every 05:00:00 since 1 1-01-99 00:00:00
This means that data will be collected from 1 to 8 meters at 1 -meter intervals. The RUSS unit will collect data every
5 minutes from November 1, 1999, starting at midnight.
Note: The more frequently the data are collected, the more battery power is used by the RUSS unit. To conserve battery
voltage, you might want to limit sampling frequency.
This sets the time when real-time data will be downloaded from the RUSS unit to the base station. The screen shot on
page 48 shows the following parameters:
Collect Real Time data every 10 seconds for 1 minute and hang up,
In this example, real-time data will be sent by the RUSS unit every 10 seconds for 1 minute. This process provides the base
station operator with a sample of real-time data measurements and the ability to QA/QC the data.
This sets the time when both stored and real-time data will be downloaded from the RUSS unit to the base station.
The screen shot on page 48 shows the following parameters:
Poll for data since 05-07-2000 18:14:58
Data will be downloaded from May 7, 2000 at 6:14 p.m. (and 58 seconds) to the present time.
This sets the minimum and maximum depths of the profiler in the lake or river. It also sets the parking depth at which
the profiler will remain when inactive. The screen shot on page 48 shows the following parameters:
5e/ minimum 0.5 maximum 8 and parking 4 depth
In this case, the profiler will not ascend above 0.5 meters and will not descend below 8 meters. When inactive, it will hold at
4 meters. The minimum and maximum depths are a fail safe method for preventing potential accidents. For example,
suppose you accidentally programmed the profiler to collect data from 1 to 1000 meters. If you had entered 10 meters as
the maximum depth that the profiler can descend to, the system will catch this error and the profiler will remain inactive.
Before sending the profile information to a RUSS unit, you must first
enter an authorized programming password in RUSS-Base. The
RUSS unit operator will have previously programmed this password
into the RUSS unit, and you will enter this same programming pass-
word into RUSS-Base. The RUSS unit will reject the profile unless this
programming password has been entered in RUSS-Base.
TIME - RE LEVANT WATER QUALITY DATA
49
-------
Setting Up Your RUSS Unit
Now that you have set up a configuration file, you need to provide additional
information for each deployed RUSS unit. To enter this information, access the
RUSS unit setup screen shown below, by selecting Edit Info, or by hitting Alt-E.
-.Jj *J
inTป_ซ.i.'- .^i .-r-'ifr* Bปsซ 6Tซiqn;
Lieill^i: HaTsteJ HJy Last p611 aปl 05-07-2000 iS:Hi5ป
CMil* s?tซ at *L-6l5-*"MO(l* Poll for data sine* 05-07-2000 18;U;i9
P roarjariJig piisword:
Prc.f1l* frซ 1 st*p 1 T- ^ fw*r>ซ D&;OO:UD sin--* n .I-V-M-* ni;fB:OT
Sit BW-run 0.5 '-i 'TIJI ftJHl feafMUfl 4 dipt''
Cillect Pซ*l tint dita ซ-.,er- 10 sc;or>db for 1 n1nut*i and hang up ซ: i tป
'-ป I Si^; BH?T7
Loration: Hilstrfd Bay'
Phonre >UBbซr: 1-6L2 7ty iu,t.
RiaHซl tttt^it^: 1
:. attrwiv: in
PaiE-mrd: parks
,<;- -
-r WiWKlUl*
Qป it: H
off ซ: 20
P-HASE v. 1.? Edit StdLi'Mi ar\jia-an fcl 1938.
rl&e "=dhitio 1 coi
Using this RUSS unit Setup screen, enter information about the various RUSS
unit parameters:
Parameter Description
Call sign
Location
Phone number
Redial attempts
Reconnect attempts
Password
Data folder
Cellular modem schedule
Name of the RUSS unit.
Location of the RUSS unit.
The phone number previously programmed in the RUSS unit cellular phone or transceiver. The base station phone
number is not required if your system is not configured for calls initiated by remote stations.
The maximum number of "Redial attempts." This value specifies how many times the base station will try to redial the
programmed phone number until a connection is established.
The maximum number of "Reconnect attempts." If the RUSS unit answers but connection is broken before all stored data
are downloaded, the base station will hang up and call the unit again.
This password allows a caller to establish a remote connection with the RUSS unit and download real-time and
stored data. (Level 1 access priority.)
The name of the folder that the RUSS data will be downloaded to on the base station computer. You can also use the
default directory C:\RUSSdata originally created when you installed RUSS-Base.
The time when the cellular telemetry is turned on and off. This is to promote power conservation.
You have now set up your system with profile schedules and RUSS unit informa-
tionso that you can control your RUSS unit data collection activities. You are
now ready to direct your RUSS units to collect data according to the profile
schedules and to transfer back the collected data.
50
CHAPTER 4
-------
Uploading the Profile Schedule and Downloading Data
To direct your RUSS units to collect data, you must upload your sampling pro-
file schedules to your RUSS units. To do this, use the unit list screen (shown
below) to select a unit for profile upload. Access the unit list screen by selecting
Choose another or Alt-C on your keyboard. After selecting a unit from the list, call
the unit for profile upload.
!
Jปm Can S'a*: EJff. *cn-. -ir* ซ?i(ปsซ- *v --!>_ Uise itatffrn; DA5E *eti
Location: Mais tad Bav -*:T p&'-l on: 8&-0?ซ!OQO :ง:Ifl:SS
|*'ldl* &kซ aL *I-6-U--7^9-10C* Poll f*r Jat* >lnt4 OS-07-ZOOO UjH.58
progranting password:
frenTf rr-M t step 1 to 6 ซvsfv 06iW:OO 4lnCซ U-S1-1999 00:00:00
Set niiinun 0.4 naxfouB & and birkinj 4 depth
Collect ft**1: rlซ* ifeca *vซry ID *ซcซmiE f- 1 n'-mces ana hang up *s.-itf
Hall Sign: N/A Locitior-: unktown
Call Sign: NM L&catla^; wdncMft
C*11 sijn CMS-' Lscatien: HaUt*>i ซปv
Call Sign: N/4 Location; unlrnr>ซi!
Call Sign: N/A Locatior.: imNiown
Cdl] 51*1; M/A LeCitlSfl! Wkir[0)
CaTl Sfgn: H/* LocaEion; l IW* l?:?ii:
Prulile tram \
Sc-I inixa 1
flcp 1
line data every 30
modem nn COW?: fUS
7 ttxyv W'MM sit*:* 06 &3 1W* W3:WJ
4 aid nmrkino 1C)
-------
If the connection established is too weak for transmission, RUSS-Base will dis-
connect and redial. If the modem initialization fails, terminate the connection
attempt by pressing the ESC key and check to see if another program is using the
modem.
CjPTip. Using ClockerPro or Clocker software, you can automatically
schedule RUSS-Base to call RUSS units in a predetermined order at
different times. These software programs are personal/network
program schedulers for Windows designed to schedule programs
(or reminders)such as the upload and download of data from the
RUSS unit(s)to run at specified times. Use the instructions provid-
ed with these programs to run the desired schedules.
Once a connection is established, the RUSS unit will first validate the program-
ming password if you are loading a new profile schedule. If the programming
password is valid, the RUSS unit will report back the time of the next scheduled
sample collection and data transmission, as well as profile parameters.
After the unit receives the new profile, its on-board computer will run a valida-
tion routine on the profile, checking for logic errors or any conflicts with existing
programs. If any questionable data elements are found, the system will prompt
you to review and resolve the issue. Once any issues concerning the profile are
addressed, the unit will store the profile parameters and implement sampling
based on the profile's schedule information. You can then proceed in a similar
fashion through the unit list screen to upload profiles to other units in your sys-
tem.
When collecting a water quality sample, the RUSS unit deploys a device called a
Profiler to a specified depth in the water column below the unit. Before data are
collected, the sensors will stabilize at the correct depth, which can take 3 to 5 min-
utes. Collected information is then transmitted to the unit's on-board computer
via an underwater cable. The computer has the capacity to store up to 3 weeks of
collected data (assuming average sampling intervals).
The collected monitoring information is then automatically transmitted from the
RUSS units to the base station at intervals specified in unit-specific profile sched-
ules. After this transmission, you can access the data as needed for analysis.
Even when the system is set up to automatically transmit collected data, you can
implement manual downloads using the unit list screen to connect with specific
RUSS units (as discussed above). To avoid downloading duplicate data, RUSS-
Base tracks the last data point for data transmitted from each unit. In addition,
you can download near real-time data from a unit at the same time the unit is
transmitting data from a scheduled sampling. As information is transmitted, it
will display on screen (as shown in the screen shot on page 53). An "End of data"
message will be displayed when the transmission is complete.
52 CHAPTER4
-------
R.U.S.S.
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Ml!ซ I Iir,,f,|,; ป| ft? ?"> 1999 1B M Ull
si W vm i3:iii::w e.:>t 79.; a.*, S/B.B 9.m nfl.6 i.9 IB.* i?.6
Drtli; In.-- flftplti ItaiiiC pti tund nOppa HOudl Tirli dBf fid 1C
Slurl of Oril
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4.4 Managing Data at the Base Station
This section provides you with background information on managing data at the
base station. It describes the base station's data functions, including data format-
ting, QA/QC, management, retrieval, and storage.
Data Format
As data are automatically transferred from the RUSS units, the data files are
automatically downloaded into the C:\RUSS directory on your base station hard
drive. The raw data are formatted as a simple string of comma-delimited ASCII
text.
The data format and file name will be slightly different depending on whether
you are downloading real-time data or stored data. The following table displays
near real-time data obtained from the EMPT2 Russ unit in Halsteds Bay. The file
is called EMPT2506.RTD. EMPT2 is the unit call sign, 2506 is the date, and the
extension RTD indicates real-time data.
Date
05-06-2000
05-06-2000
05-06-2000
05-06-2000
05-06-2000
05-06-2000
Time
07:31:19
07:31:28
07:31:37
07:31:49
07:31:58
07:32:07
Depth
4.40
4.40
4.40
4.40
4.40
4.40
TempฐC
15.0
15.0
15.0
15.0
15.0
15.0
pH
7.8
7.8
7.8
7.8
.8
7.8
Cond
410.0
410.0
410.0
410.0
410.0
410.0
DOppm
7.05
7.08
7.09
7.11
7.11
7.11
DOsat
70.0
70.3
70.4
70.6
70.6
70.6
Turb
53.4
51.9
67.3
54.2
52.6
45.4
ORP
48.6
31.4
44.0
48.9
48.4
48.9
Batt
13.0
12.9
12.8
12.8
12.8
12.8
The following table displays stored data obtained from the EMPT2 Russ unit in
Halsteds Bay. The file is called EMPT2725.DATwhete the extension IMF refers
to stored data.
