United States
Environmental Protection
Agency
Energy Savings Plus Health:
Indoor Air Quality Guidelines for School
Building Upgrades
MUIW1
MM-"
Indoor Air Quality (IAQ)
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Intended Audience
This Guide is written primarily for school facility managers, energy managers, risk managers, building operators
and school administrators to help them collaboratively manage the relationships between energy efficiency upgrade
activities and indoor air quality (IAQ) in schools.
Other audiences that may find this Guide applicable to their work include architects, design engineers, and con-
struction contractors who can apply the principles of this Guide during design and construction; commissioning
authorities who can ensure that the design, construction, and testing are appropriate to meet energy efficiency
and lAQ-related goals and requirements; sustainability coordinators; other decision makers who help to oversee
and direct the work of building managers and other practitioners in schools; and parents and others in the school
community.
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Table of Contents
Section 1: Introduction and How To Use the Guide
Pu rpose
Background
Fundamental Principles of IAQ
How the Energy Savings Plus Health Guide Is Organized
The Business Case for Integrating Energy Efficiency and IAQ_
Section 2: Assessment Protocols and Recommended Actions
_3
_3
_4
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17
Integrated Process_
1.0 Project Planning/Integrated Design_
2.0 Commissioning
Moisture and Mold
3.0 Moisture Control and Mold_
Hazardous Materials
4.0 Asbestos
5.0 Lead
6.0 Polychlorinated Biphenyls (PCBs)_
Outdoor Contaminants and Sources
7.0 Radon
8.0 Belowground Vapor-Forming Contaminants (Except Radon)_
9.0 Vehicle Exhaust
10.0 Local and Regional Ambient Air Quality_
11.0 Pests
12.0Tracked-ln Pollutants
Indoor Contaminants and Sources
13.0 Building Products/Materials Emissions_
14.0 Vented Combustion Appliances
15.0 Unvented Combustion Appliances
16.0 Ozone From Indoor Sources
17.0 Environmental Tobacco Smoke
Heating, Ventilation, and Air Conditioning (HVAC)_
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation_
20.0 Exhaust Ventilation
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table of Contents
Safety_
21.0 Building Safety for Children and Other Occupants_
22.0 Protecting IAQ During Construction
23.0 Jobsite Safety
Abbreviations and Acronyms_
References
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67
Section 3: Appendices
Appendix A: Project Planning and Developing a Project Team_
Appendix B: Communication and Education
Appendix C: Worker Protection
_75
98
Abbreviations and Acronyms Used in Appendices_
References Cited in Appendices
Section 4: Master Verification Checklist
_102
JOS
109
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Section 1
Introduction and How To Use the
Energy Savings Plus Health Guide
Indoor Air Quality (IAQ)
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Section 1: Introduction and How To
Use the Energy Savings Plus Health Guide
Purpose
The U.S. Environmental Protection Agency (EPA)
developed the Energy Savings Plus Health Guide
to protect and improve indoor air quality (IAQ) in
schools during building upgrades, particularly ener-
gy efficiency upgrades and building renovation ac-
tivities. Energy management and protection of IAQ
both should be critical priorities for school facility
management. As school districts pursue energy cost
savings and occupant health-protection goals, there
can be a mistaken impression that the two goals are
at odds with each other. In fact, when energy effi-
ciency and IAQ protection goals are integrated and
addressed holistically, schools can achieve strong
results in both areas. Alternatively, if careful atten-
tion is not paid to the interaction between energy
management and IAQ, occupant health can suffer.
Background
A school's indoor environment can have a significant
impact on health and learning. Children, in partic-
ular, are more vulnerable to the negative health and
performance effects of poor environmental condi-
tions, including IAQ. Children often are more heavily
exposed to toxic substances in the environment than
adults because they spend more time on the ground
and engage in more hand-to-mouth behavior. Chil-
dren also breathe more air, drink more water, and
eat more food per pound of body weight than adults
(American Academy of Pediatrics Council on Environ-
mental Health, 2003). A child's respiratory, immune,
nervous, reproductive, and skeletal systems continue
to develop throughout childhood. Exposures to envi-
ronmental contaminants that occur early in life can
cause adverse health impacts in children that can
have implications well into adulthood (EPA Office
of Research and Development, 2007). Furthermore,
some children with disabilities face unique challeng-
es that might make them particularly vulnerable to
the effects of an unhealthy school environment (EPA
State School Environmental Health Guidelines, 2012).
Examples of symptoms caused by poor IAQ include
respiratory irritation, sore throat, asthma attacks,
drowsiness, headaches and inability to concentrate.
Studies demonstrate associations between IAQ and
the health and performance of students and staff
members in U.S. schools. The research linking poor
IAQ to children's health problems and reduced ac-
ademic performance shows the critical role that a
school's indoor environment plays in student achieve-
ment. For example, good physical conditions in the
school and adequate outdoor air ventilation can
reduce absenteeism and improve test scores. For more
information, examples and supporting references,
see the section of this Guide entitled The Business
Case for Integrating Energy Efficiency and IAQ.
It is important to incorporate best practices for healthy
and sustainable schools into energy efficiency up-
grades and building renovation activities at schools.
Schools can benefit, from both fiscal and facility
management standpoints, by taking advantage of the
complementary nature of many IAQ and energy-
efficient building practices. Integrating energy efficien-
cy and IAQ improvementswhether they involve the
building structure, equipment or ongoing maintenance
and operationshelps to streamline facility manage-
ment and saves staff members' time. Typically, many
of the same personnel are involved in planning and
implementing energy efficiency and IAQ programs at
schools. School energy managers, facility managers
and IAQ coordinators should work together through-
out the entire building upgrade process, from the
design phases through construction and occupancy.
Energy management and protection of IAQ both should
be critical priorities for school facility management.
As school districts pursue energy cost savings and
occupant health-protection goals, there can be a
mistaken impression that the two goals are at odds
with one another. In fact, when energy efficiency and
IAQ protection goals are integrated and addressed
holistically, schools can achieve strong results in both
areas. Alternatively, if careful attention is not paid to
the interaction between energy management and IAQ,
occupant health can suffer. Energy management activi-
ties can disturb hazardous materials, such as asbestos,
lead and polychlorinated biphenyls (PCBs); create
dust; introduce new contaminants and contaminant
pathways; create or aggravate moisture problems; and
result in inadequate ventilation in occupied spaces.
This Guide focuses primarily on opportunities to protect
and improve IAQ during building upgrades by prevent-
ing and controlling exposure of occupants to contam-
inants that may be disturbed or introduced during
upgrade projects, controlling moisture, and ensuring
that occupants are provided with adequate ventilation
to promote health and comfort. This Guide does not
(1) set new EPA regulatory requirements or in any way
modify or supersede existing EPA regulatory require-
ments, (2) provide guidance on diagnosing occupant
health problems or building-related illness, (3) address
emerging issues that have not been linked to adverse
health effects, (4) make training or training documents
unnecessary, (5) provide detailed implementation guid-
ance on how to achieve the intent of each recommen-
dation in all situations, (6) identify funding availability
or which programmatic funding sources should be used,
or (7) provide guidance for prioritizing building-specific
projects during the upgrade process. Portions of this
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Important Basic Considerations for
Protecting IAQ During Building Upgrades
Several energy retrofit and building upgrade ac-
tivities can cause or aggravate IAQ problems as
described in detail throughout this publication;
however, these important basic considerations must
always be kept in mind:
Occupants' and workers' exposure to airborne
contaminants generated during and after energy
retrofits and building upgrades activities should be
minimized.
Energy retrofits and other building upgrades can
disturb existing contaminants known to cause
health problems. Some of these contaminants
have specific regulatory requirements (e.g., asbes-
tos, lead) that must be followed.
Reducing air leakage across the building envelope
should not be performed without ensuring that there
will be adequate venting of combustion appliances
and outdoor air ventilation to dilute and remove
pollutants from within the building after the project
is completed.
Modifications that increase the airtightness of a
building's envelope increase the potential for ele-
vated levels of contaminants indoors. Care must al-
ways be taken to ensure that these activities do not
cause improper venting of combustion appliances
and increase occupant exposure to combustion
by-products, including carbon monoxide; introduce
increased indoor exposures to other pollutants, in-
cluding radon; or introduce or exacerbate moisture
and mold problems within the school.
Guide summarize certain regulatory requirements, but
the requirements themselves, not the summaries in this
Guide, govern.
Fundamental Principles of IAQ
The guidelines in this document are intended to en-
courage IAQ professionals to integrate health protec-
tions into energy efficiency and building renovation
projects by undertaking the following activities:
Integrating strong IAQ protections into the design,
renovation and construction processes.
Commissioning key energy and IAQ systems to
ensure that they operate as designed.
Controlling moisture in building assemblies,
mechanical systems and occupied spaces.
Limiting entry of contaminants from outdoors.
Limiting contaminants from indoor sources.
Capturing and exhausting contaminants from
building equipment and activities.
Providing adequate outdoor air ventilation.
Providing filtration and air cleaning to supplement
pollutant source control and ventilation.
Protecting building elements, occupants and work-
ers during construction projects.
Ensuring that there is a strong communications
plan in place to share the project's IAQ goals with
occupants and other stakeholders, with a clear
process for addressing feedback and concerns.
This includes, for example, ensuring that building
occupants are aware of the availability of the As-
bestos Hazard Emergency Response Act (AH ERA)
Management Plan, Lead Safety Plan and Material
Safety Data Sheets.
Educating building occupants about the actions
they can take to protect IAQ in their school.
The following references provide expanded information
on these principles and may be valuable resources for
users of this Guide:
EPA: IAQ Tools for Schools Action Kit,
http://www.epa.gov/iaq/schools/actionkit.html.
EPA: IAQ Design Tools for Schools,
http://www.epa.gov/iaq/schooldesign/index.html.
EPA: ENERGY STARฎ Building Upgrade Manual
(2008), http://www.energystar.gov/ia/business/
EPA_BUM_Full.pdf?77f4-4b9b.
EPA: Moisture Control Guidance for Building
Design, Construction and Maintenance (2013),
http://www.epa.gov/iaq/pdfs/moisture-control.pdf.
American Society of Heating, Refrigeration and Air Con-
ditioning Engineers, Inc. (ASHRAE): Indoor Air Quality
Guide: Best Practices for Design, Construction and
Commissioning(2009), http://iaq.ashrae.org/.
States and school districts interested in advanc-
ing this Energy Savings Plus Health Guide for their
K-12 school systems can convene cross-disciplinary
work groups of education, health, environmental
and energy representatives to develop state-spe-
cific guidance, including available incentives or
reimbursements. A recent report published by the
Lawrence Berkeley National Laboratory, Financing
Energy Upgrades for K-12 School Districts: A Guide
to Tapping into Funding for Energy Efficiency and
Renewable Energy Improvements (Borgeson and
Zimring, 2013), can also be used as a resource.
How the Energy Savings Plus Health Guide Is
Organized
The Energy Savings Plus Health Guide covers
23 specific priority issues and addresses com-
mon contaminants associated with building up-
grades and critical building systems that affect
IAQ. Each topic is organized in three sections:
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Assessment Protocols: Measures to identify potential
IAQ concerns in schools undergoing building upgrades.
Minimum Actions: Critical actions intended to correct
deficiencies identified during the assessments, include
minimum IAQ protections, and ensure that work does
not cause or worsen IAQ or safety problems for occu-
pants or workers (i.e., "Do No Harm"). Some of the
Minimum Actions identified overlap with regulatory
requirements but not all regulatory requirements are
listed; others are recommendations for additional steps
to protect and improve IAQ during building upgrades.
Applicable regulatory requirements must be followed
and the regulations, not the summaries in this Guide,
establish the applicable requirements. Recommended
steps are not mandatory.
Expanded Actions: Additional actions to promote
healthy indoor environments that can be taken during
building upgrades. EPA recommends considering
these improvements when feasible and sufficient
resources exist.
The Assessment Protocols, Minimum Actions and
Expanded Actions are designed to incorporate good IAQ
practices into a variety of energy efficiency and other
building upgrade projects. To be effective, the recom-
mended protocols and actions should be built into the
earliest stages of project conceptualization and design.
Working as a team, energy managers, facility managers,
IAQ coordinators and risk managers can use the guide-
lines to better understand the interrelationships between
energy efficiency and IAQ goals and identify opportuni-
ties available during typical energy management tasks
to protect and promote healthy indoor environments.
Relevant standards and guidance documents for each
priority issue are provided in an abbreviated format.
More detailed information can be found in the Refer-
ences section.
The following icons are used in the Energy Savings
Plus Health Guide:
Indicates an issue that references
Appendix B: Communication and Education
for additional information and important
considerations before, during and after
the project is complete.
Indicates an opportunity to communicate
important messages via a sign or placard
in the building; this symbol is used
exclusively in Appendix B.
Indicates an issue that references
Appendix C: Worker Protection for
recommended actions and additional
resources to minimize health and safety
risks for workers performing the building
upgrades.
How To Use the Energy Savings Plus Health Guide
The entire Energy Savings Plus Health Guide can be used as a comprehensive resource. To streamline usability,
examples of typical school energy efficiency and building upgrade projects are identified in Table 1. The follow-
ing approach is suggested:
1. Use Table 1 to identify the type(s) of energy upgrade and other building renovation work
being considered.
2. Use Table 1 to review lAQ/health risks and opportunities that may be encountered.
3. Use the "Energy Saving Plus Health Checklist Generator" tool, a Microsoft Excel file, to develop a cus-
tomized verification checklist, along with the specific assessment protocols and recommended actions,
tailored to the project.
Note: When using the "Energy Saving Plus Health Checklist Generator," it may be necessary to enable macros for
functionality, depending on the user's Excel settings.
1. Identify Your
Project(s)
2. Review lAQ/Health Risks and
Opportunities
Examples of Projects
With Energy Savings Plus
Health Objectives
3. Use the "Energy Saving Plus
Health Checklist Generator" to
Create Your Custom Verification
Checklist, Assessment Protocols
and Recommended Actions
id/Health Risks and Opportunities
Potentially App
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects
Examples of Projec
With Energy Savings.