TIME - RE LEVANT WATER QUALITY DATA
53
-------
Date Time Depth TempฐC
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
7/25/00
0:02:13
0:03:40
0:05:07
0:06:22
0:08:13
0:09:40
0:11:31
0:13:34
6:02:16
6:03:55
6:05:07
6:06:34
6:08:37
6:09:52
6:11:55
6:13:46
12:02:40
12:08:15
12:10:51
12:12:18
12:13:57
12:15:36
12:17:51
12:19:18
18:06:42
18:08:33
18:10:12
18:11:51
18:13:30
18:14:57
18:17:00
18:18:51
1.17
1.89
2.83
3.86
4.97
5.89
6.81
7.85
1.16
1.92
2.88
3.9
4.88
5.84
6.86
7.84
1.14
2.18
2.85
3.91
4.82
5.89
6.9
7.83
0.99
1.96
2.86
3.81
4.8
5.81
6.83
7.95
24
24
23.9
23.8
23.5
22.6
22.1
20.5
23.8
23.8
23.8
23.7
23.5
22.9
22.1
21
23.9
23.8
23.7
23.5
23.3
22.8
21.8
20.8
24.5
24.5
24.4
23.7
23.3
22.8
21.7
20.8
pH
8.4
8.4
8.4
8.4
8.2
7.6
7.4
7.2
8.4
8.4
8.4
8.3
8.1
7.7
7.4
7.3
8.4
8.4
8.4
8.3
8.1
7.7
7.3
7.2
8.6
8.6
8.5
8.3
8
7.5
7.3
7.2
Cond
382
382
383
384
388
396
409
457
383
382
382
384
387
393
409
444
382
382
383
384
386
394
423
450
380
380
381
386
388
395
423
449
DOppm
8.23
8.49
8.37
7.92
6.17
0.83
0.11
0.11
7.6
8.29
8.19
7.4
6.45
2.36
0.13
0.11
8.01
7.96
7.76
7.06
6.13
2.52
0.12
0.12
9.71
9.85
9.58
7.15
5.79
2.81
0.15
0.12
DOsat
97.8
100.9
99.4
93.8
72.7
9.6
1.2
1.2
90
98.2
97
87.4
75.9
27.5
1.5
1.2
95
94.2
91.8
83.1
71.9
29.3
1.4
1.3
116.4
118.1
114.7
84.5
68
32.7
1.7
1.4
Turb
31.2
38.2
32.8
50.8
20.8
27.8
23.3
57.1
41.4
113.3
96.1
56.5
55.5
38.2
47.2
64.4
233.5
108.3
108.3
97
103.9
93.5
120.4
111
92.4
112.4
109.3
90.9
113.9
96.8
123.7
113.3
ORP
11.9
9.7
11.9
13.8
20
36.8
48.2
57
13.5
8.8
13
14.7
19.6
30
43.6
52.6
11.3
11.2
8.5
16.1
21.8
36.3
46
54.1
2.6
3.8
6.2
13.7
24.4
40.9
49.6
52.3
Checking for Data Quality
After your data have been delivered, you will want to make sure that they meet
acceptable quality criteria. The Lake Access team uses both automated and man-
ual data quality checks to ensure accurate and representative measurements of
water quality parameters. At all stages of data management, the information is
subjected to previously established and documented quality assurance protocols.
Performing quality checks on Lake Access data can take from a few days to weeks
or months, depending on the amount of data streaming into the project's base
54
CHAPTER 4
-------
station. The Lake Access team's data quality checks focus on subtle trend differ-
ences, data that are out of range, data with unusual rates of change, outliers, data
gaps, and the data's consistency with weather patterns and season. An overview of
these checks is provided below. For more detailed information, refer to the Lake
Access Quality Assurance Protocols document, which is available on the Lake
Access Web site at http://www.lakeaccess.org/QAQC.html.
The Lake Access team performs QA/QC on the data using the methods outlined
below:
The team compares manually collected samples with RUSS unit data
prior to recalibrating the RUSS unit. This check provides assurance that
the previous period's data are accurate. If the data pass for the previous
period, they are considered acceptable. If the data do not pass, team
members examine the results in the context of their understanding of
the individual lake's limnology and other data (e.g., nutrients, chloro-
phyll, trends). They then decide to either delete the data from the data-
base and/or save the information in a different place. The team is espe-
cially careful not to delete anomalous data that might reveal actual
dynamic changes in lake water quality.
The team generally performs routine, biweekly maintenance and
calibration of the sensors. At the same time, the team also conducts
manual sampling with an independent instrument. The following table
provides information on quality assurance criteria for the RUSS unit
sensors.
Sensor Relative Percent Difference (RPD) Delta
Temperature
Dissolved Oxygen
EC (25ฐ C)
pH
Turbidity
< 5 percent
< 1 0 percent
< 1 0 percent
< 1 0 percent
< 1 0 percent
< 0.2ฐC
< 0.5 mg02/L
< 5 uS/cm
< 0.2 units
< 5 NTUs
See Chapter 3, Section 3.9 for detailed information on calibration and
quality assurance of the RUSS sensors.
The team has developed sophisticated data visualization programs that
allow quick review of the data as they are transmitted from RUSS units.
These programs enable the team to identify problems almost immedi-
ately. Using the data visualization tools described in Chapter 5, the
team can visually inspect the graphical displays to ensure that the data
flow in categorical increments and accurately reflect changes in water
quality. The team also can visually check for data gaps and outliers. An
example of questionable data might be a reading that is inconsistent
with the lake's depth. Additionally, the Profile Plotter and Color
Mapper tools described in Chapter 5 contain calibration flags that
allow the user to keep track of calibration dates as the data stream is
being viewed.
TIME - RE LEVANT WATER QUALITY DATA
55
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Once the data are transferred to the base station, they are run through
an importer program. This program converts the data to a standard for-
mat and also checks for errors. (The importer program is described in
more detail in the following subsection on converting and managing
data.)
The Lake Access team uses data from manual sampling to fill in data gaps and
address anomalous data. If the team determines that the anomalies are large and
cannot be resolved, or if large amounts of data are missing, the data will not be
used or released to the public. If the team determines that the data meet QA/QC
requirements, the data are considered valid and reportable.
Converting and Managing the Data
After you collect data from the RUSS units, you must convert it to the correct
format for input into your data management system and visualization tools
(described in Chapter 5)- The Lake Access team uses an importer program to con-
vert the RUSS unit data to a standard format. This program reads data files that
have been created or changed since the last time the program was run. It then con-
verts the data to the format required by the visualization tools and checks the data
for integrity.
The importer first tests the RUSS unit's name, site name, and column descrip-
tions to ensure they correspond to the anticipated parameters for that unit. If they
do not correspond, the importer generates an error and no further action is taken
with the data file. For example, an error will be generated if a data file from
Halsteds Bay was accidentally placed in the Lake Independence directory.
The importer then reads each individual data line and converts it to a reading that
presents measurements taken at the same depth at the same time. A set of read-
ings is combined to form a "profile" in the database. The importer also flags and
rejects data that fall outside a specified range. The following table shows the cor-
relation between water quality parameters and unacceptable data ranges.
Parameter Unacceptable data range
Temperature
pH
EC at 25ฐ C
Dissolved Oxygen (DO)
DO percent Saturation
Turbidity*
< -1 or > 35ฐ Celsius
<5or> 10
< 1 or > 600 uS/cm
< -1 or > 20 mg02/L
< -5 or > 200 percent
<-5or>1000NTU
"Turbidity values between -5 and 0 are set to equal 0.
After the importer has read the data, it stores the information in an object-ori-
ented storage format. In this format, each line of text represents an object. The
conversion method you employ will depend on the type of system you use for
data storage or visualization. However, the Lake Access importer program is rec-
ommended for ease of use, compatibility with RUSS unit data, and for its ability
56
CHAPTER 4
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to conduct quality checks. For additional information on the importer program,
please read the Lake Access Quality Assurance Protocols document on the Lake
Access Web site at http://www.lakeaccess.org/QAQC.html.
Retrieving the Data
As you set up your system, you can develop your own protocols for retrieving
data. To retrieve its data, the Lake Access team directly links its data visualization
tools (DVTs) described in the next chapter to its object-oriented database. If you
decide to store your data instead in MS Access or another database management
system, you can develop simple queries to access data. If you decide to store the
data in an Oracle database, you might want to develop a user-friendly interface to
retrieve the data. For example, you could make use of drop-down lists to select
time periods, check boxes to choose parameters, radio buttons to select output file
format, or graphical versus text displays.
Storing and Archiving the Data
It is recommended that you store and archive all sample records, raw data, quali-
ty control data, and results. A variety of media are available for archiving data
(e.g., CD-ROMs, Zip disks, floppy diskettes, and hard copy). The server storing
the data should also be backed up daily to prevent data loss.
4.5 Troubleshooting Q&A
This section contains information about common troubleshooting issues.
Q: Is technical support available for hardware and software installation?
A: Apprise Technologies will work with each client to ensure that the RUSS units
and associated software are properly installed. Also, the company can tailor
system setup to individual customers. Additionally, Apprise technologies
offers telephone and onsite support. Apprise also offers onsite training on top-
ics such as assembling and disassembling RUSS units, deploying the units,
installing and operating RUSS-Base software, and system troubleshooting.
Q: Is technical support available for operating the data collection, transfer,
and management systems?
A: Apprise Technologies offers telephone and on-site support for its systems.
Many communities take advantage of on-site training, which includes ses-
sions focused on data collection, transfer, and management.
Q: What should I do when the data will not download?
A: If you are unable to download data, your communications protocol or RUSS
unit battery power might have failed. As a first step, make sure that your
RUSS unit has enough battery power to transfer the data. Review the data file
you downloaded previously, because this file will contain information about
the battery voltage.
Voltage should be in the range of 12.5 to 14.5 Volts during daytime hours.
Lower voltages indicate that the RUSS unit solar panel is not recharging the
TIME - RE LEVANT WATER QUALITY DATA 57
-------
battery due to excessive power drain, loose cables, or a shadowed or damaged
panel. A RUSS unit will be fully functional with battery power as low as 11.5
Volts. The more frequently the data are collected, the more battery power is
used by the RUSS unit. To conserve battery voltage, you might want to con-
sider limiting sampling frequency.
Q: What should I do when I cannot log in or connect to the RUSS unit from
the base station?
A: If you are unable to connect to the RUSS unit, first check that your password
entry is correct. For example, be sure not to include leading or trailing spaces.
If you cannot determine the cause of the failure, place a test call to Apprise
Technology's computer (see Section 4.3) to test the communications system
and ensure that it is working properly.
Q: Can I automatically collect data without being present at the base station?
A: Using ClockerPro or Clocker software, you can automatically schedule
RUSS-Base to call RUSS units in a predetermined order at different times
without anyone being present. (See Section 4.3 for additional information
about Clocker and ClockerPro software.)
Q: How can I adjust the time interval that the profiler maintains at each
sampling depth?
A: If you would like to adjust the time interval, contact Apprise Technologies
and they will program a new time interval for you. Apprise Technologies orig-
inally programs the RUSS-Base software to allow for between 3 to 5 minutes
at each sampling depth. For example, if your profiler is programmed to col-
lect measurements every meter for 20 meters, it will remain at each meter
depth for between 3 and 5 minutes. This interval allows sufficient time for the
profiler to stabilize at the given depth. Intervals greater than 6 minutes can
drain the RUSS unit battery power too quickly.
58 CHAPTER4
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5. DEPICTING TIME-RELEVANT
WATER QUALITY DATA
ow that your water quality monitoring network is in place and you have col-
lected the resulting data, you can turn to the next step in providing your
community with time-relevant water quality information: using data visual-
ization tools to graphically depict this information. By using the types of data
visualization tools described in this chapter, you can create graphic representations
of water quality data that can be used on Web sites, in reports and educational
materials, and in other outreach and communication initiatives.
Section 5-1 provides an overview of data visualization. Section 5-2 contains an
introduction to selected data visualization tools used by the Lake Access Team. If
you are interested in a basic introduction to data visualization, you might only
want to read the initial section. If you are responsible for choosing and using data
visualization software to model and analyze data, you should also consult Section
5.2.
5.1 What is Data Visualization?
Data visualization is the process of graphically depicting data in ways that are
meaningful to you. When data are visualized effectively, the resulting graphical
depictions can reveal patterns, trends, and distributions that might otherwise not
be apparent from raw data alone. This enables you to "see" and "understand" the
data much more easily and meaningfully. The results of your efforts can then be
communicated to a broader audience, such as residents in your community.
Data visualization can be accomplished with a variety of software tools, ranging
from standard spreadsheet and statistical software to more advanced analytical
tools such as:
Two- and three-dimensional graphic plotters
Animation techniques
Geographic Information Systems
Simulation modeling
Geostatistical techniques
By applying these tools to water quality data, you can help your community's res-
idents gain a better understanding of factors affecting water quality in area lakes
and streams. Once you begin using data visualization tools, you will immediately
be impressed with their ability to model and analyze your data for a variety of pur-
poses, from making resource management decisions to supporting public out-
reach and education efforts. For example, you can use data visualization tools to:
Explore links between land use patterns within watersheds and the type
and magnitude of nonpoint pollutant sources affecting local streams
and lakes.
DEPICTING TIME - RE LEVANT WATER QUALITY DATA 59
-------
Calculate acreage of the various land uses within your watershed, and
use this information, in conjunction with models, to predict sediment
and phosphorous loadings to lakes from inflow streams and nonpoint
sources.
Create daily, monthly, and annual lake water quality profiles.
As explained in Chapter 3 of this handbook, the Lake Access team is using data
collected by Remote Underwater Sampling Station (RUSS) units and manual
sampling to determine the impact of pollutant loadings on Lake Minnetonka and
Lake Independence. The raw data collected from the RUSS units provide infor-
mation about current water quality conditions and short- and long-term water
quality trends. The Lake Access team then uses a number of data visualization
tools to analyze and convey information about water quality data. The Lake
Access team is using data visualization and interpretation techniques to analyze
water quality data and provide information to support resource management and
land use planning decisions within the watershed.
A variety of commercially available data visualization tools exist that allow you to
graphically represent real-time data, manipulate variables, compare temporal
trends, and even depict changes over time. Section 5-2 focuses on the following
data visualization tools listed in the table below.
Tool Group
DVT Data Visualization
Tools
Lake Access Live: Near Real-Time
Display of Numeric Data; Profile Plotter;
Color Mapper; Depth versus Time (DxT)
Profiler
Primary Uses
Explore lake data as it varies with
depth and overtime
Create animated water quality
profiles
Feed real-time data to Internet site
Investigate correlations between
water quality variables and trends
Spreadsheet Programs
Microsoft Excel; Lotus 123
1 Display raw data
1 Investigate correlations between
water quality variables and trends
1 Create summary graphs of data
Geographic Information
Systems
Several, including Arclnfo; ArcView;
GeoMedia; and Maplnfo Professional
Integrate and model spatial data
(e.g., water quality and land use)
Develop Internet mapping
applications
60
CHAPTER 5
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5.2 Data Visualization Software
This section provides information about the three data visualization software
groups described in Section 5-1:
DVT data visualization tools
Spreadsheet programs
Geographic Information Systems
After reviewing this section, you should have a good idea when and why you
might want to use these tools and what you need to do to obtain, install, and use
them.
DVT Data Visualization Tools
DVT data visualization tools are user-friendly interactive programs that the Lake
Access team uses to depict and manipulate water quality profiles collected by
RUSS units and from manual sampling. The four tools listed below were devel-
oped originally for the team's Water on the Web project and are designed to work
with data sets generated by RUSS technology, but they could also be adapted to
work with other data sets from other water quality monitoring systems your com-
munity chooses to put in place. These tools are:
Lake Access Live: Near Real-Time Display of Numeric Data
Profile plotter
Color mapper
Depth versus Time (DxT) Profiler
These tools provide the ability to:
Feed real-time data to the Web for data sharing.
Compare water quality profiles over time and depth.
Create animations of profiles to illustrate how water quality parameters
change daily, monthly, and annually.
You can obtain the DVT tools by contacting Apprise Technologies at 218-720-
4341. They are available individually, or as a package called the DVToolkit. The
tools are easy to install and are appropriate for a wide variety of platforms, includ-
ing Windows 95/98/NT, Unix/Linux, and Macintosh. You can run these appli-
cations directly from your computer or over the Web.
For additional information on these tools, consult the Lake Access Web site at
http://www.lakeaccess.org and the article Interactive Technologies for Collecting
and Visualizing Water Quality Data, co-authored by the Water on the Web team
and Apprise Technology. This article is published in the journal of the Urban and
Regional Information Systems Association (URISA) and is available on the Web
at http://www.urisa.org/Journal/accepted/host/interactive_technologies_
for_collecting_and_visualizing_water_quality_data.htm (Host et al., 2000).
DEPICTING TIME - RE LEVANT WATER QUALITY DATA 61
-------
The subsections below present brief overviews of each DVT tool, focusing main-
ly on what each is used for (i.e., when/how you might use each tool). This will
help you decide if you want to obtain and employ these tools.
Lake Access Live: Near Real-Time Display of Numeric Data
This is a simple program that can be used to provide near real-time data feeds,
such as oxygen level and temperature, to Web sites for public access and data shar-
ing. The program automatically retrieves water quality data from your database,
embeds the data in a GIF (Graphics Interchange Format) image, and posts the
image to a Web site. The screen below, taken from the Lake Access Web site,
shows how this program is used to display near real-time data.
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monj Temppiatur?: E3'F 0*vnen S.OITJIL
Mmnetonka. West Upper LaKe Man OSfl 1 (OB 06 00
Lake Inaepenaente Wed Q9ni'3G Q6DCI
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Profile Plotter
The Profile Plotter program enables users to create static and animated line plots
of the profiles of lakes and other water bodies revealing how water quality vari-
ables change over time and depth. Animated profiles help users observe how lake
profiles change daily, monthly, and annually. Users can choose from a number of
different variables to plot. For example, the screen at the top of page 63 shows
how users can select from a variety of water quality parameters (i.e., temperature,
pH, specific conductance, dissolved oxygen, and turbidity) to plot and animate.
This particular graph displays temperature, pH, and dissolved oxygen concentra-
tions at various depths in Lake Independence at 6:00 a.m. on June 12, 2000, in
the form of a lake profile line plot. By plotting temperature as a function of depth,
you can show how the thermocline location varies with time, and you can illus-
trate events such as spring and winter turnover.
Color Mapper
The Color Mapper is similar to the Profile Plotter, except that it enables you to
map two water quality variables simultaneously. A user interested in understand-
ing the correlation between two variables might want to use this tool.
Using Color Mapper, you can map one parameter as color contours and then
overlay another variable over the color contours in the form of a line plot. For
example, in the graph shown below, the background depicts temperature using
color contour, and a superimposed line plot shows oxygen concentrations. This
display shows that oxygen is depleted below the thermocline.
62
CHAPTER 5
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on Man. QC-12-2WH 06:00 CDT
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Color Mapper
The temperature data shown in the screen above was originally collected by the
RUSS units as point data. To display the data as color contours, the Color Mapper
estimates temperatures in areas where there are no measurements (i.e., in the areas
between point samples). This process of estimating measurementsin this case,
temperatureis called interpolation.
DEPICTING TIME - RE LEVANT WATER QUALITY DATA
63
-------
Once the data have been interpolated, the Color Mapper automatically draws
color contours representing a range of temperatures. These ranges and colors are
chosen based on predetermined break points keyed to changes in temperature. In
this case, the red colors represent warmer temperatures and the blue colors repre-
sent cooler temperatures.
Depth Versus Time (DxT) Profiler
This program graphically depicts how the lake data collected by RUSS units
change over time. The DxT Profiler allows users to display and analyze data in
two or three dimensions. As shown in the display below, this program allows you
to select the time period for which you want to display data; select the parameter
you wish to analyze or illustrate; add grid lines; show the actual data points; and
interpolate data by depth and time. You can also output the graphs in GIF for-
mat to post to Web sites or incorporate into reports.
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The screen above shows the changes in oxygen concentrations over time in
Halsteds Bay, which is highly eutrophic. The color contours used to display oxy-
gen are based on biological breakpoints that are important to fisheries manage-
ment. The green colors represent acceptable oxygen levels for fish populations.
The change from dark green to brown (at approximately 5 mg/L oxygen) shows
the point at which oxygen levels are too low to support cold-water fish popula-
tions. The map's colors change from blue to black (at approximately 1 mg/L oxy-
gen) to indicate the break point at which oxygen concentrations are too low to
support any fish populations.