Health Objectives
Examples of lAQ/Health Risks and
Opportunities
LIGHTII
Lighting Upgrades
De-lamping: Removing
unnecessary light bulbs/
fixtures to save energy
Re-lamping: Replacing
and cleaning lighting
components and fixtures
Upgrading ballasts
Other modifications or
upgrades (e.g., fixture
lenses, specular reflectors,
occupancy sensors)
lAQ/Health Risks
Asbestos-containing material, lead paint
or PCBs may be disturbed during lighting
replacement. PCBs may be present in older
florescent light ballasts that are not labeled
"No PCBs" or "electronic."
Mercury vapor or mercury-containing powder
from broken fluorescent bulbs or improper use
of drum-top crushers may be present.
Lighting upgrades likely will reduce sensible
heat loads, which may affect moisture removal
performance of the HVAC system.
Opportunities
Remove and replace old fixtures containing
hazardous materials with those that contain
less hazardous materials.
Properly dispose of lamps containing mercury
and fixtures containing PCBs.
1.0 Project Planning/Integrated Design
2.0 Commissioning
4.0 Asbestos
5.0 Lead
6.0 PCBs
13.0 Building Products/Materials
Emissions
18.0 HVAC Equipment
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
BUILDING ENVELOPE
Roof and Ceiling Assemblies
Repairing or replacing the
roof
Upgrading roof and ceiling
insulation
Upgrading moisture
protection
Upgrading air sealing
lAQ/Health Risks
Asbestos-containing material, lead paint, PCBs
or mold may be disturbed.
Installing spray-polyurethane foam may
generate indoor contaminants.
Moisture may be trapped behind spray foam
insulation when installed under a low pitch
wooden roof deck, creating the potential for
hidden, structural roof damage and mold.
Moisture may be trapped in insulation
installed below drainage planes, vapor barriers
or roof membranes (in cold climates).
Sealing the building envelope may increase
levels of indoor contaminants, including
radon, combustion by-products, moisture and
mold, and volatile organic compounds (VOCs).
Adequate ventilation must be provided to
dilute and remove indoor pollutants. Radon
mitigation systems may become necessary.
Opportunities
Control for moisture by selecting moisture-
resistant insulation, properly installing
insulation materials, and ensuring surfaces
and assemblies with condensation potential
are properly sealed and insulated to avoid dew-
point conditions.
Seal unwanted openings and leaks in the
building envelope to reduce infiltration and
conditions conducive to pest entry.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
Examples of Proji
With Energy Savings
Health Objective
Examples of lAQ/Health Risks and
Opportunities
Potentially Applicable
Priority Issues
Wall Assemblies
Repairing and sealing wall
penetrations
Upgrading wall insulation
Replacing windows
Adding window film
covering
Repairing windows
Sealing windows
lAQ/Health Risks
Asbestos-containing material, lead paint, PCBs
or mold may be disturbed.
Installing spray-polyurethane foam may
generate indoor contaminants.
Sealing the building envelope may increase
levels of indoor contaminants, including
radon, combustion by-products, moisture
and mold, and VOCs. Adequate ventilation
must be provided to dilute and remove indoor
pollutants. Radon mitigation systems may
become necessary.
Opportunities
Control moisture and condensation potential
on surfaces; install moisture-resistant
insulation; and ensure proper exterior drainage
and water management (e.g., include header
and panned windowsill flashing during window
replacement).
Seal unwanted openings and leaks in the
building envelope to reduce infiltration and
conditions conducive to pest entry.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Concrete Floor Sealing
Repairing and sealing floor
penetrations
Sealing cracks and joints
in floors
Applying floor sealer/paint
lAQ/Health Risks
Asbestos-containing material, lead paint, PCBs
or mold may be disturbed.
Sealing the building envelope may increase
levels of indoor contaminants, including
radon, combustion by-products, moisture
and mold, and VOCs. Adequate ventilation
must be provided to dilute and remove indoor
pollutants.
Opportunities
Understand and appropriately manage
moisture emission rates and select sealants/
adhesives with low-VOC or no-VOC content/
emissions.
Reduce infiltration and conditions conducive
to pest entry.
Seal cracks and joints in floors, which may be
an integral part of a radon mitigation system.
1.0 Project Planning/Integrated Design
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
19.0 Outdoor Air Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
Examples of Projec
With Energy Savings
Health Objectivae
Moisture Barrier for Ground-
level Slabs, Basement and
Crawlspace Floors
Adding new moisture
barriers
Modifying or repairing
existing moisture barriers
Examples of lAQ/Health Risks and
Opportunities
lAQ/Health Risks
Asbestos-containing material, lead paint, PCBs
or mold may be disturbed.
Uncovered dirt floor may contribute to
excessive moisture migration into the building.
Installing carpet or floor tile over concrete
floor that has a persistent condensation or
water pooling problem will likely lead to mold
growth.
An existing moisture barrier may also be an
integral part of a radon mitigation system or
other belowground contaminant mitigation
measures and should not be disturbed.
Uncovered dirt floors may introduce pest
populations and will promote rodent habitats.
Opportunities
Provide sealed moisture barrier over dirt
foundation floors.
Provide moisture barrier beneath concrete
slabs.
Select sealants/adhesives with low-VOC or
no-VOC content/emissions.
Select exposed poly films with proper flame
and smoke ratings.
Incorporate other radon mitigation and
belowground contaminant mitigation measures
as needed.
Potentially Applicable
Priority Issues
1.0 Project Planning/Integrated Design
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
19.0 Outdoor Air Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
xamples of Proje<
/ith Energy Saving:
Health Objectives
Examples of lAQ/Health Risks and
Opportunities
HEATING, VENTILATION AND AIR CONDITIONING (HVAC) SYSTEI\
Ducts, Fan Coils and Unit
Ventilators
Adding or replacing ducts
Sealing and insulating air
ducts
Altering or cleaning fan coil
and unit ventilators
lAQ/Health Risks
Asbestos-containing material, lead paint, mold
or other debris may be disturbed during duct
installation, sealing or replacement.
Improper condensate drainage can present an
opportunity for Legionella, bacterial or mold
growth in units with cooling coils.
Humid climates may require additional
dehumidification when the outdoor air supply
is increased.
Ductwork that is not properly sealed and
insulated can lead to condensation problems if
it passes through unconditioned spaces.
Improper modifications to HVAC systems can
cause unbalanced flows and pressures that can
lead to increased intrusion of moisture, radon
and other belowground contaminants.
Excessive moisture promotes pest infestation.
HVAC components may be contaminated with
PCBs if PCBs have migrated via indoor air
from caulk and/or lighting ballasts that contain
PCBs.
Noisy ventilation systems, particularly unit
ventilators, may be turned off by staff if they
interfere with learning, which will negatively
affect ventilation.
Opportunities
Contain and do not disturb areas of significant
mold contamination until these areas can be
remediated.
Reduce entry of airborne contaminants into
the building; maintain interior humidity levels.
Select low-VOC and formaldehyde-free
products.
Provide sealed and energy-efficient ducts.
Provide proper ventilation; properly balanced
HVAC systems can maintain positive
pressurization indoors to reduce intrusion
of moist air into the building envelope and
interior zones and belowground contaminants
and radon into the building.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
10.0 Local and Regional Ambient Air
Quality
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
Examples of Projec
With Energy Savings
Health Objectives
Outdoor Air Ventilation
(upgrades or modifications)
Outdoor air economizers
and controls
Dedicated outdoor air
systems
Filtration of outdoor
ventilation air and make-
up air
Local exhaust for indoor
areas with strong sources
of pollutants
Demand-controlled
ventilation for
intermittently occupied
areas
Additional
dehumidification, as
needed for humid climates
Examples of lAQ/Health Risks and
Opportunities
lAQ/Health Risks
Asbestos-containing material or lead paint
may be disturbed during wall, roof or ceiling
penetrations.
Some locations may have strong sources
of outdoor air pollution and require special
designs.
Inappropriate use of airside economizers
can lead to cool and clammy conditions and
condensation on cold surfaces.
Humid climates may require additional
dehumidification when the outdoor air supply
is increased.
Excessive moisture promotes pest infestation.
Smoking near outdoor air ventilation intakes
can increase indoor exposure to environmental
tobacco smoke.
In many parts of the United States, gross
overventilation of spaces may lead to extremely
dry indoor conditions during the heating
season and moisture issues during the cooling
season, in addition to wasting energy.
Noisy ventilation systems, particularly unit
ventilators, may be turned off by staff if they
interfere with learning, which will negatively
affect ventilation.
Outdoor air ventilation may be an integral part
of a radon mitigation strategy.
Opportunities
Ensure that outdoor air controls are working
properly, while controlling for moisture.
Use suitable economizer controls.
Ensure the proper location of outdoor air
intakes.
Provide outdoor air treatment (e.g., filtration
and air cleaning) in areas where National
Ambient Air Quality Standards for particulate
matter or ozone are exceeded.
Ensure that all occupied spaces are provided
with enough outdoor air and enough total air
circulation.
Ensure that filter status pressure sensors and
switches are calibrated regularly.
Plan for ongoing commissioning of systems
that provide exhaust and supply ventilation to
the school.
Potentially Applicable
Priority Issues
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
10. Local and Regional Ambient Air
Quality
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
17.0 Environmental Tobacco Smoke
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
xamples of Proje<
/ith Energy Saving:
Health Objective
Examples of lAQ/Health Risks and
Opportunities
Potentially Applicable
Heating and Cooling Systems
Boiler replacement.
Steam trap replacement or
maintenance
Pipe modifications:
Converting from one-pipe
to two-pipe steam systems
OR Converting from two-
pipe to four-pipe heating
and cooling systems
System modifications:
Converting from steam to
hot-water systems
Control valves:
Maintenance and additions
Combustion equipment
replacement
Air conditioning system
replacement
lAQ/Health Risks
Asbestos-containing material, lead paint
or mold may be disturbed during system or
component replacement.
Improperly vented combustion gases and
occupant exposure to carbon monoxide are
potential risks.
Moisture or mold may be present when the
HVAC system is turned off for extended
periods of time.
Poor humidity control during cooling system
operation can result in mold growth and
present opportunities for pest infestations.
Inappropriate use of chilled water reset or
airside economizers can lead to cool and
clammy conditions and condensation on cold
surfaces.
Indoor air can become too dry for occupant
comfort and health during the heating season,
particularly in northern and high-altitude
locations.
Inadequate humidifier maintenance can lead
to microbiological problems.
HVAC components may be contaminated with
PCBs if PCBs have migrated via indoor air
from caulk and/or lighting ballasts that contain
PCBs.
Opportunities
Properly vent combustion gases and ensure
that mechanical rooms with combustion
equipment have adequate make-up air and
ventilation.
Install and maintain carbon monoxide
detection and warning equipment.
Ensure that steam traps, combustion
equipment and boilers are installed correctly
and that make-up air registers are not blocked.
Ensure that air conditioning systems are
properly sized and controlled to avoid humidity
and moisture issues, particularly under part-
load conditions, and properly sized for both
cooling and dehumidification.
Ensure that well-maintained humidification
equipment and controls are in place to
promote occupant comfort and health during
the heating season, as needed.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
10.0 Local and Regional Ambient Air
Quality
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
Examples of Projec
With Energy Savings
Health Objectivae
HVAC Controls to Monitor/
Maintain IAQ (upgrades or
modifications)
Temperature and humidity
controls: Installation,
replacement and/or
calibration
Direct digital control
systems with sensor-based
control points for humidity,
temperature, carbon
dioxide or pressure
Building automation
system that controls
outdoor air and exhaust
flow rates
Air filtration pressure
sensors
Occupancy sensors
Examples of lAQ/Health Risks and
Opportunities
lAQ/Health Risks
Asbestos-containing material or lead paint
may be disturbed during wall or ceiling
penetrations.
Mercury from removal of old mercury bulb
thermostats may present a risk.
Sensors that are not regularly calibrated may
lead to IAQ problems.
Poor humidity control during cooling system
operation can result in mold growth and
present opportunities for pest infestations.
Inappropriate use of chilled water reset or
airside economizers can lead to cool and
clammy conditions and condensation on cold
surfaces.
Indoor air can become too dry for occupant
comfort and health during the heating season,
particularly in northern and high-altitude
locations.
Inadequate operation and maintenance of
humidifier controls can lead to microbiological
problems.
Improper HVAC controls can cause unbalanced
flows and pressures that can lead to increased
intrusion of moisture, radon and other
belowground contaminants.
Improperly vented combustion gases; occupant
exposure to carbon monoxide.
Opportunities
Control moisture to avoid mold growth and
pest infestations, and optimize occupant
comfort.
Ensure that well-maintained humidification
equipment and controls are in place to
promote occupant comfort and health during
the heating season, as needed.
Monitor and maintain outdoor airflow rates.
Install and maintain carbon monoxide
detection and warning equipment.
Properly dispose of mercury-containing
thermostats.
Potentially Applicable
Priority Issues
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
10.0 Local and Regional Ambient Air
Quality
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
xamples of Proje<
rith Energy Saving:
Health Obier*!ป
Examples of (Ad/Health Risks and
Opportunities
Potentially Applicable
Hydronic Systems (upgrades
or modifications)
Chilled water system
optimization
Pipe insulation upgrades
(chilled water, hot water,
steam piping)
Hydronic or steam piping
system changes
Cooling towers upgrades
lAQ/Health Risks
Asbestos-containing material, lead paint
or mold may be disturbed during system or
component replacement.
Moisture accumulation on cold surfaces can
lead to mold growth and pest infestations.
Legionella bacteria can grow in stagnant water,
including hot water tanks.
Poor maintenance of cooling tower will allow
Legionella bacteria to grow, causing potential
risk to maintenance personnel and occupants.
Opportunities
Control moisture to prevent mold growth
and pest infestations and optimize occupant
comfort.
Manage building water systems and cooling
towers to minimize bacteria growth and
prevent legionellosis.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
MATERIALS SELECTION AND REPLACEMENT
Adhesives and Sealants
Application of materials
used during energy
upgrades for air sealing
Application of materials
used for adhering and
fastening components
lAQ/Health Risks
Asbestos-containing material, lead paint
or PCBs may be disturbed when removing
previously installed adhesives or sealants.