64
CHAPTER 5
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Spreadsheet Programs
Simple spreadsheet programs such as Microsoft Excel and Lotus 123 can also be
used to visually characterize lake data. These programs can be used to create
graphs and tabular summaries of various water quality parameters plotted over
time or versus depth. The resulting graphs and tables can be used to help analyze
surface trends, heat and oxygen budgets, water chemistry, and morphometry
Because these software programs are readily available and easy to use, they can be
used effectively in the classroom to introduce students to the basics of modeling
and interpreting data. Both Microsoft Excel and Lotus 123 can be purchased at
most stores that sell computer equipment and software, and they are easy to
install. Both run on a variety of operating systems, including Windows 3.1, 95,
98, 2000, and NT.
For example, the screen below shows how the Lake Access Team uses Microsoft
Excel to illustrate the surface trends of lake parameters using RUSS unit data. The
screen presents a time course plot that shows the average pH values in Lake
Independence's surface layer (the upper 3 meters of the water column), for the
period beginning April 6, 1998, and ending April 6, 2000. The vertical bars
straddling each data point represent the range of values measured for that partic-
ular day.
Lake Independence Top Layer - pH
Dailv max.rninfavg readings in the 0 - 3 n layer Red lines indicate calib'atcn dates.
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Note: The pH data shown in the graph above are still undergoing several rounds of quality
assessment by the Lake Access team. As a result, some of these data might be subsequently
modified.
You can also create other types of graphics using spreadsheet programs. For exam-
ple in the screen shown below, the Lake Access team has used Microsoft Excel to
show the Secchi depth data for Lake Independence over a 7-month period. (See
page 34 for a detailed explanation of Secchi depth data.)
DEPICTING TIME - RE LEVANT WATER QUALITY DATA
65
-------
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Geographic Information Systems (CIS)
GIS is a software and hardware system that helps scientists and other technicians
capture, store, model, display, and analyze spatial or geographic information.
This technology offers powerful tools for analyzing and visualizing spatial pat-
terns and trends in environmental data. (The U.S. Geological
Society's (USGS's) Web site contains a user-friendly introduction to GIS at
http://info.er.usgs.gov/research/gis/title.html.
GIS includes a varied range of technologies. To choose, obtain, and use them, you
will need to understand the various technologies available and which might be
appropriate for your needs and situation. By using GIS technology, you can pro-
duce a wide range of graphical outputs, including maps, drawings, animations,
and other cartographic products. To create these outputs, you can use GIS to per-
form a range of powerful functions, including:
Interactive visualization and manipulation of spatial data
Integration of spatial analysis and environmental modeling
Integration of GIS and remote sensing
Simulations modeling
Creation of two and three-dimensional models
Internet mapping
To choose, obtain, and use GIS software, you will need to understand the various
technologies available and which might be appropriate for your needs and situa-
tion. For more information on specific GIS software packages, you can consult
manufacturers' Web sites, including:
ESRI (http://www.esri.com), whose suite of tools includes Arclnfo,
ArcView, and ArcIMS internet mapping software
66
CHAPTER 5
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Intergraph (http://www.intergraph.com/gis/), whose software includes
GeoMedia and GeoMedia Web Map
Maplnfo (http://www.mapinfo.com/), whose products include
Maplnfo and Maplnfo Xtreme (an Internet mapping software)
Although GIS is more complex and expensive than other data visualization tools
described in this chapter, it also provides more power and flexibilityboth in
terms of the data you can use and what you can do with the data. You can use GIS
technologies from data originating from a variety of sources, including satellite
imagery, surveys, hardcopy maps, and environmental readings on variables such
as water depth or chemistry. Key data layers in the Lake Access project include
RUSS data, manual sampling data, land use data, transportation data, watershed
boundaries, elevation, and hydrography. Having these data, you can use GIS to
illustrate how land use changes affect water quality. You might also want to use
GIS to model the relationships between watershed characteristics and lake water
quality. By using GIS, you can combine different types of data layers to predict
how quickly sediments or contaminants might move through a stream system.
The following graphic was created by the Lake Access team using Arclnfo soft-
ware to display land use in the Lake Independence and Lake Minnetonka water-
sheds. The map is color coded to distinguish the land uses surrounding the lake
(e.g., agricultural, residential, commercial, industrial, forest, and wetland).
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Maps of this type can help inform the public and local officials about connections
between local water conditions and current land uses in their communities.
GIS Features on the Lake Access Web site. The Lake Access team has developed a
user-friendly and engaging map-based product for the land use page of its Web
site at http://www.lakeaccess.org/landuse.html. This Web-based capability is a
DEPICTING TIME - RE LEVANT WATER QUALITY DATA
67
-------
powerful way to distribute GIS data, allowing thousands of interested parties to
simultaneously display and access data. Maps are displayed on the
Web site using the ARCVIEW Internet Map Server (IMS) developed
by ESRI. Users can zoom in and out of maps and perform queries to gather
information about different map elements. Site visitors can generate maps, query
data, and retrieve information by simply clicking on the map feature.
IMS allows the user to turn different kinds of map layers (e.g., roads, land use,
water bodies) on or off to create their own customized maps. For more
information on using IMS, visit the ESRI Web site at
http://www.esri.com/software/arcview/mapcafe/index.html.
The screen below shows the IMS display for land use in the Lake Independence
watershed. The screen has three primary sections:
A toolbar for performing various map operations
An interactive legend that allows different layers to be turned on or off
A map viewing frame that shows the map itself
The status bar at the bottom of the screen provides information about map coor-
dinates, a map scale, a link to a help site, and information on the status of current
operations.
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68
CHAPTER 5
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LAKE INDEPENDENCE
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The Lake Access Project also creates other GIS products, including two-dimen-
sional representations of various lake parameters. For example, depth (i.e.
bathymetry) is shown in the graphic above.
GIS and other data visualization tools offer the ability to better support and com-
municate observations, conclusions, and recommendations to resource managers,
the public, students, and regulators. These audiences can then use displays and
analyses to help make day-to-day decisions that can affect the quality of their lakes
and streams.
DEPICTING TIME - RE LEVANT WATER QUALITY DATA
69
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6. COMMUNICATING
TIME-RELEVANT WATER
QUALITY INFORMATION
As your community develops its time-relevant water quality monitoring and
reporting systems, you will want to think about the best ways to communi-
cate the information these systems will yield. This chapter of the handbook
is designed to help you do so:
It outlines the steps involved in developing an outreach plan.
It profiles the outreach initiatives implemented by the Lake Access
Team.
It also provides guidelines for effectively communicating information
and includes resources for water quality monitoring and promoting
awareness, which you can incorporate into your own communication
and outreach materials.
6.1 Creating an Outreach Plan for Time-Relevant
Water Quality Reporting
Outreach will be most effective if you plan it carefully, considering such issues as:
Who do you want to reach? What information do you want to disseminate? What
are the most effective mechanisms to reach people? Developing a plan ensures that
you have considered all important elements of an outreach project before you
begin. The plan itself provides a blueprint for action.
An outreach plan does not have to be lengthy or complicated. You can develop a
plan simply by documenting your answers to each of the questions discussed
below. This will provide you with a solid foundation for launching an outreach
effort.
Your outreach plan will be most effective if you involve a variety of people in its
development. Where possible, consider involving:
A communications specialist or someone who has experience develop-
ing and implementing an outreach plan.
Technical experts in the subject matter (both scientific and policy).
Someone who represents the target audience (i.e., the people or groups
you want to reach).
Key individuals who will be involved in implementing the outreach
plan.
As you develop your outreach plan, consider whether you would like to invite any
organizations to partner with you in planning or implementing the outreach
effort. Potential partners might include shoreline and lakeshore property owner
associations, local businesses, environmental organizations, schools, boating asso-
ciations, local health departments, local planning and zoning authorities, and
COMMUNICATING T I M E - R E L E V A N T WATER QUALITY DATA 71
-------
other local or state agencies. Partners can participate in planning, product devel-
opment and review, and distribution. Partnerships can be valuable mechanisms
for leveraging resources while enhancing the quality, credibility, and success of
outreach efforts.
Developing an outreach plan is a creative and iterative process involving a num-
ber of interrelated steps, as described below. As you move through each of these
steps, you might want to revisit and refine the decisions you made in earlier steps
until you have an integrated, comprehensive, and achievable plan.
Whom Are You Trying To Reach?
Identifying Your Audience(s)
The first step in developing an outreach plan is to clearly identify the target
audience or audiences for your outreach effort. As illustrated in the sample goals
above, outreach goals often define their target audiences. You might want to refine
and add to your goals after you have specifically considered which audiences you
want to reach.
Target audiences for a water quality outreach program might include, for exam-
ple, the general public, local decision makers and land management agencies,
educators and students (high school and college), special interest groups (e.g.,
homeowner associations, fishing and boating organizations, gardening clubs, and
lawn maintenance/landscape professionals). Some audiences, such as educators
and special interest groups, might serve as conduits to help disseminate informa-
tion to other audiences you have identified, such as the general public.
Consider whether you should divide the public into two or more audience cate-
gories. For example: Will you be providing different information to certain
groups, such as citizens and businesses? Does a significant portion of the public
you are trying to reach have a different cultural or linguistic background from
other members? If so, it likely will be most effective to consider these groups as
separate audience categories.
Profiling Your Audience(s)
Outreach will be most effective if the type, content, and distribution of outreach
products are specifically tailored to the characteristics of target audiences. Once
you have identified your audiences, the next step is to develop a profile of their
situations, interests, and concerns. This profile will help you identify the most
effective ways of reaching the audience. For each target audience, consider:
What is their current level of knowledge about water quality?
What do you want them to know about water quality? What actions
would you like them to take regarding water quality?
What information is likely to be of greatest interest to the audience?
What information will they likely want to know once they develop
some awareness of water quality issues?
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How much time are they likely to give to receiving and assimilating the
information?
How does this group generally receive information?
What professional, recreational, and domestic activities does this group
typically engage in that might provide avenues for distributing outreach
products? Are there any organizations or centers that represent or serve
the audience and might be avenues for disseminating your outreach
products?
Profiling an audience essentially involves putting yourself "in your audience's
shoes." Ways to do this include consulting with individuals or organizations who
represent or are members of the audience, consulting with colleagues who have
successfully developed other outreach products for the audience, and using your
imagination.
What Are Your Outreach Goals?
Defining your outreach goals is the next step in developing an outreach plan.
Outreach goals should be clear, simple, action-oriented statements about what
you hope to accomplish through outreach (For example, a goal might be to
encourage the public to improve its shoreline management practices.) Once you
have established your goals, every other element of the plan should relate to those
goals.
What Do You Want To Communicate?
The next step in planning is to think about what you want to communicate. In
particular at this stage, think about the key points, or "messages," you want to
communicate. Messages are the "bottom line" information you want your audi-
ence to walk away with, even if they forget the details.
A message is usually phrased as a brief (often one-sentence) statement. For
example:
The Lake Access Web site allows you to track daily changes on Lake
Minnetonka and Lake Independence.
You can improve water quality in area lakes by reducing the amount of
fertilizer you apply to your lawn.
Outreach products will often have multiple related messages. Consider what mes-
sages you want to send to each target audience group. You might have different
messages for different audiences.
What Outreach Products Will You Develop?
The next step in developing an outreach plan is to consider what types of outreach
products will be most effective for reaching each target audience. There are many
different types of outreach: print, audiovisual, electronic, events and novelty
items. The table below provides some examples.
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Outreach Products
Print
Audiovisual
Electronic
Events
Novelty Items
Brochures
Educational curricula
Newsletters
Posters
Question-and-answer sheets
Cable television programs
Exhibits and kiosks
E-mail messages
Web pages
Briefings
Fairs and festivals
One-on-one meetings
Public meetings
Banners
Buttons
Floating key chains for boaters
Magnets
Editorials
Fact sheets
Newspaper and magazine articles
Press releases
Utility bill inserts or stuffers
Public service announcements (radio)
Videos
Subscriber list servers
Community days
Media interviews
Press conferences
Speeches
Bumper stickers
Coloring books
Frisbee discs
Mouse pads
The audience profile information you assembled earlier will be helpful in select-
ing appropriate products. A communications professional can provide valuable
guidance in choosing the most appropriate products to meet your goals within
your resource and time constraints. Questions to consider when selecting prod-
ucts include:
How much information does your audience really need to have? How
much does your audience need to know now? The simplest, most effec-
tive, most straightforward product generally is most effective.
Is the product likely to appeal to the target audience? How much time
will it take to interact with the product? Is the audience likely to make
that time?
How easy and cost-effective will the product be to distribute or, in the
case of an event, organize?
How many people is this product likely to reach? For an event, how
many people are likely to attend?
What time frame is needed to develop and distribute the product?
How much will it cost to develop the product? Do you have access to
the talent and resources needed for development?
What other related products are already available? Can you build on
existing products?
When will the material be out of date? (You probably will want to
spend fewer resources on products with shorter lifetimes.)
Would it be effective to have distinct phases of products over time? For
example, a first phase of products designed to raise awareness, followed
74
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at a later date by a second phase of products to encourage changes in
behavior.
How newsworthy is the information? Information with inherent news
value is more likely to be rapidly and widely disseminated by the
media.
How Will Your Products Reach Your Audience?
Effective distribution is essential to the success of an outreach strategy. There are
many avenues for distribution. The table below lists some examples.
Examples of Distribution Avenues
Your mailing list
Partners' mailing list
Phone/Fax
E-mail
Internet
Journals or newsletters of partner organizations
TV
Radio
Print media
Hotline that distributes products upon request
Meetings, events, or locations (e.g., libraries, schools, marinas, public beaches, tackle shops, and sailing clubs)
where products are made available
You need to consider how each product will be distributed and determine who will
be responsible for distribution. For some products, your organization might man-
age distribution. For others, you might rely on intermediaries (such as the media or
educators) or organizational partners who are willing to participate in the outreach
effort. Consult with an experienced communications professional to obtain
information about the resources and time required for the various distribution
options. Some points to consider in selecting distribution channels include:
How does the audience typically receive information?
What distribution mechanisms has your organization used in the past
for this audience? Were these mechanisms effective?
Can you identify any partner organizations that might be willing to
assist in the distribution?
Can the media play a role in distribution?
Will the mechanism you are considering really reach the intended audi-
ence? For example, the Internet can be an effective distribution mecha-
nism, but certain groups might have limited access to it.
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How many people is the product likely to reach through the distribu-
tion mechanism you are considering?
Are sufficient resources available to fund and implement distribution
via the mechanisms of interest?
What Follow-up Mechanisms Will You Establish?
Successful outreach might generate requests for further information or concern
about issues you have made the audience aware of. Consider whether and how
you will handle this interest. The following questions can help you develop this
part of your strategy:
What types of reactions or concerns are audience members likely to
have in response to the outreach information?
Who will handle requests for additional information?
Do you want to indicate on the outreach product where people can go
for further information (e.g., provide a contact name, number, or
address, or establish a hotline) ?
What Is the Schedule for Implementation?
Once you have decided on your goals, audiences, messages, products, and distri-
bution channels, you will need to develop an implementation schedule. For each
product, consider how much time will be needed for development and distribu-
tion. Be sure to factor in sufficient time for product review. Wherever possible,
build in time for testing and evaluation by members or representatives of the tar-
get audience in focus groups or individual sessions so that you can get feedback
on whether you have effectively targeted your material for your audience. Section
6.3 contains suggestions for presenting technical information to the public. It also
provides information about online resources that can provide easy to understand
background information that you can use in developing your own outreach
projects.
6.2 Elements of the Lake Access Project's
Outreach Program
The Lake Access team uses a variety of mechanisms to communicate time-rele-
vant water quality informationas well as information about the project itself
to the affected public in Hennepin County and the nearby area. The team uses
the project Web site as the primary vehicle for communicating time-relevant
information to the public. Their outreach strategy includes a variety of mecha-
nismsamong them, a brochure, kiosks, and teacher trainingto provide the
public with information about the Lake Access project. Elements of the project's
communication program are highlighted below.
Bringing together experts. As a first step, project coordinators brought
together a group of naturalists, museum officials, teachers, and other experts to
discuss ways to implement the Lake Access Project's outreach efforts. The group
identified target audiences, discussed the key points and messages that they felt
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needed to be communicated, the types of outreach products they thought should
be developed, and what mechanisms should be used to distribute the information.
Designing attractive, user-friendly brochures. The team developed an
attractive 2-page, 4-color brochure, entitled Seeing Below the Surface, which fea-
tures basic, easy-to-follow information about the Lake Access project. The target
audience is the general public. A reproduction of the brochure is contained in
Appendix B.
Survey. Before moving further ahead with project outreach, the Lake Access
team needed to know how much general knowledge the public had about water
quality and land use issues in the Hennepin County area. To do so, they con-
ducted a survey intended to help the team target its outreach efforts and tailor
products to be most useful to lake users and community residents. The survey
included a cover page that provided easy-to-understand information about the
Lake Access project, and it contained questions about lake use, level of concern
about lake water quality, interest in learning more about local lakes, and preferred
mechanisms for receiving Lake Access project information. Appendix C contains
the entire survey text.
Hennepin County Taxpayer Services provided the team with 450 randomly
selected addresses throughout the county. The team sent surveys to these address-
es, along with a cover letter, the project brochure, and a postcard that residents
returned if they wanted to participate in a focus group. They sent the surveys out
again to those who did not initially respond, and in the end, approximately 40
percent of recipients completed the surveys. The survey results revealed a general
concern and curiosity about the lake, as well as interest in many aspects of water
quality.
Web site. The Lake Access Web site, http://www.lakeaccess.org, is the
Project's centerpiece for conveying time-relevant water quality data to the public.
The site is organized to present information to four target audiences: swimmers,
boaters, anglers, and land owners. Users can retrieve water quality data in various
forms, as well as background information on water quality. The site's design
includes a rolling banner that presents time-relevant information from the three
RUSS unit sites in Lake Minnetonka and Lake Independence. The Web site
includes an interactive GIS mapping capability (described in Chapter 5, Section
5.2) as well as other user-friendly features, such as a "Frequently Asked
Questions" page and a "What's New" page.
In addition, one of the project's partners, Water on the Web (WOW),
http://wow.nrri.umn.edu, has created an interactive educational Web site with
National Science Foundation funding. The site provides teachers with online
lessons on water quality issues and provides high school and college students with
study guides on various water quality subjects.
Kiosks. The Lake Minnetonka Regional Parks Visitor's Center, the Eastman
Nature Center, the Science Museum of Minnesota, and the Great Lakes
Aquarium in Duluth have installed touch-screen computer kiosks that feature the
same information as the Lake Access project Web site. Kiosk users can access
time-relevant water quality data from the three Lake Access Project RUSS units.
COMMUNICATING T I M E - R E L E V A N T WATER QUALITY DATA 77
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Kiosks provide a mechanism for people without ready access to the Internet to
view the time-relevant data generated by the project.
Training teachers. The project team trained a group of local school teachers on
the RUSS unit and the project through a number of workshops, including a two-
week summer workshop held at the lake.
Piggybacking on existing events. The team found it simple and efficient to
promote the project in conjunction with pre-existing events. The team has found
that one of the most effective ways to reach a large number of people is to pro-
mote the project at local summer festivals, which attract large crowds.
Developing the Lake Access Web Site
Experience Gained and Lessons Learned
The Lake Access Web site, http://www.lakeaccess.org, is the principal vehicle the Lake Access team uses
to disseminate the time-relevant water quality data gathered by the RUSS units. The site's development was
initiated through a partnership with Water on the Web, and for the most part, the same people were
involved in developing both sites. So by the time the Lake Access Project Web site was designed, many team
members had learned valuable lessons from their work on the Water on the Web site
(http://wow.nrri.umn.edu).
Team members started from scratch when they developed the Water on the Web site. Using Microsoft
FrontPage (a website development and management software tool), they designed and built the site's first
release and maintained it for 1 8 months. Eventually, the team decided to hire a graphic designer to help
"spruce up" some of the site's design features. Nine months later, they launched a completely redesigned
and rebuilt Water on the Web site. With many individuals working simultaneously to rebuild the structure
and content of the site, the team learned that they needed to frequently back up the site to another com-
puter to avoid accidentally overwriting one another's content.
The team followed a very similar process to create the Lake Access Web site. They started with an initial
"shell" that has emerged into the full structure and content of the current site. The project team feels that
the best features of the site are the time-relevant data it conveys, the solid information base it provides,
including the limnological primer, and the data visualization tools it features. (These are described in detail
in Chapter 4.) Now that the Web site is fully up and running, the Lake Access Project team plans to add
"focused" studies to the site. In other words, the team plans to take portions of time-relevant and manual-
ly collected water quality data and, using data visualization tools, explain what lake activity the data are
illustrating and what they mean in the context of lake management. The team hopes that these focused
studies will help community members become more aware of the factors that affect lake water quality.