Weatherization and air sealing can reduce air
exchange rates and result in elevated levels of
contaminants indoors if there is inadequate
ventilation.
Opportunities
Always select sealants and adhesives for
indoor use with low-VOC or no-VOC content/
emissions.
Select outdoor sealants for long life to keep
out water and, when possible, with low-VOC or
no-VOC content/emissions.
Ensure adequate outdoor air ventilation after
weatherization and air sealing.
1.0 Project Planning/Integrated Design
4.0 Asbestos
5.0 Lead
6.0 PCBs
13.0 Building Products/Materials
Emissions
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
Examples of Projec
With Energy Savings
Health Objectives
Carpet and Flooring
Replacing existing carpet
Installing new carpet over
uncarpeted areas
Replacing or repairing
existing floor tiles
Installing new flooring over
existing floor surfaces
Examples of lAQ/Health Risks and
Opportunities
lAQ/Health Risks
Asbestos-containing material (many floor tiles
in older buildings, including schools, were
made of asbestos), lead paint, mold or large
quantities of dust may be disturbed.
Carpet and flooring may be contaminated with
PCBs if PCBs have migrated via indoor air
from caulk and/or lighting ballasts that contain
PCBs.
Opportunities
Isolate the work area to reduce dust migration
caused by carpet and flooring removal.
Select low-VOC materials, including carpets,
resilient flooring, adhesives and sealants.
Potentially Applicable
Priority Issues
1.0 Project Planning/Integrated Design
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
12.0 Tracked-ln Pollutants
13.0 Building Products/Materials
Emissions
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Painting
Removing old deteriorated
paint (scraping and
sanding)
Repainting existing
surfaces
Painting new surfaces
lAQ/Health Risks
Asbestos-containing material, lead paint or
PCBs may be disturbed.
Indoor surfaces may be contaminated with
PCBs if PCBs have migrated via indoor air
from caulk and/or lighting ballasts that contain
PCBs.
Opportunities
Select paint with low-VOC or no-VOC content/
emissions and do not conduct dry sanding
without rigorous containment.
1.0 Project Planning/Integrated Design
4.0 Asbestos
5.0 Lead
6.0 PCBs
13.0 Building Products/Materials
Emissions
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Suspended Ceilings
Repairing or replacing
existing ceiling tiles
Installing new ceilings
lAQ/Health Risks
Asbestos-containing material (including
vermiculite insulation), fiberglass, mineral
wool or other insulation materials may be
disturbed.
Ceiling tiles may be contaminated with lead
paint or lead paint particles.
Removal of ceiling tiles may expose pest
infestations.
Ceiling tiles may have water damage and/or
mold growth.
Ceiling materials may be contaminated with
PCBs if PCBs have migrated from older,
leaking lighting ballasts that contain PCBs.
Opportunities
Select low-emission materials, such as
formaldehyde-free ceiling tiles.
1.0 Project Planning/Integrated Design
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
9.0 Vehicle Exhaust
11.0 Pests
13.0 Building Products/Materials
Emissions
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
xamples of Proje<
ฅith Energy Saving:
Health Objectives
OPERATION AND MAINTEI
Examples of lAQ/Health Risks and
Systems Operation and
Maintenance
Check control systems
and devices for evidence
of improper operation on
a regular schedule (e.g.,
semiannually) and take
corrective actions
Calibrate and periodically
recalibrate sensors (e.g.,
temperature, humidity,
carbon dioxide)
Perform cooling unit drain
pan maintenance
Replace filters
Clean supply diffusers,
return registers and outside
air intakes
Keep unit ventilators
and other duct openings
clear of obstructions
(e.g., books, papers, other
items)
Perform regular system
operational checks
Calibrate occupancy
sensors
Calibrate daylight sensors
lAQ/Health Risks
Asbestos-containing material, lead paint, PCBs
or mold may be disturbed.
Deferred maintenance can lead to system
degradation and IAQ problems.
Improperly maintained and uncalibrated
sensors can lead to poor system performance
and IAQ problems.
Poor air filtration and maintenance can lead
to clogged coils and a need for expensive
cleaning that can be avoided with proper
maintenance.
Inadequate drain pan design or maintenance
can lead to severe microbial contamination of
HVAC systems.
Inadequately maintained combustion
equipment can result in improperly vented
combustion gases and occupant exposure to
carbon monoxide.
Opportunities
Ensure the proper operation and venting of
combustion appliances.
Install and maintain carbon monoxide
detection and warning equipment.
Control for moisture by maintaining humidity
levels.
Ensure that particle removal filtration systems
are operating properly.
Repair or adjust drain pans to drain
completely.
Ensure that occupancy sensors are operating
properly.
Implement a scheduled inspection and
calibration/recalibration program (e.g.,
semiannually) for measurement sensors,
paying special attention to the systems that
are intended to supply adequate ventilation to
the school.
During commissioning, train HVAC system
operators to recognize when sensors are
indicating problems with HVAC system
function that may lead to IAQ problems.
Maintain comfortable indoor temperatures to
facilitate learning.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
10.0 Local and Regional Ambient Air
Quality
11.0 Pests
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
18.0 HVAC Equipment
19.0 Outdoor Air Ventilation
20.0 Exhaust Ventilation
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
Examples of Projec
With Energy Savings
Health Objectivae
Building Operations and
Maintenance
Deep extraction steam or
hot water carpet cleaning
Pest control
Custodial operations
Examples of lAQ/Health Risks and
Opportunities
lAQ/Health Risks
Asbestos-containing material, lead paint, PCBs
or mold may be disturbed.
Cleaning chemicals and pesticides may
aggravate allergies and asthma.
Mold and moisture problems may occur if
carpets do not dry quickly after spills or carpet
cleaning.
Smoking near outdoor air ventilation intakes
can increase indoor exposure to environmental
tobacco smoke.
Vehicle idling near outdoor air intakes can
increase indoor exposure to vehicle exhaust
contaminants.
Opportunities
Minimize chemical exposure to occupants and
staff by using the least toxic materials.
Reduce cleaning product use through better
use of cleaning equipment and cleaning
process improvements.
Minimize exposure to pesticides through
integrated pest management tactics.
Always plan for thorough drying of carpets if
steam or wet methods are used, especially
during humid weather.
Provide walk-off mats to reduce track-in of
pollutants.
Ensure that the school has a policy on tobacco
use that prohibits tobacco use on school
property and is consistent with local, state and
federal laws.
Ensure that the school has a vehicle anti-idling
policy.
Periodically retest areas of the school that
have been mitigated for radon.
Potentially Applicable
Priority Issues
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 PCBs
7.0 Radon
8.0 Belowground Vapor-Forming
Contaminants
9.0 Vehicle Exhaust
11.0 Pests
12.0 Tracked-ln Pollutants
13.0 Building Products/Materials
Emissions
14.0 Vented Combustion Appliances
15.0 Unvented Combustion
Appliances
16.0 Ozone From Indoor Sources
17.0 Environmental Tobacco Smoke
18.0 HVAC Equipment
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table 1: Examples of School Energy Efficiency and Upgrade Projects (continued)
xamples of Proje<
rith Energy Saving:
Health Obie-*!"
Examples of (Ad/Health Risks and
Opportunities
Potentially Applicable
School Building Summer
Schedule
Reduce energy
consumption during
extended periods of non-
use
Monitor indoor conditions
(temperature, relative
humidity and, if possible,
dew point) and adjust
HVAC systems to maintain
indoor conditions that
prevent moisture problems
and mold growth
Consider incorporating an
alarm to detect and alert
for an excessive indoor
relative humidity or dew
point condition
lAQ/Health Risks
Indoor moisture and mold problems can be
caused by lack of cooling system operation
and dehumidification and by indoor moisture-
generating activities, such as carpet cleaning
and painting.
Drain traps, including floor drains, may dry out
if not used for an extended period.
Opportunities
Control moisture by monitoring temperature,
relative humidity and condensation and
specifying HVAC operation to maintain
indoor conditions that prevent moisture/mold
problems.
Use high-efficiency commercial dehumidifiers
when needed if air conditioning systems are
cycled off as sensible cooling loads decrease.
Use high-efficiency commercial dehumidifiers
during and after "wet" activities, such as
carpet cleaning, wall cleaning and painting.
If air conditioning is provided during the
shutdown period, continue filter maintenance
during the summer if warranted.
Consider changing filters after the air
conditioning season or the humid weather
season has ended.
Ensure that drain traps do not dry out, either
through scheduled maintenance or installation
of automatic drain trap primers.
1.0 Project Planning/Integrated Design
2.0 Commissioning
3.0 Moisture Control and Mold
8.0 Belowground Vapor-Forming
Contaminants
11.0 Pests
13.0 Building Products/Materials
Emissions
15.0 Unvented Combustion
Appliances
21.0 Building Safety for Children and
Other Occupants
22.0 Protecting IAQ During
Construction
23.0 Jobsite Safety
The Business Case for Integrating Energy
Efficiency and IAQ
In the coming decades, school districts are likely to
make substantial investments in renovating existing
school buildings and performing equipment upgrades
(also called retrofits). Because U.S. schools spend
more than $7.5 billion annually on energy to maintain
functioning classrooms and buildings (EPA ENERGY
STARฎ, 2008), many of the future improvements will
aim to reduce energy use, while providing adequate
ventilation and saving money. When-ever new school
design and construction, major renovations and/or
targeted building retrofits occur, or whenever regular
operations and maintenance practices are improved,
school officials have a well-timed opportunity to simul-
taneously protect IAQ, integrate healthy practices and
save money. Through up-front planning, coordination
and open communication among all stakeholders,
schools can make this integration work successfully.
Studies have demonstrated that increased classroom
ventilation rates are associated with improvements in
student health and performance. A European study
showed that a doubling of the ventilation rate from
about 7.5 cubic feet per minute per person
(cfm/person) to 15 cfm/person improved speed of
academic performance by about 8 percent (Wargocki
& Wyon, 2006). A U.S. study in fifth-grade classrooms
from 100 schools used student performance in standard
academic tests as the measure of performance and esti-
mated that there was nearly a 3-percent increase in the
proportion of students passing standardized math and
reading tests for each 2 cfm/person increase in ventila-
tion rate across the range of 2 to 15 cfm/person
(Haverinen-Shaugnessy et al., 2011). A recent study
also demonstrated that for each 2.1 cfm/person in-
crease in ventilation rate, on average, the illness
absence of students decreased by 1.6 percent (Men-
dell et al., 2013). In some school districts, income
from government sources is linked to days of student
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
-------
attendance; thus, increased ventilation rates may
increase school district income. Indoor temperature
also can affect occupant performance. For example,
one study showed that the average speed of completing
academic work, based on monitoring of performance
of eight simulated school work tasks, decreased by
approximately 1 percent per each 1 ฐF as tempera-
tures increased from 68 ฐF to 77 ฐF (Wargocki & Wyon,
2006). A detailed discussion of how
IAQ parameters can affect student
health and academic performance,
with supporting references, can
also be located at the IAQ Sci-
entific Findings Resource Bank
website, hosted by the Lawrence
Berkeley National Laboratory.
Well-conceived and coordinated
school energy and IAQ manage-
ment programs can save money.
A report, Greening America's Schools: Costs and
Benefits, reviewed 30 green schools and concluded
that green schools cost on average 2 percent more
than conventional schools, but the financial benefits
derived are about 20 times greater than the additional
costs (Kats, 2006). "Green" schools were defined as
new schools based on either the U.S. Green Building
Council's Leadership in Energy and Environmental
Design program, the Massachusetts Collaborative for
High Performance Schools, or the Washington State
Sustainable School Protocol for High Performance
Facilities. By understanding the relationship between
typical energy management activities and IAQ, and by
following the guidance recommended in this Energy
Saving Plus Health Guide, schools can potentially real-
ize substantial improvements in IAQ and cost savings.
Cost savings from energy efficiency and IAQ integration
can be significant and easy to achieve. For example,
the Blue Valley School District in Overland Park,
Kansas, identified a leader for its IAQ team and began
with "quick wins" that would improve IAQ with mini-
mal effort and cost. Building on these small success-
es, the district moved on to larger and broader goals,
making strategic connections between energy efficien-
cy and IAQ goals to combine resources and achieve
greater success. A new mechanical system in one of its
schools resulted in not only increased outdoor air ven-
tilation but also cost savings of $23,000 annually from
the reduction in energy use. Blue Valley capitalizes
on energy savings and directs money into the operat-
By understanding the relationship
between typical energy manage-
ment activities and IAQ, and by fol-
lowing the guidance recommended
in this Energy Saving Plus Health
Guide, schools can potentially
realize substantial improvements in
IAQ and cost savings.
ing budget, which provides resources for more energy
efficiency and IAQ improvements. The district tracks
outcomes of bond-financed facility improvements
and demonstrates costs savings that then are applied
to IAQ management activities. This is an effective
strategy when the district does not have the budget
to make the initial investment in improvements and
ultimately helps provide more resources for addition-
al projects. In 2006, Blue Valley
was the first school district in the
nation to receive the IAQ Tools for
Schools National Model of Sus-
tained Excellence Award from EPA.
Similarly, in Colorado Springs
School District 11, the integra-
tion of energy efficiency and IAQ
had remarkable benefits. The
district's energy management
programbuilt on the commit-
ment of the superintendent, board of education, and
a full-time coordinatorhas resulted in an estimat-
ed annual energy savings of more than $928,000
and significant IAQ improvements. IAQ goals have
been accomplished through energy-efficient design,
proper maintenance and commissioning of HVAC
equipment, and the use of performance-based con-
tracting for improvements in existing schools. Colo-
rado Springs School District 11 previously won the
ENERGY STARฎ Partner of the Year Award in 2005.
There are measurable costs for not promoting healthy
school environments. The costs imposed by environ-
mentally attributable diseasessuch as asthmaon
children, families and schools are immense (Landrigan
et al., 2002). According to the Centers for Disease
Control and Prevention (CDC), the annual economic
cost of asthma, including direct medical costs from
hospital stays and indirect costs (e.g., lost school and
work days), amounts to more than $56 billion annually
(CDC, 2011). For states, a large percentage of these
costs can be attributed to health care expenditures,
lost school days and lost productivity (e.g., parents
having to stay home to care for a sick child). Given
the amount of time that children spend in school
each day, high-quality school environments are criti-
cally important for ensuring that children are healthy
and able to perform in the classroom (EPA State
School Environmental Health Guidelines, 2012).