The Lake Access Project team recommends having a graphic designer on hand, if your project's resources
allow, from the onset of your Web site design and construction process. Using any number of Web-based
applications, an experienced Web designer can help you design, develop, and maintain a Web site that
most effectively communicates your time-relevant data and the associated messages you want to convey.
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6.3 Resources for Presenting Water Quality
Information to the Public
As you begin to implement your outreach plan and develop the products select-
ed in the plan, you will want to make sure that these products present your mes-
sages and information as clearly and accurately as possible. You also might want
to review the available resources on the Internet to help you develop your out-
reach products, or serve as additional resource materials (e.g., fact sheets).
How Do You Present Technical Information to the Public?
Environmental topics are often technical in nature, and water quality is no excep-
tion. Nevertheless, this information can be conveyed in simple, clear terms to
nonspecialists, such as the public. Principles of effective writing for the public
include avoiding jargon, translating technical terms into everyday language the
public can easily understand, using the active voice, keeping sentences short, and
using headings and other format devices to provide a very clear, well-organized
structure. You can refer to the following Web sites for more ideas about how to
write clearly and effectively for a general audience:
The National Partnership for Reinventing Government has developed a
guidance document, Writing User-Friendly Documents, that can be
found on the Web at http://www.plainlanguage.gov/.
The Web site of the American Bar Association
(http://www.abanet.org/lpm/writing/styl.html) has links to important
online style manuals, dictionaries, and grammar primers.
As you develop communication materials for a specific audience, remember to
consider what the audience members are already likely to know, what you want
them to know, and what they are likely to understand. Then tailor your informa-
tion accordingly. Provide only information that will be valuable and interesting to
the target audience. For example, environmentalists in your community might be
interested in why dissolved oxygen levels are important to aquatic life. However,
it's not likely that school children will be engaged by this level of detail.
When developing outreach products, be sure to consider any special needs of the
target audience. For example, if your community has a substantial number of peo-
ple who speak little or no English, you will need to prepare communication mate-
rials in their native language.
The rest of this section contains information about online resources that can pro-
vide easy to understand background information that you can use in developing
your own outreach projects. Some of the Web sites listed contain products, such
as downloadable fact sheets, that you can use to support your education and out-
reach efforts.
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Federal Resources
EPA's Surf Your Watershed
http://www.epa.gov/surf3/
EPA provides this service to locate, use, and share environmental information on
watersheds. One section of this site, "Locate Your Watershed," allows the user to
enter the names of rivers, schools, or their zip code to learn more about the water
resources in their local watershed. Users can also access the Index of Watershed
Indicators (IWI) from this site. The IWI is a compilation of information on the
"health" of aquatic resources in the U.S. The index uses a variety of indicators that
point to whether rivers, lakes, streams, wetlands and coastal areas are "well" or
"ailing."
EPA's Office of Water Volunteer Lake Monitoring: A Methods Manual
http://www.epa.gov/owow/monitoring/volunteer/lake/
EPA developed this manual to present specific information on volunteer lake
water quality monitoring methods. It is intended both for the organizers of the
volunteer lake monitoring program and for the volunteer who will actually be
sampling lake conditions. Its emphasis is on identifying appropriate parameters to
monitor and setting forth specific steps for each selected monitoring method. The
manual includes quality assurance/quality control procedures to help ensure that
the data collected by volunteers are useful to States and other agencies.
EPA's Non Point Source Pointers
http://www.epa.gov/owow/nps/facts/
This Web site features a series of fact sheets on nonpoint source pollution. The
series covers topics including: programs and opportunities for public involvement
in nonpoint source control, managing urban runoff, and managing nonpoint pol-
lution from various sources (e.g., agriculture, boating, households).
EPA's Great Lakes National Program Office
http://www.epa.gov/glnpo/about.html
EPA's Great Lakes National Program Office Web site includes information about
topics such as human health, monitoring, pollution prevention,
and visualizing the lakes. One section of this site
(http://www.epa.gov/glnpo/gl2000/lamps/index.html) includes the
Lakewide Management Plans (LaMPs) for each of the Great Lakes. A LaMP is an
action plan to assess, restore, protect and monitor the ecosystem health of a Great
Lake. It is used to coordinate the work of all the government, tribal, and non-gov-
ernment partners working to improve the Lake ecosystem. The program uses a
public consultation process to ensure that the LaMP is addressing the public's
concerns. LaMPs could be used as models to assist interested parties in develop-
ing similar plans for their lakes
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U.S. Department of Agriculture Natural Resource Conservation Service
http://www.wcc.nrcs.usda.gov/water/quailty/frame/wqam/
Go to this site and click on "Guidance Documents." The resources there include
a simple tool to estimate water body sensitivity to nutrients, a procedure to eval-
uate the conditions of a stream based on visual characteristics, plus information
on how to design a monitoring system to observe changes in water quality asso-
ciated with agricultural nonpoint source controls.
Education Resources
Project WET (Water Education for Teachers)
http://www.montana.edu/wwwwet/
The goal of Project WET is to facilitate and promote awareness, appreciation,
knowledge, and stewardship of water resources by developing and disseminating
classroom-ready teaching aids and establishing state and internationally sponsored
Project WET programs. This site includes a list of all the State Project WET
Program Coordinators to help you locate a contact in your area.
Water Science for Schools
http://wwwga.usgs.gov/edu/index.html
The U.S. Geological Survey's (USGS's) Water Science for School Web site offers
information on many aspects of water quality, along with pictures, data, maps,
and an interactive forum where students can give opinions and test their water
knowledge.
Global Rivers Environmental Education Network (GREEN)
http://www.earthforce.org/green/
The Global Pvivers Environmental Education Network (GPvEEN) helps young
people protect the rivers, streams, and other vital water resources in their com-
munities. This program merges hands-on, scientific learning with civic action.
GPvEEN is working with EcoNet to compile pointers on water-related resources
on the Internet. This site (http://www.igc.apc.org/green/resources.html)
includes a comprehensive list of water quality projects across the country and
around the world.
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Adopt-A- Watershed
http://www.adopt-a-watershed.org/about.htm
Adopt-A-Watershed is a K-12 school-community learning experience. Adopt-A-
Watershed uses a local watershed as a living laboratory in which students engage
in hands-on activities. The goal is to make science applicable and relevant to stu-
dents' lives.
National Institutes for Water Resources
http://wrri.nmsu.edu/niwr/niwr.html
The National Institutes for Water Resources (NIWR) is a network of 54 research
institutes throughout the U.S. They conduct basic and applied research to solve
water problems unique to their area and establish cooperative programs with local
governments, state agencies, and industry.
Other Organizations
North American Lake Management Society (NALMS) Guide to
Local Resources
http://www.nalms.org/resources
This is a one-stop resource for local lake-related resources. NALMS's mission is
to forge partnerships among citizens, scientists, and professionals to foster the
management and protection of lakes and reservoirs. NALMS's Guide to Local
Resources contains links to state and provincial agencies, local offices of federal
agencies, extension programs, water resources research centers, NALMS chapters,
regional directors, and a membership directory.
The Watershed Management Council
http://watershed.org/wmc/aboutwmc.html
The Watershed Management Council is a nonprofit organization whose members
represent a broad range of watershed management interests and disciplines.
Membership includes professionals, students, teachers, and individuals whose
interest is in promoting proper watershed management.
Great Lakes Information Network (GLIN)
http://www.great-lakes.net
The Great Lakes Information Network (GLIN) is a partnership that provides on-
line information about the bi-national Great Lakes-St. Lawrence region of North
America. GLIN provides data about the region's environment, including issues
related to water quality, diversion of water out of the Great Lakes basin, and the
introduction of nonindigenous species and airborne toxins into the basin.
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APPENDIX A
GLOSSARY OF TERMS
Algae: Simple single-celled, colonial, or multi-celled aquatic plants. Aquatic
algae are (mostly) microscopic plants that contain chlorophyll and grow by pho-
tosynthesis. They absorb nutrients from the water or sediments, add oxygen to the
water, and are usually the major source of organic matter at the base of the food
web in lakes. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Algal blooms: Referring to excessive growths of algae caused by excessive
nutrient loading. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Aluminum sulfate: A compound, A12(SO4)3, used in water purification and
sanitation that adsorbs phosphate and small silt and algal particles that settle to
the lake bottom.
Anoxia: Condition of being without dissolved oxygen (O2). (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
Anoxic: Completely lacking in oxygen. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
B
Baud: A unit of speed in data transmission equal to one bit per second.
Best Management Practices (BMPs): Methods that have been determined
to be the most effective, practical means of preventing or reducing pollution from
non-point sources.
Biofouling: The deterioration of instrumentation when it becomes covered with
organisms. For example, biofouling of the RUSS unit sensors occurs when algae,
bacteria, and/or fungi grow on the sensor while it is submerged in water beneath
the RUSS unit.
Chlorophyll: Green pigment in plants that transforms light energy into chemi-
cal energy in photosynthesis. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Clarity: Transparency or light penetration. Clarity is routinely estimated by the
depth at which you can no longer see a Secchi disk. The Secchi disk is a weight-
ed metal plate 8 inches in diameter with alternating quadrants painted black and
white. The disc is lowered into water until it disappears from view. It is then raised
GLOSSARY OF TERMS A-l
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until just visible. An average of the two depths, taken from the shaded side of the
boat, is recorded as the Secchi depth. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Clocker/ClockerPro: Software designed to schedule programs (or reminders)
to run at specified times (e.g., the upload and download of data from the RUSS
units).
Color Mapper: A data visualization tool that enables the user to map one
parameter as color contours and then overlay another variable over the color con-
tours in the form of a line plot.
CONSOLE: Software that enables operation of a RUSS unit using a portable
computer in the field.
CTM: Cellular telephone modem. Can be used to transfer data from the RUSS
unit to the land-base station.
Depth versus Time (DxT) Profiler: A data visualization program that allows
users to display and analyze data in two or three dimensions.
Dimictic: A type of lake that has two mixing periods, typically in spring and fall.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Dissolved oxygen (DO): The concentration of oxygen dissolved in water, usu-
ally expressed in milligrams per liter, parts per million, or percent of saturation (at
the field temperature). Adequate concentrations of dissolved oxygen are necessary
to sustain the life offish and other aquatic organisms and prevent offensive odors.
DO levels are considered the most important and commonly employed measure-
ment of water quality and indicator of a water body's ability to support desirable
aquatic life. Levels above 5 milligrams per liter (mg O2/L) are considered optimal
and most fish cannot survive for prolonged periods at levels below 3 mg O2/L.
Levels below 1 mg O2/L are often referred to as hypoxic and when O2 is totally
absent anoxic (often called anaerobic which technically means without air).
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Dissolved oxygen profile: A graph of the amount of dissolved oxygen per unit
depth, where the depth is on the z (vertical) axis and dissolved oxygen is on
the x (horizontal) axis. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
DVT data visualization tools: A suite of four interactive data visualization
programs used by the Lake Access team to depict and manipulate water quality
profiles collected by RUSS units and from manual sampling, specifically, Lake
Access Live: Near Real-Time Display of Numeric Data; Profile Plotter; Color
Mapper; and Depth versus Time (DxT) Profiler.
A-2 APPENDIXA
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E
E. CO//: A bacteria (Escherichia coli) normally found in the gastrointestinal tract
and existing as hundreds of strains, some of which can cause diarrheal disease. E.
coli can be a water-borne pathogen.
Electrical conductivity: A measure of the water's ability to conduct an electri-
cal current based on its ion content. It is a good estimator of the amount of total
dissolved salts or total dissolved ions in water. The electrical conductivity in a lake
is influenced by many factors, including the watershed's geology, the watershed's
size in relation to lake's size, wastewater from point sources, runoff from nonpoint
sources, minor atmospheric inputs, evaporation rates, and some types of bacteri-
al metabolism. Lake Access Project values are standardized to values that would
be measured at 25ฐ C to correct for the effect of temperature. (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
Epilimnion: The upper, wind-mixed layer of a thermally stratified lake. This
water is turbulently mixed throughout at least some portion of the day, and
because of its exposure, can freely exchange dissolved gases (such as O2 and CO2)
with the atmosphere. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Eutrophic lake: A very biologically productive type of lake due to relatively
high rates of nutrient input that cause high rates of algal and plant growth.
(Adapted from Water on the Web at http://wow. n rri. u m n.ed u/wow.)
Eutrophication: The process by which lakes and streams are enriched by nutri-
ents (usually phosphorus and nitrogen) which leads to excessive plant growth.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
G
Geographic Information System (GIS): A computer software and hardware
system that helps scientists and other technicians capture, store, model, display,
and analyze spatial or geographic information.
GIF (Graphics Interchange Format): A common format for image files,
especially suitable for images containing large areas of the same color.
Guano: A substance composed mostly of the dung of sea birds.
Hypolimnion: The bottom, and most dense layer of a stratified lake. It is typi-
cally the coldest layer in the summer and warmest in the winter. It is isolated from
wind mixing and typically too dark for much plant photosynthesis to occur.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
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I
Inflow: Water flowing into a lake. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
J
K
L
Lake Access Live: Near Real-Time Display of Numeric Data: A data
visualization program used to provide near real-time data feeds, such as oxygen
level and temperature, to Web sites.
Lake profile: A graph of a lake variable per depth, where the depth is on the z-
axis (vertical axis) and the variable is on the x-axis (horizontal axis). Depth is the
independent variable and the x-axis is the dependent variable. (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
Limnology: The study of the life and phenomena of fresh water systems, espe-
cially lakes and ponds; freshwater ecology; a limnologist is to lakes as an oceanog-
rapher is to oceans.
M
Metdlimnion: The middle or transitional zone between the well mixed epil-
imnion and the colder hypolimnion layers in a stratified lake. This layer contains
the thermocline, but is loosely defined depending on the shape of the tempera-
ture profile. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Modem: A device that converts data from one form into another (e.g., to a form
useable in telephonic transmission).
Morphometry: Relating to the shape of a lake basin; includes parameters need-
ed to describe the shape of the lake such as volume, surface area, mean depth,
maximum depth, maximum length and width, shoreline length, shoreline devel-
opment, depth versus volume, and surface area curves. (Adapted from Water on
the Web at http://wow.nrri.umn.edu/wow.)
A-4 APPENDIXA
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N
Nonpoint source: Diffuse source of pollutant(s); not discharged from a pipe;
associated with agricultural or urban runoff, contaminated groundwater flow,
atmospheric deposition, or on-site septic systems. (Adapted from Water on the
Web at http://wow.nrri.umn.edu/wow.)
Nutrient loading: The discharge of nutrients from the watershed into a receiv-
ing water body (lake, stream, wetland). Expressed usually as mass per unit area per
unit time (kg/ha/yr or Ibs/acre/year). (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Organic: Substances that contain carbon atoms and carbon-carbon bonds.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Outflow: Water flowing out of a lake. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Outliers: Data points that lie outside of the normal range of data. (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
Parameter: Whatever it is you measurea particular physical, chemical, or bio-
logical property that is being measured. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
pH scale: A scale used to determine the alkaline or acidic nature of a substance.
The scale ranges from 1 to 14 with 1 being the most acidic and 14 the most basic.
Pure water is neutral with a pH of 7. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Phosphorus: Key nutrient influencing plant growth in lakes. Soluble reactive
phosphorus (PO^) is the amount of phosphorus in solution that is available to
plants. Total phosphorus includes the amount of phosphorus in solution (reac-
tive) and in particulate form. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Photosynthesis: The process by which green plants convert carbon dioxide
(CO2) dissolved in water to sugars and oxygen using sunlight for energy.
Photosynthesis is essential in producing a lake's food base and is an important
source of oxygen for many lakes. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
ppb: Parts-per-billion; equivalent to a microgram per liter (ug/1). (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
ppm: Parts-per-million; equivalent to a milligram per liter (mg/1). (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
COMMUNICATING T I M E - R E L E V A N T WATER QUALITY DATA A-5
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Profile: A vertical, depth by depth characterization of a water column, usually at
the deepest part of a lake. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Profile Plotter: A data visualization tool that enables users to create static and
animated line plots of the profiles of lakes and other water bodies.
Profiler: A component of the RUSS unit that carries the water quality monitor-
ing sensor to multiple depths within the water column beneath the RUSS Unit
flotation module. The profiler is controlled by the RePDAR unit.
Q
Quality Assurance/Quality Control (QA/QC). QA/QC procedures are
used to ensure that data are accurate, precise, and consistent. QA/QC involves
following established rules in the field and in the laboratory to ensure that sam-
ples are representative of the water you are monitoring, free from contamination,
and analyzed following standard procedures.
RUSS-Base: Software that enables the user to remotely operate the RUSS unit
using a computer at the land-base station. RUSS-Base creates profile schedules of
sampling parameters and communicates with the RUSS unit via telemetry equip-
ment to transmit schedules and receive sampling data.
Remote Underwater Sampling Station (RUSS): Monitoring equipment
used to remotely collect time-relevant water quality data. The RUSS unit, manu-
factured by Apprise Technologies, Inc., consists of a mobile underwater monitor-
ing sensor tethered to a a buoy and featuring an onboard computer, batteries,
solar panels, telemetry equipment, and other optional monitoring equipment.
RePDAR (Remote Programming, Data Acquisition, and Retrieval) unit.
A component of the RUSS unit that allows for remote water quality monitoring
sensor operation, data storage, and data transmission. Each RePDAR unit con-
tains a central processing unit (CPU), power supply charging controls, and
telemetry modules.
s
Secchi disk: A disk, typically 8 inches in diameter, divided into 4 equal quad-
rants of alternating black and white colors. (Some states use totally white Secchis.)
It is lowered into a section of shaded water until it can no longer be seen and then
lifted back up until it can be seen once again. Averaging the two depths gives a
measure of the water's clarity. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
A- 6 APPENDIXA
-------
Sedimentation: The process of settling inorganic and organic matter on the
lake bottom. This matter may have been produced within the lake or washed in
from the watershed. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Solubility: The ability of a substance to dissolve into another. (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
Spring turnover: Period of complete or nearly complete vertical mixing in the
spring after ice-out and prior to thermal stratification. (Adapted from Water on
the Web at http://wow.nrri.umn.edu/wow.)
Stormwater discharge: Precipitation and snowmelt runoff from roadways,
parking lots, and roof drains that collects in gutters and drains; a major source of
nonpoint source pollution to water bodies. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Stratification: An effect where a substance or material is broken into distinct
horizontal layers due to different characteristics such as density or temperature.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Stratified: Separated into distinct layers. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Swimmer's itch: An itching inflammation of the skin caused by parasitic larval
forms of certain schistosomes that penetrate into the skin, occurring after swim-
ming in infested water.
Substrate: Attachment surface or bottom material in which organisms can
attach or live within; such as rock substrate or sand or muck substrate, or woody
debris. (Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Suspended solids: (SS or Total SS [TSS]). Very small particles that remain dis-
tributed throughout the water column due to turbulent mixing exceeding gravi-
tational sinking. (Adapted from Water on the Web at
http://wow.nrri.umn.edu/wow.)
Telemetry: The science of automatic measurement and transmission of data by
wire, radio, or other methods from remote sources.
Temperature profile: A graph of the temperature per depth; where the depth
is on the z-axis (vertical axis) and temperature is on the x-axis (horizontal axis).
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Thermal stratification: Existence of a turbulently mixed layer of warm water
(epilimnion) overlying a colder mass of relatively stagnant water (hypolimnion) in
a water body due to cold water being denser than warm water coupled with the
damping effect of water depth on the intensity of wind mixing. (Adapted from
Water on the Web at http://wow.nrri.umn.edu/wow.)
COMMUNICATING T I M E - R E L E V A N T WATER QUALITY DATA A-7
-------
Thermocline: The depth at which the temperature gradient is steepest during
the summer; usually this gradient must be at least 1ฐC per meter of depth.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Topography: Configuration of physical surface of land; includes relief imprints
and locations of all man-made and natural features. (Adapted from Water on the
Web at http://wow.nrri.umn.edu/wow.)
Total dissolved solids (TDS): The amount of dissolved substances, such as
salts or minerals, in water remaining after evaporating the water and weighing the
residue. (Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Turbidity: The degree to which light is blocked because water is muddy or
cloudy. (Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Turnover: Fall cooling and spring warming of surface water act to make density
uniform throughout the water column. This allows wind and wave action to mix
the entire lake. Mixing allows bottom waters to contact the atmosphere, raising
the water's oxygen content. However, warming may occur too rapidly in the
spring for mixing to be effective, especially in small sheltered kettle lakes.
(Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
u
w
Water column: A conceptual column of water from lake surface to bottom sed-
iments. (Adapted from Water on the Web at http://wow.nrri.umn.edu/wow.)