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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An Integrated Approach to Energy Efficiency and IAQ:
Case Studies of Demonstrated Results
Blue Valley School District, Kansas:
Mechanical retrofit of a 260,000 square-foot (ft2) building resulted in energy cost savings of
18-20 percent in the first year.
Replacement of a heat pump in one building with a new ventilation system resulted in a 30-percent drop
in energy consumption at the same time as the outdoor air ventilation rates increased.
A districtwide environmental management system continually monitors, identifies and pinpoints potential
energy and IAQ issues early, reducing the costs associated with maintenance staff diagnosing problems.
The maintenance of modern equipment is associated with lower costs.
There have been fewer IAQ complaints and associated repairs.
The long-term goal is the mechanical upgrades of 100 percent of facilities to capture energy savings and
improve IAQ.
For more information, see http://epa.gov/iaq/schools/casestudies/Blue_Valley.pdf.
Colorado Springs School District 11, Colorado:
The district's energy program realizes $1.8 million in annual energy cost savings in comparison with costs
before the program was established.
$55.5 million in energy costs have been saved during the past 12 years as a result of energy efficiency
and IAQ improvements.
All new facilities built have the following qualities:
o Low energy consumption: Energy use intensity of 25 kBtu/ft2 per year or less.
o Low energy use for lighting: 0.7 Watts/ft2 or less of artificial light.
o Bright and well-lit classrooms: Maintain 35 foot-candles in classrooms.
Ongoing commissioning keeps energy waste, and therefore costs, down while ensuring IAQ problems are
identified and remedied quickly.
In 2012, 32 of the district's buildings were certified ENERGY STARฎ buildings, with low energy costs and
healthier indoor environments.
For more information, see http://www.energystar.gov/ia/business/k!2_schools/ENERGY_STAR_Case_
Study-Achieving_Healthy_lndoor_Environments_CG0807.pdf.
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Section 2
Assessment Protocols and
Recommended Actions
Indoor Air Quality (IAQ)
-------
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Section 2: Assessment Protocols and
Recommended Actions
Integrated Process
Introductory Note for Priority Issues 1.0 Project
Planning/Integrated Design and 2.0 Commissioning
A wide range of school building upgrade projects is
possible, from small-scale retrofits of components/
systems to much larger and more extensive projects
involving modifications to multiple building systems and
major renovations to the school building. A project's
planning, design and commissioning processes will
depend on its magnitude and unique characteristics.
It is appropriate for users of this Guide to tailor their
requirements for Priority Issues 1.0 Project Planning/
Integrated Design and 2.0 Commissioning. For example,
simpler projects with limited goals and funding may
need a less formal design process and commissioning
than larger-scale renovation projects. Project teams
should be aware of the potential benefits associated
with adequate project planning and commissioning
to ensure that buildings and systems are designed,
installed and operating as intended and in line with the
schools' expectations and requirements. Assessment
Protocols, Minimum Actions and Expanded Actions
related to contaminants and building systems begin
with Priority Issue 3.0 Moisture Control and Mold.
PRIORITY ISSUE 1.0 PROJECT PLANNING/INTEGRATED DESIGN
ASSESSMENT PROTOCOLS (AP)
AP 1.1 Gather Feedback on IAQ Conditions in
the School Building
Gather feedback from the school's faculty and
staff, including the IAQ coordinator (if one
exists), the custodian and the school nurse.
Determine locations in the building with IAQ
concerns or complaints and gain an understand-
ing of the current building status to inform the
project team.
Conduct stakeholder meetings early
in the process to further identify
IAQ concerns and ensure that the
project meets its stated goals. Stakeholders
could include, for example, teachers, adminis-
trators, nurses, maintenance staff, community
leaders, parents and/or students.
Use the information gathered in this step to
guide the IAQ walkthrough inspection of AP 1.2.
Notes
A school's IAQ coordinator could be any
of several professions typically found in a
school, including a teacher, administrator,
nurse or maintenance personnel.
If data on school-specific health measures
are available (e.g., asthma prevalence,
absenteeism rates), they may help guide the
IAQ assessment. Some states require schools
to keep asthma and allergy incident reports,
which also could be helpful.
MINIMUM ACTIONS (MA)
MA 1.1 Conduct Collaborative Planning Meetings
Collaboration during renovation projects can allow project
teams to solve problems creatively and with better out-
comes for the building and occupants. These collaborative
meetings can help to identify synergies between building
systems that can significantly reduce energy consump-
tion, promote IAQ and provide cost savings. For best
results, establish cross-functional team meetings from the
very beginning of project planning and continue meetings
regularly through project completion.
For large projects, the first team meeting often is called
a Design Charrette. This is a meeting at which design
professionals meet with building owners, occupants and
other stakeholders to understand their goals and concerns
and brainstorm ways to achieve these goals within the
overall project scope. Include the school's IAQ coordina-
tor, risk manager, maintenance staff, nurses and teaching
staff in this process, as staff and other building occupants
often better understand a building's IAQ issues.
MA 1.2 Formalize Project Goals
For improvement projects that include several building
systems, use the results of the collaborative team meet-
ings and/or Design Charrette to more formally document
IAQ goals for the project in an Owner's Project Require-
ments document, as outlined in MA 2.2. Formalize proj-
ect goals with IAQ considerations as early as possible in
the project planning/design process to allow early consid-
eration of alternative design concepts and avoid problems
that occur when IAQ is treated as an afterthought.
EXPANDED
ACTIONS
(EA)
This cell is
intentionally
blank.
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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RIORITY ISSUE 1.0 PROJECT PLANNING/INTEGRATED DESIGN (continued)
ASSESSMENT PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
AP 1.2 Perform an IAQ Walkthrough Inspection
Perform a building walkthrough inspection to
further understand IAQ and health concerns.
Review each space that will potentially be
included in the project. Conduct the IAQ
walkthrough inspection during normal school
operating hours and occupancy conditions.
If a walkthrough energy audit is performed to
determine energy conservation opportunities,
include the IAQ walkthrough inspection as a
concurrent, integrated process.
Talk to the energy auditors and ask if they
or other professionals with knowledge of the
building can assist with the IAQ assessments.
Ensure that the auditor/inspector determines
whether the outdoor ventilation rates are
sufficient and controls are functional.
Ensure that the IAQ walkthrough inspection
includes aspects of pest management to
evaluate pest-specific issues (e.g., evidence
of infestations, pest populations, pesticide
storage). See Priority Issue 11.0 Pests for
additional information.
Ensure that the IAQ walkthrough inspection also
includes aspects of moisture control (see AP 3.1).
For more information about IAQ walkthrough
inspections, refer to EPA's IAQ Tools for Schools
Action Kit, which illustrates common IAQ
problems found in schools. The Building Air
Quality guide created by EPA and CDC may
also be used as a resource for IAQ walkthrough
inspections. Chapter 5 of the ENERGY STARฎ
Building Upgrade Manual provides information
on examining a building and its energy-
consuming equipment.
MA 1.3 Finalize the Project Team
If a full project team was not selected during AP 1.3,
select the remaining team members. Refer to Appendix A
to assemble the appropriate project team. Make sure that
the design and construction teams include IAQ expertise
and that a representative from the building operation and
maintenance team is included.
MA 1.4 Hold Regular Team Meetings and Communicate
With Stakeholders
Hold regular meetings throughout design and
construction to discuss progress, synergies
and challenges. Include the project design
and construction teams regularly in meetings, and ensure
that representatives from the school are present at each
meeting. Refer to the ASHRAE Indoor Air Quality Guide
Section 1.1 for more information on the benefits of
integrated meetings. Regularly communicate project plans
and progress with stakeholders (including staff, teachers
and parents), and promptly respond to concerns.
MA 1.5 Hold a Construction Kick-Off Meeting
Before construction begins, hold a
construction kick-off meeting with the design
team, general contractor and site managers
for each trade. Use this meeting to review the overall
design goals related to IAQ and energy efficiency.
Specifically discuss methods the construction team will
use to meet each goal and any requirements for the
construction teams to document their compliance.
Continue integrated team meetings with the design team,
construction team and school representative(s) regularly
throughout construction to ensure that any concerns or
questions are addressed quickly, and continue to provide
updates to staff, teachers and parents. Ensure that the
plan for protecting students and other occupants during
the construction phases is adequately communicated
throughout the school community and a formal process is
followed for responding to complaints and concerns.
PANDED
CTIONS
(EA)
See Appendix B: Communication and Education
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PRIORITY ISSUE 1.0 PROJECT PLANNING/INTEGRATED DESIGN (continued)
ASSESSMENT PROTOCOLS (AP)
AP 1.3 Define General Goals and Develop a Communications Plan
Generally define the project scope, considering IAQ findings,
energy efficiency goals and project budget. Determine whether
the project will be a major renovation or addition, which will
require a larger project team, or if it will be a smaller system(s) upgrade.
Ensure that the project's specifications and procurement documentation
(e.g., Request for Proposals) include the specific IAQ and energy efficiency
requirements. Develop a communications plan to share the project's goals
with occupants and other stakeholders, with a clear process for
acknowledging and addressing their feedback and concerns.
AP 1.4 Select a Project Team
Based on the overall goals of the project, form a project team as outlined
in Appendix A. When evaluating proposals, ensure that the project's IAQ
and energy efficiency requirements are adequately addressed, and ensure
architects, engineers, commissioning agents and construction teams
have experience with the type of projects being considered. Ensure that
proposals include specific requirements for protecting students and other
occupants during the construction phases, particularly if the building is
occupied during construction. Make sure that the design and construction
teams include IAQ expertise.
Include a representative from each group of stakeholders in the building,
for example, teachers, administrators, nurses, maintenance staff, parents
and students, if possible.
Note
Including school maintenance staff on the project team helps to ensure
that design goals take maintenance challenges into account and that the
maintenance team understands the design objectives of any new systems.
School maintenance staff often can service facilities more effectively with
simpler systems that are easily accessible.
MINIMUM ACTIONS (MA)
EXPANDED
ACTIONS
(EA)
References for Priority Issue 1.0 Project Planning/ Integrated Design:
ASHRAE Indoor Air Quality Guide, Section 1.1
ASHRAE Procedures for Commercial Building Energy Audits
ASHRAE Standard 189.1, Informative Appendix H
CDC National Institute for Occupational Safety and Health (NIOSH): Dampness and Mold Assessment Tool
EPA and CDC-NIOSH: Building Air Quality: A Guide for Building Owners and Facility Managers
EPA ENERGY STARฎ Building Upgrade Manual
EPA IAQ Tools for Schools, IAQ Coordinator's Guide: A Guide to Implementing an IAQ Program
EPA IAQ Tools for Schools, IAQ Reference Guide, Section 3 - Effective Communication
EPA IAQ Tools for Schools, The Indoor Air Quality Tools for Schools Approach: Providing a Framework for Success
EPA IAQ Tools for Schools Action Kit: Ventilation Checklist
EPA IAQ Tools for Schools Action Kit: Walkthrough Inspection Checklist
EPA State School Environmental Health Guidelines
National Institute of Building Sciences Whole Building Design Guide: Planning and Conducting Integrated Design (ID) Charrettes
Sheet Metal and Air Conditioning Contractors' National Association (SMACNA) IAQ Guidelines for Occupied Buildings Under Construction,
Second Edition
See Appendix B: Communication and Education
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ASSESSMENT PROTOCOLS (AP)
PRIORITY ISSUE 2.0 COMMISSIONING
MINIMUM ACTIONS (MA)
AP 2.1 Review Commissioning Options
Commissioning is a quality-focused
process intended to verify and
document that buildings and building
systems are constructed, installed,
configured and performing in a manner
consistent with the design intent. There
are several types of commissioning:
Commissioning for new systems,
performed as part of an improvement
or new construction project.
Recommissioning, covering any
previously commissioned systems
and performed after an improvement
project is complete.
Retro-commissioning, covering
existing systems and performed as
part of an improvement project.
Examples of school building systems
that have significant potential to impact
IAQ, and thus should be considered
during commissioning, include the
building envelope, HVAC systems and
associated controls, kitchen equipment,
and fume hoods.
More information about commissioning
is in Appendix A.
MA 2.1 Designate a Commissioning
Agent
As appropriate for the project, designate
or hire a Commissioning Agent early
in the design process. For smaller
projects, it may be appropriate to
perform commissioning activities
with in-house staff or consultants.
Carefully select a professional with
experience installing, maintaining or
monitoring the types of systems to be
upgraded, as someone with extensive
HVAC commissioning experience may
not be an expert in building envelope
commissioning. Refer to the ASHRAE
Indoor Air Quality Guide, Strategy 1.2,
or EPA's IAQ Design Tools for Schools,
Commissioning Guidance, for further
guidance on selecting an appropriate
Commissioning Agent for larger projects.
MA 2.2 Develop the Owner's Project
Requirements Document
Clearly outline the IAQ and energy
efficiency goals of the project by
developing an Owner's Project
Requirements document. This
document will be used throughout the
design, construction, inspection and
testing phases to ensure that overall
goals are met.
Use results from the following to
determine the IAQ goals to be achieved
by the project:
AP 1.1 Gather Feedback on IAQ
Conditions in the School Building
AP 1.2 Perform an IAQ Walkthrough
Inspection
MA 1.1 Conduct Collaborative
Planning Meetings
ASHRAE Indoor Air Quality Guide
Strategy 1.2 provides further guidance
on the importance of the Owner's
Project Requirements document.
EA 2.1 Design for Ongoing
Measurement and Verification
Design for ongoing measurement
and verification of IAQ parameters by
including measurement devices, such
as outdoor airflow measurement devices,
carbon dioxide sensors and humidity
sensors. These devices can help identify
IAQ problems caused by occupancy or
building operation and help to quickly
identify malfunctioning systems.