Watershed: All land and water areas that drain toward a river or lake. (Adapted
from Water on the Web at http://wow.nrri.umn.edu/wow.)
YSI multiprobe water quality sensor: The component of the RUSS unit,
manufactured by Yellow Springs Instruments (YSI), that is raised and lowered to
collect a water quality profile in specified intervals from the lake surface to the
lake bottom.
A- 8 APPENDIXA
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APPENDIX B
LAKE ACCESS BROCHURE
LAKE ACCESS BROCHURE B-l
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Seeing
Below the
^Surface
Lake Data Comes Alive in Minnesota!
Thanks to technological advances, all of us, not
just scientists, can see below the surface!
Lake Access allows you to:
Track daily changes on Lake Minnetonka and
Lake Independence.
Study how choices we make on the shoreline
and in the water affect the health of our
lakes.
Witness the way storms and seasonal changes
mix lake water and impact fish and fishing.
Gauge how our lakes have changed over time.
Lake Access was made possible by a two-year grant from
the U.S. Environmental Protection Agency's EMPACT
(Environmental Monitoring for Public Access and
Community Tracking) initiative. Lake Access partners
include: Hennepin Parks, the Natural Resources Research
Institute, UM-Duluth Department of Education, University
of Minnesota Sea Grant, the Minnehaha Creek Watershed
District, Minnesota Science Museum, and Apprise
Technologies, Inc.
Lake Access cooperators welcome your comments and suggestions.
For more information contact: George Host, (218) 72O-4264,
Natural Resources Research Institute, ghostฎsage.nrri.umn.edu.
www.nrri.umn.edu/empact
LAKE ACCESS BROCHURE
B-3
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Seeing Below the Surface
Remote Underwater Sampling System (RUSS)
units are the yellow platforms anchored in Lakes
Minnetonka and Independence. Beneath the
platform, an underwater sensor package cycles
between the surface and the lake bottom to
gather data on turbidity, acidity, conductivity,
dissolved oxygen, and temperature.
Transmitting Daily Data
Every six hours, RUSS units transmit the data
they have gathered to an on-shore base station
over a cellular phone.
Accessing Information
You can access the continual stream of data from
the RUSS units over the World Wide Web site:
www.nrri.umn.edu/empact Soon, Lake Access
kiosks linked to the RUSS units will be con-
structed at Lake Minnetonka Regional Parks
Visitor's Center, Richardson Nature Center, and
other locations around Minneapolis.
Understanding the Data
The Lake Access Web site and kiosks will contain
interactive tools and informational links that
allow you to interpret easily data through maps,
graphics, and text.
Making a Difference
What you and resource professionals learn from
the RUSS units could change the way we man-
age our shorelines. Lake Access information may
encourage lakeshore owners to landscape with
more native plants and fewer chemicals. City
planners may use RUSS information to develop
lake-friendly practices. You may decide how deep
to fish or when to swim based on the day's data.
B -4
APPENDIX B
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APPENDIX C
LAKE ACCESS SURVEY
LAKE ACCESS SURVEY C-l
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WEST METRO RESIDENT:
WHAT IS LAKE ACCESS?
WHO ARE WE?
WHY YOU?
WHY FILL IT OUT?
FOR MORE INFORMATION
metro lake survey
SEEING BELOW THE SURFACE OF LOCAL LAKES *
This is a survey to find out your perceptions,
uses and ways you get information about your
local lakes. Please help us find the best way to
reach you with the facts you need to enjoy your
favorite West Metro lakes.
Do you know what is happening in your favorite lake?
We would like to tell you, but we don't know the best
way to reach you and your neighbors. Please help us
by filling out the enclosed, 7-minute survey about your
use of West Metro lakes, your perceptions about their
"health," and the best ways to reach you with new
information.
The goal of Lake Access is to provide you with timely,
accurate and understandable information about your
local lakes. We want to supply you with the facts you
need to make informed, day-to-day decisions about
your West Metro lakes.
Partners in this project include Minnesota Sea Grant,
Hennepin Parks, Natural Resources Research Institute,
University of Minnesota Duluth Department of
Education, Apprise Technologies Inc., and the Minnehaha
Creek Watershed District. The U.S. Environmental
Protection Agency funds Lake Access through their
Environmental Monitoring for Public Access and
Community Tracking Initiative.
We randomly selected your name as part of a small
group of people to complete this confidential survey.
We value your answers, time and privacy.
This is your chance to make Lake Access easily
available, understandable and useful to you and
your neighbors in the West Metro.
See the enclosed brochure and browse our Web site
at: http://www.nrri.umn.edu/empact.
Thank you in advance for your time and effort in
completing this survey.
return survey by november 22
LAKE ACCESS SURVEY
C-3
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survey
P Approximately how many days per year do you use lakes in
the Woct Motrn area? (zee mart\
the West Metro area? (see map)
1 0
] 1-5
6-10
11-20
J >21
IF YOU DO NOT VISIT WEST METRO LAKES,
PLEASE GO TO QUESTION 6.
Please check the ONE West Metro lake you currently use most.
QAuburn _ Langdon _ Sarah
Bryant Libbs _ Schutz
Christmas _ Little Long _ Spurzem
Cleary Long _ Steiger
Eagle _ Medicine _ Stone
Fish Minnetonka Virginia
Forest _ Minnewashta _ Waconia
Independence Parley Weaver
Hyland [j Rebecca Zumbra
OTHER SPECIFY
In your opinion, which THREE items have the greatest impact on water quality in the lake you currently use most?
Failing septic systems
JAquatic plant removal
Shoreland plant removal
Lawn fertilizers and chemicals
Urban, road or parking lot runoff
Livestock manure
OTHER SPECIFY
Damage to aquatic plants and lake bottom by watercraft
Introduction of exotic species invasions (Eurasian water milfoil)
Agricultural fertilizers and chemicals
Municipal waste water discharges
Fuel leakage from motorized watercraft
Soil erosion from building or road construction sites
Please check your impression below for the West Metro lake you currently use most.
OVERALL BEAUTY/AESTHETIC VALUE
OVERALL HEALTH OF LAKE
QUALITY OF FISHING
EXCELLENT
GOOD
FAIR
POOR
DON'T KNOW
Please mark your opinion below for the West Metro lake you currently use most.
NUMBER OF LAKE USERS
NUMBER OF CABINS/ HOMES
TOO FEW
JUST ABOUT RIGHT
TOO MANY
DON'T KNOW
How concerned are you about the quality of lakes and shoreland areas in the West Metro area?
Very concerned
H Somewhat concerned
Not concerned
Please estimate your level of general knowledge about the following subjects.
J Lake water quality
iHigh
Medium
Low
[j Proper care of shoreline property
High
Medium
Low
C-4
APPENDIX C
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r
Are you interested in learning more about lakes in the West Metro area?
Yes
No
Please check the item(s) you would like to learn more about West Metro lakes.
Effects of weather on lakes Nutrient levels (nitrogen/phosphorus^
Fisheries
Control of algae
Control of aquatic plants
User conflict resolutions
Hshoreland restoration with native plants
Change in water quality over time
Actions that improve lake water quality
Factors that influence lake water quality
Water conditions for swimming
Basic understanding of how lakes work
Non-native plant control efforts
^ Real time lake measurements (oxygen
profiles, mixing depths, lake temperature)
OTHER SPECIFY.
THE INTERNET IS AN ELECTRONIC COMMUNICATIONS NETWORK THAT CONNECTS COMPUTER NETWORKS AND FACILITIES AROUND THE WORLD.
P Would you use the Internet to learn more about West Metro lakes?
DYes
o
U
D
r
P
Please check the item(s) below that would make it worth your time to visit our Web site, http://www.nrri.umn.edu/empact.
Live camera coverage of lakeshore conditions
Information about the bacterial contamination of swimming beaches
Current water temperature
Current dissolved oxygen levels
Water clarity measurements
Regional weather
Weekly fishing reports
OTHER SPECIFY
I do not have computer access
AN INTERACTIVE KIOSK IS AN INFORMATION BOOTH WITH A COMPUTER TOUCH SCREEN.
Would you use an interactive kiosk to learn more about lakes in the West Metro area?
Yes
No
Pjease check the THREE most convenient locations for you to use a kiosk?
Beach
Grocery store
Library
Mall
Museum
School
Visitor center
Boat launch
OTHER SPECIFY
As new facts become available about West Metro lakes, which TWO ways would be most convenient for you to access in-depth news
and information about your lakes?
Classes/workshops
Interactive kiosk
Organizations
Internet
OTHER SPECIFY
Please check TWO ways you would most likely notice a brief announcement about West Metro lakes.
Signs
Public radio
Commercial radio
Network television
Cable television
Direct mail
St. Paul Pioneer Press
Minneapolis Star-Tribune
Other newspapers SPECIFY_
Newsletters SPECIFY
Magazines SPECIFY
PLEASE
CONTINUE
LAKE ACCESS SURVEY
C-5
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THE NEXT SECTION OF THIS SURVEY WILL HELP US FIND GENERAL PATTERNS.
REMEMBER THAT YOUR ANSWERS ARE STRICTLY CONFIDENTIAL.
Do you care for a lawn?
LI No
Have you ever had your soil tested?
~Yes
No
How many times per year do you add fertilizer?
" 0
1-2
3-4
>5
What do you do with your grass clippings and leaves?
Burn
Compost
Leave on lawn
Place in trash bin
Put in gutter
OTHER SPECIFY
Do you own/lease shoreland property?
lYes
INo
J What is the name of the lake where
you own or lease shoreland property?
;
r
Which best describes your property at the
Concrete, steel or wood retaining wall
Mowed lawn
Natural landscape
Rock/rip-rap added for stabilization
Sand beach
OTHER SPECIFY
of the water?
If you have a private septic system, how
frequently do you inspect and maintain it?
Once a year
1-3 years
>3 years
Do not know
Jl What is your zip code?
ฃJ What is your gender? Female
^ What is your age group?
<25
25-45
45-65
1 >65
Male
SEQUENCE NUMBER
THANK YOU FOR TAKING THE TIME AND EFFORT TO COMPLETE THIS SURVEY.
PLEASE TAPE THE SURVEY CLOSED AND DROP IN THE MAIL.
BUSINESS REPLY MAIL
FIRST-CLASS MAIL PERMIT NO. 692 DULUTH, MN
POSTAGE WILL BE PAID BY ADDRESSEE
MINNESOTA SEA GRANT PROGRAM
UNIVERSITY OF MINNESOTA
2305 E 5 ST RM 208
DULUTH MN 55812-9953
C-6
APPENDIX C
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