EA 2.2 Plan for Recommissioning
As systems age, operational guidelines
may not be followed, and systems
and their sequences of operation may
degrade. If significant IAQ complaints
arise or energy consumption suddenly
increases, consider performing an
audit of the building HVAC systems
and hiring a Commissioning Agent to
recommission any systems that are no
longer calibrated properly. Refer to the
ENERGY STARฎ Building Upgrade Manual,
Chapter 5.
EA 2.3 Conduct Follow-Up Operator
Training
Conduct follow-up training (e.g.,
6 months or 1 year after the initial
training). This will reinforce operator
skills and knowledge and provide
an opportunity for operators to ask
questions after they become familiar
with the upgraded building and systems.
Consider recording training sessions for
future reference by operators.
26 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 2.0 COMMISSIONING (continued)
ASSESSMENT
PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
MA 2.3 Develop a Basis of Design Document
A Basis of Design document should be developed by the design team to outline
how the design will meet the Owner's Project Requirements. For further details
on creating a Basis of Design, refer to the ASHRAE Indoor Air Quality Guide,
Strategy 1.2, or the Collaborative for High Performance Schools Best Practices,
Volume V: Commissioning for High Performance Schools.
MA 2.4 Develop a Commissioning Plan
The Commissioning Plan serves as a guide for the commissioning process and
informs project stakeholders about commissioning activities, responsibilities
and milestones. The Commissioning Plan also identifies the systems that must
be commissioned and provides specifications to integrate into the project
documentation.
Projects that include modifications to the HVAC system, building envelope and
cooling towers and projects that include "innovative" systems (e.g., energy
recovery ventilation, under-floor air distribution and displacement ventilation
systems) can have an impact on IAQ and should be commissioned. Even
minor system upgrades should include a quality control process, even if full
commissioning is not performed.
For HVAC system commissioning, refer to ASHRAE's Guideline 0-2013,
The Commissioning Process, and ASHRAE's Guideline 1.1-2007, HVAC&R
Technical Requirements for the Commissioning Process.
For building envelope commissioning, refer to ASTM International's E2813-12,
Standard Practice for Building Enclosure Commissioning.
If existing systems will not be upgraded in the improvement project, but were
identified in the building audit as malfunctioning or not working efficiently,
plan to perform retro-commissioning to correct operational deficiencies, control
sequences, setpoints and other needed calibrations. For more information, see
ENERGY STARฎ Building Upgrade Manual, Chapter 5.
MA 2.5 Commission Systems
If building envelope modifications or additions are included in the improvement
project, the Commissioning Agent should review the envelope design and perform
onsite verification beginning during the early stages of construction.
The importance of timing the commissioning activities to protect IAQ is outlined
in detail in the ASHRAE Indoor Air Quality Guide, Strategy 1.2.
Two valuable aspects of commissioning are prefunctional checklists and
functional performance testing that have traditionally been used for
commissioning HVAC systems; these can be adapted to other building systems.
Prefunctional checklists verify the proper installation of equipment and help
identify deficiencies prior to functional performance testing. These checklists
are intended to supplement, not replace, any manufacturer startup checklists or
documentation.
The goal of functional performance testing is to assess complete system operation
and evaluate the interaction of individual components. The scope of functional
performance testing includes automated controls, sequences of operation,
and equipment function during various modes of operation. Testing criteria
include the Owner's Project Requirements and Basis of Design documents,
manufacturers' requirements, and sequences of operation.
LNDED
ACTIONS (EA)
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ASSESSMENT
PROTOCOLS (AP)
PRIORITY ISSUE 2.0 COMMISSIONING (continued)
MINIMUM ACTIONS (MA)
MA 2.6 Deliver a Commissioning Report
If a Commissioning Agent was hired to perform commissioning activities, a
commissioning report should be provided to the facility manager, the owner
or the owner's representative. The report should include an overview of the
commissioning process, prefunctional checks and functional performance
testing methods and detailed results, identified deficiencies, resolved issues
and outstanding problems, including equipment installation and operation.
The report should include dates and times for all functional checks and
performance tests. The report should address the adequacy of the installed and
commissioned equipment and systems in meeting the contract, Owner's Project
Requirements and the Basis of Design documents. The report should be clearly
written and easily understood by all members of the project team.
MA 2.7 Post-Occupancy Commissioning
Depending on the functional performance testing schedule and results, deferring
certain functional performance tests (or portions thereof) to the appropriate
season or weather conditions often is required. Seasonal or deferred testing
can capture system performance during times when IAQ may be more acutely
affected (e.g., when outdoor air ventilation rates are at design minimums during
seasonal design weather conditions). Also, performing additional commissioning
verification before system warranties expire may identify issues that could be
resolved under warranty.
MA 2.8 Operator Training
The Commissioning Agent should provide training to the facility manager and
other operations and maintenance staff on all commissioned systems, which
may require a significant time investment. Operations manuals can be difficult
to understand and may not provide all the information on the building's systems.
The Commissioning Agent may have unique insight into system design and
correct operation and should provide thorough training and documentation to
facility staff at project completion. The ENERGY STARฎ Building Upgrade Manual's
Chapter 5 on retro-commissioning outlines the type of information that should be
provided during training. Document attendance for future reference and potential
followup.
EXPANDED
ACTIONS (EA)
References for Priority Issue 2.0 Commissioning:
ASHRAE Guideline 0-2013, The Commissioning Process
ASHRAE Guideline 1.1-2007, HVAC&R Technical Requirements for the Commissioning Process
ASHRAE Indoor Air Quality Guide, Strategy 1.2. (See Part I Summary Guidance and Part II Detailed Guidance)
ASTM E2813-12, Standard Practice for Building Enclosure Commissioning
Collaborative for High Performance Schools Best Practices Manual, Volume V: Commissioning of High Performance Schools
EPA IAQ Design Tools for Schools, Commissioning
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Moisture and Mold
PRIORITY ISSUE 3.0 MOISTURE CONTROL AND MOLD
ASSESSMENT PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
AP 3.1 Inspect for Moisture Problems
and Document Results
Inspect the interior and exterior of the
building and the building's mechanical
systems for evidence of moisture
problems. Examples of moisture and
mold problems include the following:
Water damage or stains (e.g., on
walls or ceilings)
Foundation cracks that leak water
Signs of seepage or wicking (e.g.,
efflorescence, peeling paint,
delaminating materials)
Visible mold growth
Mold growth in duct work and
plenums
Wet or damp spots
Musty odor
Groundwater, surface water and
rainwater intrusion
Plumbing leaks
Condensation or moisture damage on
or around windows
Other condensation (consider
surface temperature, relative
humidity and dew point temperature
when evaluating the potential for
condensation problems)
Document the extent and locations of
the problems and the proposed repairs.
Notes
Building staff and occupants may
be a source of information regarding
past and present moisture problems.
The CDC-NIOSH Dampness and
Mold Assessment Tool may be a
useful resource for inspecting and
documenting mold and moisture
problems in the school.
MA 3.1 Repair Moisture Problems
Repair moisture problems identified
during the assessment (e.g., plumbing
leaks; rain leaks, including leaks around
windows and flashing; foundation
leaks). It is important to correct a
moisture problem at its source.
MA 3.2 Follow Professional Guidance
for Conducting Mold Remediation
Conduct any re-
quired mold reme-
diation following
professional guidance, such as EPA's
Mold Remediation in Schools and Com-
mercial Buildings and Institute of In-
spection, Cleaning and Restoration Cer-
tification (IICRC) Mold Remediation
Standard S520. Do not disturb mold
growth without following professional
guidelines.
Note
EPA does not recommend routine
sampling for mold. If visible mold
is present, it is important to correct
the source of the moisture problem
and clean up the mold. For more
information on mold sampling, see
EPA's Mold Remediation in Schools and
Commercial Buildings.
MA 3.3 Address Standing Water
Problems
Address standing water problems
(e.g., surface water pooling near
the foundation, water that does not
drain from flat roofs and gutters).
Ensure that there is adequate slope
and drainage away from the building.
Correct standing water problems near
foundations and crawlspaces before
insulating and weatherizing.
MA 3.4 Manage Rainwater
Manage rainwater in assemblies that
are included in the scope of work
(e.g., drainage planes and flashings).
Ensure that there is adequate slope
and drainage away from the building,
particularly for downspouts that carry
rainwater from the roof.
MA 3.5 Ensure Proper HVAC Drainage
Ensure that drain pans meet
the requirements of ASHRAE
Standard 62.1.
EA 3.1 Retrofit Crawlspaces
Retrofit crawlspaces so that they are
sealed, insulated, ventilated with
conditioned air, properly drained
and waterproofed (see EPA Moisture
Control Guidance for Building Design,
Construction and Maintenance, and
the 2012 International Building Code,
Section 1203.3.2). Install a high-
capacity, energy-efficient dehumidifier
in the space if the climate conditions
warrant.
EA 3.2 Perform Additional Mold
Remediation Activities
Perform additional
activities, beyond
those required for
the building upgrade project, to
remediate any observed mold growth.
Follow EPA or other professional
guidance.
EA 3.3 Consider Ventilation Approaches
That Provide Better Moisture Control
Dedicated Outdoor Air Systems (DOAS)
Consider properly designed and
controlled DOAS to precondition the
outdoor air and address the ventilation
and dehumidification loads, with
separate cooling/heating units providing
temperature control in the occupied
zones, as described in the ASHRAE
Humidity Control Design Guide for
Commercial and Institutional Buildings,
Chapters 10 and 18.
Note
DOAS systems are typically designed
to provide air at a low dew point
temperature during humid season
operation and can help control indoor
humidity. DOAS may not entirely
address low indoor humidity problems
during cold, dry season operation.
Variable-Air-Volume Systems
Consider properly designed and
controlled variable-air-volume systems
supplying air with a low dew point
temperature (e.g., 53 to 57 ฐF) to
provide better indoor humidity control.
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 29
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PRIORITY ISSUE 3.0 MOISTURE CONTROL AND MOLD (continued)
ASSESSMENT PROTOCOLS (AP)
AP 3.2 Determine Whether Mold Remediation
is Required
Determine whether the project requires mold
remediation and additional moisture control
measures (e.g., as determined during the
moisture inspection of AP 3.1 or the IAQ
walkthrough inspection of AP 1.2). Remember
to identify the sources of moisture problems.
Isolate and contain areas of significant
mold contamination until these areas can
be remediated (see MA 3.2; see EPA Mold
Remediation in Schools and Commercial
Buildings and IICRC Mold Remediation
Standard S520 for additional information).
AP 3.3 Define Scope for Moisture
Improvements
Document which moisture problems can be
addressed as part of the building upgrade
project and which must be repaired before
certain, specific energy-conserving measures
can be implemented. Work with a general
contractor or other experienced building
experts to make these determinations.
AP 3.4 Assess for Moisture Problems That Can
Not Be Resolved Under the Project
Significant condensation or humidity problems
(e.g., condensation on multiple windows,
condensation in attics, or significant moisture
or mold problems) may not be possible to
resolve as part of an energy improvement
project. In this case, do not start building
upgrade projects that will reduce the school's
air infiltration rate or exacerbate the moisture
problems.
MINIMUM ACTIONS (MA)
MA 3.6 Prevent Condensation in the Building
Enclosure
Air seal the enclosure and manage air pressure
relationships.
Note
Air sealing the interface between the ceiling and
attic also prevents ice dams on roofs in cold, snowy
climates.
Manage water vapor flow and condensing surface
temperatures to avoid dew point conditions within
the envelope or on other surfaces within the building
whose surface temperature is expected to fall below
the surrounding dew point temperature (achieved by
selecting materials with the appropriate combination
of thermal resistance [known as the R-value] and vapor
permeability). Strictly follow all applicable building
codes for vapor barrier placement.
Ensure that all piping, valves and ductwork with
condensation potential are adequately insulated to
reduce moisture problems. Perform a quality control
review of insulation after it is installed to ensure
that all surfaces are covered with airtight, vapor-
impermeable insulation, including surfaces that will
pass through unconditioned spaces.
Control humidity sources.
Provide adequate ventilation and air movement,
paying particular attention to damp and wet areas.
Ensure that existing exhaust fans in potentially wet
areas (e.g., locker rooms, toilet rooms, kitchens)
are operating properly and vented to the outdoors.
Ensure these exhaust fans are operated when
needed.
Cover earthen floors in basements and crawlspaces
with sealed vapor barriers and seal sump covers.
Ensure proper crawlspace ventilation (e.g.,
foundation wall vents), moisture and humidity
control for the climate zone.
Ensure proper attic ventilation, unless sealed or
conditioned.
ACTIONS (EA)
30 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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^RIORITY ISSUE 3.0 MOISTURE CONTROL AND MOLD (continued
ASSESSMENT
PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
MA 3.7 Use HVAC Systems to Manage Moisture
Use HVAC systems to manage moisture inside the building.
Ensure proper sizing when specifying new or replacement air conditioning
systems. Be sure to account for all moisture loads in the calculations,
including occupants, ventilation air and infiltration.
If the relative humidity or moisture in the indoor air is high, evaluate whether
the air conditioning unit has an oversized design-sensible capacity or an
undersized design-latent capacity. Design-latent (dehumidification) capacity
of the system should be based on design dehumidification conditions for
the location (design dew point temperature and mean coincident dry bulb
temperature) as described in the ASHRAE Humidity Control Design Guide for
Commercial and Institutional Buildings, Chapter 10.
Schools in humid climates may need dehumidification throughout the entire
year. If constant-air-volume HVAC systems are used in classrooms, provide
continuous humidity control based on a scheme that provides dehumidification
in response to a humidistat, as described in ASHRAE Humidity Control Design
Guide for Commercial and Institutional Buildings, Chapter 18. Alternatively,
variable-air-volume systems often can provide better indoor humidity control
than traditional constant-air-volume systems when the dew point at the cooling
coil remains sufficiently low across a range of sensible load conditions.
Note
In humid climates, temperature control for constant-air-volume HVAC systems is
unlikely to provide adequate humidity control because the ventilation air often
will introduce a significant moisture load when there is a very small or negligible
sensible heat load. Moisture problems occur when a thermostat controls sensible
capacity without regard to latent load (relative humidity or dew point).
Maintain indoor relative humidity below 60%, ideally between 30% and 50%,
if possible, except in spaces in which occupancy and functional requirements
dictate otherwise.
Ensure the regularly scheduled maintenance of humidification equipment
installed to maintain a low relative humidity limit, to avoid microbiological
problems.
Ensure proper indoor moisture control during all summer months. Schools
are not necessarily vacant during summer months, as some schools have
year-round activities (e.g., summer classes, summer day camps). If there is a
summer shutdown program for the school building, control indoor moisture by
monitoring temperature, relative humidity and condensation and specifying
HVAC operation to maintain indoor conditions that prevent moisture/mold
problems and maintain the indoor relative humidity within acceptable limits.
Consider incorporating an alarm to alert for an excessive indoor relative
humidity or dew point condition.
Note
Gymnasium floors constructed of maple typically require an indoor humidity range
of 35% to 50% relative humidity to prevent damage. Although brief excursions
outside this range (e.g., less than 8 hours) are typically allowed, it is an important
consideration for school building summer shutdown programs.
For mechanically ventilated buildings, ensure that building meets the exfiltration
requirements of ASHRAE Standard 62.1, such that the minimum outdoor
air intake equals or exceeds the maximum exhaust airflow, allowing for the
exceptions provided in the standard.
LNDED
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ASSESSMENT
PROTOCOLS (AP)
PRIORITY ISSUE 3.0 MOISTURE CONTROL AND MOLD (continued)
MINIMUM ACTIONS (MA)
MA 3.8 Use Nonporous Materials in Moisture-Prone Areas
Use moisture-resistant materials in areas likely to become wetted frequently, such
as areas around drinking fountains. If possible, use seamless and slip-resistant
materials.
Note
Floor-covering manufacturers specify the maximum water vapor emission rate of
concrete over which coverings such as tile and carpet can be installed. Installing
a covering on concrete that exceeds the maximum emission rate may cause the
covering to fail, promote mold growth, and void the manufacturer's warranty. It is
recommended that the water vapor emission rate of a floor be measured before
coverings are installed (even when the installation occurs long after the building
was constructed).
MA 3.9 Control Moisture During Roofing Modifications
Take precautions to control moisture during roofing modifications. For example:
Protect open roof areas from rain during construction.
Design and construct roofing systems and flashing details to ensure proper
moisture barriers.
Repair roof leaks before air sealing or insulating the attic.
MA 3.10 Protect Onsite Materials From Moisture
Protect materials onsite from moisture damage. Do not install materials that
show visible signs of biological growth resulting from the presence of moisture.
Store and install all building products, systems and components in strict
accordance with the manufacturers' printed instructions.
EXPANDED
ACTIONS (EA)
References for Priority Issue 3.0 Moisture Control and Mold:
ASHRAE Guide for Bui/dings in Hot and Humid Climates
ASHRAE Humidity Control Design Guide for Commercial and Institutional Buildings, Chapters 10 and 18
ASHRAE Indoor Air Quality Guide, Strategies 2.1-2.5
ASHRAE Standard 62.1, Section 5
ASHRAE Standard 189.1, Section 10.3.1.5.
CDC-NIOSH: Dampness and Mold Assessment Tool
EPA IAQ Design Tools for Schools: Moisture Control
EPA IAQ Tools for Schools: IAQ Reference Guide, Appendix H: Mold and Moisture
EPA Moisture Control Guidance for Building Design, Construction and Maintenance
EPA Mold Remediation in Schools and Commercial Buildings
International Code Council, International Building Code, 2012 Edition
IICRC S520 Standard and Reference Guide for Professional Mold Remediation
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Hazardous Materials1
ASSESSMENT PROTOCOLS (AP)
AP 4.1 Review School's AHERA Asbestos
Management Plan
Review the school's AHERA asbestos management
plan to determine areas of the school that already
have been identified as containing asbestos. A copy
of the asbestos management plan can be obtained by
contacting the school district's AHERA Designated
Person. The AHERA asbestos management plan is
required to be housed in the school's administrative
office. If an AHERA asbestos management plan is not
available, see AP 4.2.
Note
If a school is subject to AHERA and an asbestos
management plan is not available, the school is in
violation of the Toxic Substances Control Act (TSCA).
AP 4.2 Inspect Building for Asbestos-Containing
Material
Verify that a trained and accredited asbestos building
inspector has inspected the building for asbestos-
containing material (ACM) or, for new construction,
verify that it was determined that no asbestos was
used in the building materials. For schools built
without asbestos, the Asbestos-Containing Materials in
Schools Rule pursuant to AHERA (40 CFR Part 763,
Subpart E) does not require inspections if the building
architect, project engineer or inspector signs a
statement to be included in the asbestos management
plan that no asbestos was used in the construction of
the school building.
Care must be taken around all building materials that
may potentially contain asbestos. All school buildings
have the potential to contain ACM. As required under
the Asbestos-Containing Materials in Schools Rule
pursuant to AHERA (40 CFR Part 763, Subpart E)
be sure that any building material that may contain
asbestos was tested for asbestos or was assumed to
contain asbestos. This information will help inform
occupants and construction crews of any ACM present
before work is performed.
PRIORITY ISSUE 4.0 ASBESTOS
MINIMUM ACTIONS (MA)
MA 4.1 Evaluate Condition of ACM and Use
Properly Trained and Accredited Personnel for
Abatement or Repair
Suspected ACM in good condition can be
managed in place, but take caution not to disturb
it. If suspected ACM is damaged (e.g., unraveling,
frayed, breaking apart), immediately isolate the
area(s) and consult a trained and accredited
asbestos professional to determine what corrective
measures should be taken. Trained and accredited
asbestos professionals must separate the work
area in question from occupied portions of the
building using appropriate containment practices.
For suspected ACM that must be disturbed
as part of the project, contact an accredited
and properly trained asbestos professional for
abatement or repair, in accordance with federal,
state or local requirements. Only a trained and
accredited asbestos professional may abate,
repair or remove ACM. Contact your state asbestos
regulatory agency for information on how to find
an accredited asbestos professional.
Notes
Most states require a license. In some states,
however, a training certificate from an Asbestos
Model Accreditation Plan course may suffice.
Typically, trained and accredited professionals
can repair asbestos by
o Sealing or Encapsulating: Treating the ma-
terial with a sealant that binds the asbestos
fibers together or coats the material so
fibers are not released. Pipe, furnace and
boiler insulation often can be repaired in
this manner.
o Covering or Enclosing: Placing a protective
layer over or around the ACM to prevent
release of fibers. Exposed insulated piping
may be covered with a protective wrap or
jacket.
o Removing: Removing ACM may be advan-
tageous when remodeling or making major
changes to a building that will disturb
ACM or if ACM is damaged extensively and
cannot be otherwise repaired (by covering,
enclosing, sealing or encapsulating).
EXPANDED
ACTIONS (EA)
This cell is
intentionally
blank.
1. For the purposes of this Guide, "hazardous materials" refers to materials frequently found in older, existing buildingssuch as asbestos, lead and
RGBswhich are potentially harmful to human health and/or the environment and must be removed and disposed of by licensed professionals.
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 33
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ASSESSMENT PROTOCOLS (AP)
AP 4.2 Inspect Building for Asbestos-Containing
Material (continued)
Persons who assess ACM must be specifically trained
under the Asbestos Model Accreditation Plan, in
addition to those who inspect and perform response
actions. Refer to the EPA Asbestos: School Buildings
Web page for a discussion of the AHERA regulatory
requirements.
If ACM is present in the school building and there
is not an asbestos management plan for the school,
prepare an asbestos management plan to prevent or
reduce asbestos hazards.
Note
It is a significant violation of TSCA if an asbestos
management plan was not prepared for the school
building prior to occupancy.
Contact a trained and accredited asbestos professional
to perform the asbestos inspection and prepare the
asbestos management plan. For schools, the asbestos
management plan shall satisfy the requirements under
the implementing rules of AHERA, as published in
40CFR, Part 763, Subpart E.
Note
Possible sources of asbestos include the following:
Insulation in attics and attic-like spaces
(e.g., vermiculite)
Wall insulation (e.g., vermiculite, insulation blocks)
Hot water and steam pipes coated with asbestos
material or covered with an asbestos blanket or tape
Oil and coal furnaces and door gaskets with
asbestos insulation
Vinyl flooring (including 9 "by-9" or 12 "-by-12" floor
tiles, vinyl sheet flooring, and the mastics and other
adhesives used to secure the flooring)
Cement sheet, millboard and paper used as
insulation around furnaces and wood- or coal-
burning appliances
Soundproofing or decorative surface materials
sprayed on walls or ceilings, including popcorn
ceilings
Patching, joint compounds, and textured paints on
walls and ceilings
Roofing, shingles and siding (including cement or
adhesives)
Transite (cement and asbestos) combustion vent or
transite flue
Plaster that is old enough to potentially contain
asbestos
Heat-resistant fabrics
MINIMUM ACTIONS (MA)
MA 4.2 Precautions for Working Around ACM
When working around ACM, do not
Dust, sweep or vacuum ACM debris.
Saw, sand, scrape or drill holes in the material.
Use abrasive pads or brushes to strip materials.
MA 4.3 Ensure Insulation Is Asbestos-Free Before
Disturbing
Do not remove or disturb insulation that appears
to be vermiculite (e.g., attic or wall insulation).
The EPA Asbestos website provides information
on vermiculate insulation and how to identify it.
Since confirming whether vermiculite contains
asbestos by testing is unreliable, EPA recommends
assuming it contains asbestos and managing
accordingly. Specifically, EPA recommends that
building owners take the following precautions:
Leave vermiculite insulation undisturbed in
attic or walls.
Do not store boxes or other items in the attic if
it contains vermiculite insulation.
Hire a professional asbestos contractor if there
are plans to remodel or conduct renovations
that would disturb the vermiculite in the attic
or walls to make sure that the material is safely
handled and/or removed.
MA 4.4 Conduct Asbestos Abatement Before
Blower Door Testing
Any asbestos abatement or repair work should
be completed by properly trained and accredited
asbestos professionals prior to blower door testing.
Exercise appropriate caution when conducting
blower door testing where friable asbestos or
vermiculite attic insulation is present to avoid
drawing asbestos fibers into occupied spaces
(e.g., positively pressurized blower door testing).
NDED
ACTIONS (EA)
34 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 4.0 ASBESTOS (continued)
ASSESSMENT PROTOCOLS (AP)
If unsure
whether
material
contains asbestos, contact a qualified
asbestos professional to assess the
material.
MINIMUM ACTIONS (MA)
MA 4.5 Asbestos Clearance Air Monitoring
Following an asbestos response action in the school (asbestos
abatement corrective action) pursuant to 40 CFR Part 763.90,
asbestos air testing (so called "clearance" testing) must be
performed to ensure that the response action was properly
conducted. Contact your state asbestos regulatory agency for
information on how to find a trained and accredited asbestos
professional to perform this work.
Notes:
Appropriate identification of ACM is necessary
to ensure the continued safety of the occupants
and the safety of workers, who may not be
aware of asbestos hazards. If ACM may be disturbed during a
planned project, a properly trained and accredited person needs to
conduct an initial asbestos assessment to determine potential
worker exposures and required exposure controls. Asbestos
awareness training is required for custodians and school
maintenance personnel when ACM is present in the school building
(see EPA's Asbestos: School Buildings Web page for more
information).
_...ANDED
ACTIONS (EA)
References for Priority Issue 4.0 Asbestos:
EPA Asbestos
EPA Asbestos: Asbestos NESHAP
EPA Asbestos: Monitoring Asbestos-Containing Material
EPA Asbestos: School Buildings
EPA Asbestos: State Asbestos Contacts
EPA Asbestos-Containing Materials in Schools; Final Rule and Notice (40 CFR Part 763)
National Institute of Standards and Technology (NIST) National Voluntary Laboratory Accreditation Program (NVLAP): Directory of Accredited
Laboratories Asbestos Fiber Analysis (Polarized Light Microscopy Test Method)
NIST NVLAP: Directory of Accredited Laboratories Asbestos Fiber Analysis (Transmission Electron Microscopy Test Method)
Occupational Safety and Health Administration (OSHA), 29 CFR Part 1926.1101
OS HA, Asbestos
OSHA, Asbestos: Construction
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 35
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PRIORITY ISSUE 5.0 LEAD
ASSESSMENT PROTOCOLS (AP)
AP 5.1 Assume Lead-Based Paint
Is Used in Schools Built Before
1978
Assume there is lead-based paint
in schools built before 1978
unless testing shows otherwise.
Recognize, however, that lead-
based paint may be present in any
school. Determine whether paint
will be disturbed by the work or
the assessment.
AP 5.2 Test Suspect Surfaces
That Will Be Disturbed
Three methods may be used.
Paint samples may be taken and
analyzed by an EPA-accredited
laboratory. In addition, a certified
risk assessor or inspector may
test paint via X-ray fluorescence
testing. Finally, in certain
circumstances, a certified
individual may use an EPA-
recognized test kit to determine
whether the paint is lead-based.
The lead-safe work practices (see
Minimum and Expanded Actions)
apply unless paint is tested and
found not to be lead-based.
Note
If there are concerns about lead in
drinking water, see EPA's Drinking
Water in Schools & Child Care
Facilities website.
MINIMUM ACTIONS (MA)
MA 5.1 Comply With EPA's Renovation,
Repair and Painting (RRP) Program Rule
Among the rule's key elements are the
following:
Use a trained and certified renovator
employed by a lead-safe certified firm.
Follow lead-safe work practices if
disturbing greater than 6 ft2 of interior or
20 ft2 of exterior painted surfaces.
Contain the work area to avoid occupant
exposure.
Minimize lead dust and leave no dust or
debris behind.
Clean according to specified protocol and
satisfactorily perform cleaning verification
or clearance testing.
Note
Compliance with EPA's RRP Program Rule is
required in schools, or portions of schools,
where children younger than 6 years of age
are present. This Energy Savings Plus Health
Guide recommends RRP Program Rule
compliance for all schools, regardless of the
age of the students or the school.
MA 5.2 Comply With Local and State Lead
Regulations
Comply with local and state regulations that
may be applicable to lead hazard-reduction
activities and may require additional certified
personnel.
Note
This is not a complete summary of the
regulatory requirements. The intent of
this Guide is to promote the most health-
protective steps that are feasible and
practical. The minimum action recommended
in this Guide is to comply with whatever the
most current version of the RRP Program
Rule prescribes and with all local and state
regulations that may apply.
EA 5.1 Follow Additional Lead-Safe
Rehabilitation Practices
Follow additional lead-safe
rehabilitation practices, such as the
U.S. Department of Housing and Urban
Development's (HUD) practices outlined
below. In addition to EPA's RRP
Program Rule, adhere to the following:
Lower the thresholds for interior
painted surface area from 6 ft2 to 2 ft2.
Require repair of painted surfaces
that are disturbed when using lead-
safe work practices.
Require meeting lead dust clearance
testing standards (as tested by an
EPA-certified risk assessor) if more
than 2 ft2 of paint is disturbed.
Note
Lead dust clearance testing includes
measuring for lead dust on floors,
windowsills and window troughs.
EA 5.2 Replace Windows Containing
Lead-Based Paint
Replace windows that test positive for
lead-based paint, complying with EPA's
RRP Program Rule and other regulations
that may be applicable to lead hazard
reduction activities.
EA 5.3 Ensure All Paint Used in the
Future Is Lead-Free
Some coatings are exempt from
lead-containing paint regulations.
These include coatings for industrial
equipment and those used for building
and equipment maintenance coatings.
Ensure that all future paint applications
in the school are lead-free. See
Consumer Product Safety Commission
(CPSC) FAQs: Lead In Paint (And Other
Surface Coatings).
J
References for Priority Issue 5.0 Lead:
CPSC FAQs: Lead in Paint (And Other Surface Coatings)
EPA Drinking Water in Schools & Child Care Facilities
EPA Lead: Locate Certified Inspection, Risk Assessment, and Abatement Firms
EPA Lead-Based Paint Renovation, Repair, and Painting Program: Small Entity Compliance Guide to Renovate Right
EPA Locate an RRP Training Class or Provider in Your Area
EPA Recognition of Lead Test Kits
EPA Renovation, Repair, and Painting (RRP) Program
EPA Renovation, Repair, and Painting (RRP) Program: Details on Certification Requirements for Firms
HUD Lead Safe Work Practices
OSHA, Lead
See Appendix B: Communication and Education
See Appendix C: Worker Protection
36 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 6.0 POLYCHLORINATED BIPHENYLS (PCBs)
ASSESSMENT PROTOCOLS (AP)
AP 6.1 Determine Whether Fluorescent
Light Ballasts Containing PCBs Are
Present
Some schools may contain fluorescent
light fixtures with ballasts manufactured
before 1979 that contain PCBs.
Ballasts manufactured between 1978
and 1998 that do not contain PCBs
were required to be labeled "No PCBs."
Newer fluorescent lighting typically uses
electronic ballasts that do not contain
PCBs and should be clearly marked as
electronic.
If fluorescent light ballasts do not have
the statement "No PCBs" or are not
marked as electronic, assume that the
ballasts contain PCBs or contact the
manufacturer to determine whether
the ballasts contain PCBs. If the
manufacturer is not sure whether the
ballasts contain PCBs, assume that they
do.
AP 6.2 Assess Caulk That Will Be
Disturbed
Assess whether caulk will be disturbed
during upgrade activities. Many school
buildings built or renovated between
1950 and 1978 have been found to
contain PCBs in caulk. Typical locations
include around windows, door frames,
masonry columns and other masonry
materials.
Note
PCBs were not added to caulk after
1978; however, caulk containing PCBs
manufactured before 1978 could have
been used in buildings after that time.
MINIMUM ACTIONS (MA)
MA 6.1 Replace PCB-Containing Light
Ballasts
Whether PCBs are confirmed or
assumed to be present, new lighting
fixtures can be used to replace the
existing fixtures. PCB-containing
light ballasts that are leaking must
be replaced and properly disposed of
pursuant to EPA regulations. Any oil
and stains leaked from PCB-containing
ballasts must also be properly cleaned
up or disposed of in accordance with
the PCB decontamination or disposal
regulations. EPA recommends that
nonleaking PCB-containing light ballasts
also be replaced because of their
increased likelihood to fail and leak
and because of the increased energy
efficiency of new ballasts.
MA 6.2 Properly Dispose of PCB-
Containing Light Ballasts
When removing PCB-containing light
ballasts, specific notification, packing,
reporting, storage, transportation and
disposal requirements apply. The EPA
PCB-Containing Fluorescent Light
Ballasts (FLBs) in School Buildings
Web page provides details on managing
and disposing of both leaking and
nonleaking ballasts, including detailed
federal requirements in 40 CFR Part
761 that must be adhered to (disposal,
use of containers, proper storage, etc).
Ensure that waste management also
meets local and state requirements.
Note
Fluorescent light bulbs contain small
amounts of mercury. Ensure that the
bulbs are handled properly to avoid
breakage and release of contaminants.
More information on fluorescent bulb
disposal requirements may be obtained
from your state solid and hazardous
waste agencies. See also MA 21.4
Prevent Mercury Exposure.
EXPANDED AL
,
EA 6.1 Conduct an Assessment for
PCBs in Indoor Air and Mitigate as
Appropriate
If there are additional concerns about
PCBs, consider conducting an IAQ
assessment for PCBs following EPA's
Compendium Method TO-4A (high air
volume) or Compendium Method
TO-10A (low air volume). If the air
quality test indicates concentrations
above EPA's Public Health Levels for
PCBs in Indoor School Air, identify
potential sources of PCBs and
mitigation options. Examples of key
mitigation options include ballast and
caulk removal, proper ventilation and
proper cleaning.
Disposal of caulk or other building
products contaminated by PCB-
bearing caulk must follow regulatory
requirements for PCB waste, as
described in 40 CFR Part 761
Subpart D.
Document and store copies of all test
results. Include documentation of
all sampling locations and disposal
measures, including disposal companies
used and final destination of waste
materials.
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 37
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PRIORITY ISSUE 6.0 POLYCHLORINATED BIPHENYLS (PCBs) (continued)
ASSESSMENT PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
MA 6.3 Address Caulk Potentially
Containing PCBs When It Will Be
Disturbed During Building Upgrades
If PCBs are potentially present in
caulk and the caulk will be disturbed
during the building renovations (e.g.,
window or door replacement, improved
weatherization sealing), take steps to
minimize exposure. Steps to reduce
exposure should follow EPA's Current
Best Practices for PCBs in Caulk.
Schools should also consult the EPA
Fact Sheets for Schools and Teachers
About PCB-Contaminated Caulk.
Disposal of caulk or other building
products contaminated by PCB-
bearing caulk must follow regulatory
requirements for PCB waste, as
described in 40 CFR Part 761
Subpart D. Document and store
copies of all test results. Include
documentation of all sampling
locations and disposal measures,
including disposal companies used
and final destination of waste materials.
EPA Regional PCB Coordinators are a
resource for all PCB issues.
EXPANDED ACTION!
References for Priority Issue 6.0 Polychlorinated Biphenyls (PCBs):
EPA Current Best Practices for PCBs in Caulk Fact Sheet - Interim Measures for Assessing Risk and Taking Action to Reduce Exposures
EPA Fact Sheets for Schools and Teachers About PCB-Contaminated Caulk
EPA PCB-Containing Fluorescent Light Ballasts (FLBs) in School Buildings
EPA PCBs in Caulk in Older Buildings
EPA Polychlorinated Biphenyls
EPA Polychlorinated Biphenyls (PCBs) Manufacturing, Processing, Distribution in Commerce, And Use Prohibitions, 40 CFR Part 761
Subpart DStorage and Disposal
EPA Public Health Levels for PCBs in Indoor School Air
EPA Recycling Mercury-Containing Light Bulbs (Lamps)
EPA Regional PCB Coordinators
EPA Steps to Safe Renovation and Abatement of Buildings That Have PCB-Containing Caulk
EPA Wastes, Hazardous Wastes, Test Methods, SW-846
38 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Outdoor Contaminants and Sources
ASSESSMENT PROTOCOLS (AP)
AP 7.1 Select a Radon-Testing Professional
Qualified measurement professionals are
individuals who have demonstrated a minimum
degree of appropriate technical knowledge
and skills specific to radon testing in large
buildings (1) as established in certification
requirements of the National Radon
Proficiency Program (director@aarst.org) or the
National Radon Safety Board (info@nrsb.org)
and (2) as required by statute, state licensure
or certification program, where applicable.
AP 7.2 Perform Radon Testing Before School
Building Modifications
Perform radon testing for the school in accor-
dance with the current applicable standard
of practice; such as "Radon Measurement for
Schools and Large Buildings" (American Na-
tional Standards Institute [ANSI]/American As-
sociation of Radon Scientists & Technologists,
Inc. [AARST] MALB), and state or federal re-
quirements. The standard includes information
on which rooms of the school to test, and how
and when to conduct testing. Assess the HVAC
systems for proper operation prior to and while
conducting the initial radon measurements
(e.g., ensure that systems are operating as de-
signed with the design minimum amounts of
outdoor air ventilation).
The current applicable standard of practice,
such as in ANSI/AARST MALB, lays out testing
options, which are generally dependent upon
the device used.
Option 1: Short-Term Test
Because radon levels vary from day-to-day and
season-to-season, a short-term test is less likely
than a long-term test to provide an average
radon level for a school year. A short-term test
is the quickest way to test for radon, requiring
a period between 2 and 90 days, depending
on the device. Short-term testing should be
conducted as described in the most current
standard of practice.
PRIORITY ISSUE 7.0 RADON
MINIMUM ACTIONS (MA)
MA 7.1 Mitigate High Radon Levels
If the results of radon testing (before or after building
modifications) indicate that the average radon levels in
parts or all of the school are >4 picocuries per liter (pCi/L),
take actions to reduce the radon levels, as described
in the current version of "Radon Mitigation in Schools
and Large Buildings" (ANSI/AARST RMS-LB). Active
soil depressurization is the first mitigation method to be
considered. Ensure that radon mitigation professionals meet
state certification requirements, as applicable, and are
certified by either of the groups listed in AP 7.1.
MA 7.2 Ensure HVAC Systems Are Operating Properly
School ventilation systems play a critical role in
building performance and must be operating with
no less than design minimum outdoor air ventilation
rates whenever school rooms are occupied (even if at
reduced occupancy) to ensure radon levels are not
adversely affected. Decreasing outdoor air ventilation
rates will tend to increase radon levels. Thus, a room
with radon test results below 4 pCi/L and the HVAC
system operating with the design minimum amount of
outdoor air ventilation could have elevated radon levels
if ventilation is decreased. This is particularly critical
for schools without active soil depressurization radon
mitigation systems. Outdoor air ventilation should not be
decreased below design minimum values when spaces
have reduced occupancy, unless radon testing shows that
radon levels do not increase above 4 pCi/L when less
ventilation is provided.
MA 7.3 Advise Periodic Retesting of Areas That Have
Been Mitigated for Radon
Advise school personnel that retesting should be
performed according to AP 7.2 and AP 7.3, and ensure
that a long-term risk management plan is provided by
the mitigation professional in accordance with ANSI/
AARST RMS-LB. The plan should contain the essential
information that the school needs to conduct basic
maintenance and risk management.
Ensure that this is included in the written documentation
for the renovation project. Retesting should be
performed at least every 2 years or according to the risk
management plan.
This cell is
intentionally
blank.
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 39
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PRIORITY ISSUE 7.0 RADON (continued)
ASSESSMENT PROTOCOLS (AP)
Option 2: Long-Term Test
A long-term test remains in place for more than 90 days, and
preferably during the entire school year to give an accurate
representation of radon levels at all times of the school year.
Notes
Identifying elevated radon levels in a school prior to other building
upgrades or renovations will allow radon mitigation systems
to be considered and installed as part of the overall building
modifications.
If a school has previously been tested for radon using appropriate
testing protocols as required by the state where the measurements
were conducted, or in absence of state requirements, in accordance
with the applicable ANSI-approved standard and with no building
modifications since the testing, the results may be used for the
purposes of this assessment.
ANSI/AARST MALB provides a table of steps to take during a radon-
testing program, along with detailed descriptions and guidance.
Spaces served by demand-controlled ventilation systems may
require special attention during radon testing, as these systems
allow ventilation rates to vary with occupancy. For radon testing in
these spaces, assume a minimum outdoor air ventilation rate based
on the minimum expected occupancy.
AP 7.3 Retest for Radon After School Building Modifications
Retest for radon after all building upgrades and renovations that affect
building envelope leakage and airflows are completed, as changes to
the building envelope and mechanical systems can affect indoor radon
levels.
MINIMUM ACTIONS (MA)
NDED
ACTIONS (EA)
References for Priority Issue 7.0 Radon:
ANSI/AARST MALB: Radon Measurement for Schools and Large Buildings (forthcoming)
ANSI/AARST RMS-LB: Radon Mitigation in Schools and Large Buildings (forthcoming)
EPA Radon: State Radon Contact Information
40 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 8.0 BELOWGROUND VAPOR-FORMING CONTAMINANTS (EXCEPT RADON)
ASSESSMENT PROTOCOLS (AP)
AP 8.1 Evaluate Potential Sources and Odors
Visually evaluate potential sources and check
for odors of gasoline, sewer gas or fuel oil.
AP 8.2 Evaluate the Sewer Vent System
Visually evaluate the integrity of the sewer
vent system (e.g., ensure that drain traps have
water in them, inspect drain lines for breaks
or leaks, check for apparent blockages),
particularly if there is sewer gas odor in the
school (e.g., during the initial assessment or a
fan depressurization test).
AP 8.3 Take Proper Actions if the Odor Source
Cannot Be Identified
If an odor is detected but its source cannot be
identified, and the school is in a known area of
contamination, notify local or state authorities
and/or pursue additional assessments before
continuing project work.
AP 8.4 Conduct Further Assessment if
Contamination Is Suspected
If soil or groundwater contamination is
suspected on or near the building site (e.g.,
former industrial site), volatile contaminants
or breakdown products may pose an IAQ risk
through soil gas intrusion. In such cases, EPA
recommends further assessment before air
sealing. Consult your state or tribal voluntary
Brownfields cleanup program or environmental
regulatory agency for information on the risks
of vapor intrusion in your area. EPA's School
Siting Guidelines provide information for
assessing prior uses of the site and screening
for potential environmental hazards, including
vapor intrusion. ASTM E2600 describes a
tiered approach for screening properties for
vapor intrusion and Table X5.1 of the standard
provides a list of state vapor-intrusion
guidance websites.
Note
A records search of the property and surrounding
properties may provide information regarding
past uses and spill reports.
MINIMUM ACTIONS (MA)
MA 8.1 Repair Unattached Sewer Vent
System Components
Repair or replace failed or unattached sewer
vent system components before proceeding
with building upgrade projects.
MA 8.2 Address Drain Traps Prone to Drying
Out
If the assessments reveal sewer gas odors
from drain traps that are dry because of
infrequent use, develop a maintenance
plan to periodically add water to the traps
to maintain a seal against sewer gases.
Consider installing inline drain trap seals to
floor drains prone to drying out.
Note
Because of their continuous usage, drain
traps in sinks, toilets or drinking fountains
seldom are a problem. Usually it is a floor
drain in an obscure location, such as the
mechanical room, shop area or janitor's
closet. Dry drain traps in mechanical rooms
are especially problematic because the
mechanical rooms often contain heating,
cooling and ventilation systems that can
quickly spread the gases and odors to other
parts of the building. Unitary equipment
(e.g., heat pumps) can have dry drain traps,
which often results in the undesirable odors
being limited to one room.
MA 8.3 Assess and Mitigate Soil Gas Vapor
Intrusion
If soil gas vapor intrusion is suspected,
assess and mitigate in compliance with
local or state standards. Table X5.1 of
ASTM E2600 provides a list of state vapor-
intrusion guidance websites. If there are no
such standards, follow the EPA guidance
referenced below for vapor-intrusion
evaluation and mitigation.
Note
The causes or sources of contaminants
must be identified and corrected before air
sealing or other weatherization actions are
performed to ensure that the problem is not
exacerbated.
EXPANDED ACTIONS (EA)
EA 8.1 Install Floor Drain
Seals to Untrapped Floor
Drains
If there are untrapped
floor drains, install inline
floor drain seals to provide
protection against sewer
gases.
EA 8.2 Install Automatic
Drain Trap Primers
Install automatic drain trap
primers, available from
several major manufacturers,
in drain traps that are
susceptible to drying out to
ensure that a small amount
of water is periodically
delivered to the trap.
EA 8.3 Take Proper Measures
for Brownfields Sites During
New Construction or Building
Expansion
Projects located on
Brownfields sites (as
classified by a federal, state
or local government agency)
involving new construction or
expansion of a ground-level
foundation shall include
features to prevent migration
of soil-gas contaminants
into occupied spaces, as
described in the ASHRAE
Indoor Air Quality Guide,
Strategy 3.4.
References for Priority Issue 8.0 Belowground Vapor-Forming Contaminants:
ASHRAE Indoor Air Quality Guide, Strategy 3.4
ASTM E2600-10 Standard Guide for Vapor Encroachment Screening on Property Involved it
EPA Design Tools for Schools: Preventing the Entry of Pollutants from Outside the Building
EPA Engineering Issue: Indoor Air Vapor Intrusion Mitigation Approaches
EPA School Siting Guidelines
EPA Vapor Intrusion
Real Estate Transactions
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 9.0 VEHICLE EXHAUST
AP9.1 Investigate Complaints
About Motor Vehicle Exhaust
Emissions
Ask the school nurse, facilities staff
and the school's IAQ coordinator
whether there have been occupant
complaints regarding vehicle
exhaust entering the building. If
complaints have been recorded,
obtain more information as to when
and where complaints originated.
AP 9.2 Identify Air Leaks From
Parking Structures
If there are attached or enclosed
parking structures, identify the
location of air leaks from the
parking structures to occupied
spaces that might provide
pathways for hazardous or irritating
emissions to enter occupied
spaces. For example, look for
doors; overlooking windows;
and leaks around walls, doors,
windows, ceilings, duct work, air
conditioners, and electrical and
pipe penetrations.
AP 9.3 Identify and Assess Outdoor
Air Intakes
If there are loading docks or vehicle
loading/unloading zones (e.g.,
school bus and parental pick-up
areas), identify the location of
outdoor air intakes and assess
whether they are located an
adequate distance away from areas
where vehicles may idle. Determine
whether these separation distances
meet the requirements specified in
ASHRAE Standard 62.1,
Table 5.5.1.
MA 9.1 Restrict Idling at School Bus Loading/
Unloading Zones, Other Student Pick-Up Areas and
Loading Docks
Some local and state governments already have
anti-idling laws or policies that must be followed.
Otherwise, require engines be shut off (no-idle zone)
at school bus loading/unloading zones, parental pick-
up areas, loading docks, and other vehicle loading
and unloading zones. Provide signage to designate the
limits of no idle zones.
MA 9.2 Seal Locations That Separate Parking
Structures from Occupied Spaces
Minimize the movement of vehicle exhaust pollutants
into the building by air sealing the walls and/or ceilings
that separate parking structures from occupied spaces.
At a minimum, air seal these locations (if present):
Leaks into ceiling cavities
o First-floor soffits at ceiling level
o Single- or two-story roof-wall joints
Windows: Ensure tight closure and install weather-
stripping. If windows currently provide make-up air
for corridor or toilet exhaust, new make-up air must
be provided to those rooms.
Doors: Ensure tight closure and install weather-
stripping.
Electrical, plumbing and duct penetrations
Cracks between masonry or concrete walls and
unsealed penetrations
Leaks in the duct work or air-handler platforms
and gaps around the duct work penetrating to the
occupied space
MA 9.3 Maintain Positive Pressure in Occupied Spaces
Near Parking Structures
Maintain occupied spaces and vestibules at a positive
pressure relative to adjacent parking structures.
Pressure differentials are typically achieved by using
outdoor air; however, to effectively protect IAQ, outdoor
air intakes must be located a sufficient distance
from potential sources of vehicle exhaust, emergency
generator exhaust and other combustion exhausts (see
MA 9.6).
A system that uses transfer air from other portions
of the building to provide pressurization in spaces
near parking structures can be designed, as long
as ASHRAE Standard 62.1 outdoor air ventilation
requirements also are achieved.
EA 9.1 Relocate Existing
Outdoor Air Intakes
If feasible, relocate existing
outdoor air intakes away from
vehicle exhaust sources to
avoid entrainment (see
MA 9.7).
EA 9.2 Install Filtration and
Air Cleaning for Outdoor
Pollutants
Install particle filtration
and, in extreme cases, gas-
phase air cleaning to treat
ventilation air for outdoor
pollutants (see EA 18.2 and
EA 18.3).
EA 9.3 Add Pressurized
Vestibules at All Doorways
Connected to Parking Areas
Add a positive-pressure
vestibule at each doorway
connecting occupied spaces
to a parking structure, to
provide an airlock.
EA 9.4 Install or Upgrade
Exhaust Systems for Vehicle
Parking Areas
Install or upgrade exhaust
systems for enclosed parking
areas:
Provide adequate exhaust
for all localized sources of
contamination.
Maintain sealed exhaust
ductwork under a negative
pressure in plenum
spaces.
Exhaust to the outdoors,
meeting the minimum
separation distance
requirements of ASHRAE
Standard 62.1,
Table 5.5.1.
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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ASSESSMENT
PROTOCOLS (AP)
PRIORITY ISSUE 9.0 VEHICLE EXHAUST (continued)
MINIMUM ACTIONS (MA)
MA 9.4 Decouple Areas With Vehicle Exhaust Emissions From Building
Air-Handling Systems
Eliminate and disconnect supply diffusers and return grilles in garages and
vocational classrooms from air-handling systems that serve other occupied
spaces.
MA 9.5 Specify Carbon Monoxide Detection and Warning Equipment
Specify the presence of carbon monoxide detection and warning equipment
in buildings with attached or enclosed parking structures in accordance with
National Fire Protection Association (NFPA) 720 and any applicable local or
state requirements (see MA 21.2).
MA 9.6 Locate New Outdoor Air Intakes Away From Vehicle and Generator
Exhaust Emissions
Ensure that new outdoor air intakes meet the ASHRAE Standard 62.1,
Table 5.5.1 minimum separation distance requirements from any sources of
exhaust emissions including the following:
Parking structure exhaust
Local motor vehicle traffic
Vehicle idling areas
Loading docks
Emergency generator exhaust
MA 9.7 Protect Existing Outdoor Air Intakes
If existing outdoor air intakes do not meet the ASHRAE Standard 62.1,
Table 5.5.1 separation distance requirements or other local requirements,
relocate the intakes if possible. If relocating existing air intakes is cost
prohibitive, relocate emission source locations to achieve the required minimum
separation distances.
MA 9.8 Use a Vented Heating System for Parking Areas
If heat is needed in the parking structure, use a supplemental heating system
that is properly installed and vented to the outdoors.
ACTIONS (EA)
References for Priority Issue 9.0 Vehicle Exhaust:
ASHRAE Indoor Air Quality Guide, Strategies 6.2, 6.3 and 6.4
ASHRAE Standard 62.1, Table 5.5.1, Sections 5.2, 5.5 and 5.15
American Transportation Research Institute Compendium of Idling Regulations
EPA Clean School BusIdle Reduction Campaign
EPA School Siting Guidelines
NFPA 720: Standard for the Installation of Carbon Monoxide (CO) Detection and Warning Equipment
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 10.0 LOCAL AND REGIONAL AMBIENT AIR QUALITY
ASSESSMENT PROTOCOLS (AP)
AP 10.1 Understand Local
and Regional Ambient Air
Quality
Investigate published
information regarding local
sources of pollution and
regional outdoor air quality,
including outdoor ozone lev-
els. ASHRAE Standard 62.1,
Section 4 includes a proce-
dure for assessing local and
regional outdoor air quality.
Regional air quality can be
monitored daily on weather
websites and at the AirNow
website.
MINIMUM ACTIONS (MA)
MA 10.1 Meet Outdoor Air Filtration and
Air-Cleaning Requirements of ASHRAE
Standard 62.1
When the school building is located in an area
where the outdoor air exceeds the national
standards for particulate matter (PM25or PM10)
or ozone, ensure that the outdoor air treatment
requirements of ASHRAE Standard 62.1,
Section 6.2.1 are met for mechanical ventilation
systems. This includes the following:
Particulate-matter filters or air-cleaning
devices with a Minimum Efficiency Reporting
Value (MERV) of at least 6 shall be used in
areas where the national standard for PM10 is
exceeded.
Particulate-matter filters or air-cleaning devices
with a MERV of at least 11 shall be used in
areas where the national standard for PM25 is
exceeded.
Air-cleaning devices to remove ozone shall be
used in areas where the most recent EPA design
value exceeds 0.107 ppm. The devices shall
have a volumetric ozone-removal efficiency of
at least 40% and be operated whenever the
outdoor ozone levels are expected to exceed
0.107 ppm.
Note
At the time ASHRAE Standard 62.1-2013 was
published, it identified only four counties in the
United States with 8-hour ozone design values
exceeding 0.107 ppm, as of July 31, 2013.
Ensure that any increased level of filtration or
air cleaning does not create too much static
pressure within the HVAC system, which could
cause inefficiencies, an increase in energy use
or reduced equipment life. For existing systems,
check with the manufacturer to determine whether
filters with higher MERV ratings can be installed,
and install filters with the highest rating that can
be accommodated by the equipment.
EXPANDED ACTIONS (EA)
EA 10.1 Meet Outdoor Air Filtration
and Air-Cleaning Requirements of
ASHRAE Standard 189.1
In addition to the requirements of
MA 10.1, where the outdoor air exceeds
the national standards for PM25, PM10
or ozone, ensure that the outdoor air-
filtration and air-cleaning requirements
of ASHRAE Standard 189.1,
Section 8.3.1.3 are met for mechanical
ventilation systems, including the
following more stringent criteria:
Particulate-matter filters or air-
cleaning devices with a MERV of
at least 8 shall be used in areas
where the national standard for PM10
is exceeded.
Particulate-matter filters or air-
cleaning devices with a MERV of
at least 13 shall be used in areas
where the national standard for PM25
is exceeded.
Air-cleaning devices to remove
ozone must be provided and used
for schools that are located in areas
that are in "nonattainment" with
the National Ambient Air Quality
Standards for ozone. The removal
efficiency of the system shall be at
least equal to what is required under
MA 10.1.
References for Priority Issue 10.0 Local and Regional Ambient Air Quality:
ASHRAE Indoor Air Quality Guide, Strategy S.lStandard 62.1, Sections 4 and 6.2.1
ASHRAE Standard 189.1, Section 8.3.1.3
EPA Air Trends
EPA AirNow
EPA National Ambient Air Quality Standards
See Appendix B: Communication and Education
44 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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ASSESSMENT PROTOCOLS (AP)
AP 11.1 Identify Potential Pests and
Integrated Pest Management (IPM)
Resources
Identify pests likely to colonize the
building based on project location.
Identify and acquire resources to assist
with implementing IPM (e.g., state/
county extension, publications and
online resources, nongovernmental
organizations, pest management
professionals with expertise in school
IPM), including the proper identification
of pests.
AP 11.2 Identify Evidence of Pests
Identify evidence of pests (e.g.,
rodents, squirrels, termites, birds,
bats, cockroaches). Note the location
and identify pest-contaminated
materials. Determine whether pesticides
(rodenticides, insecticides, herbicides,
fungicides) are presently being used.
See MA 11.1 for minimum actions to
address pest infestations.
Notes
Areas that have a significant potential
for pest infestations include attics,
basements, crawlspaces, and around
chimneys, mechanical stacks and
plumbing cleanouts.
Termites and some other types
of pest infestations often are an
indication of moisture problems. See
Priority Issue 3.0 Moisture Control
and Mold for diagnosing moisture
problems.
AP 11.3 Assess Whether the School Has
an IPM Plan
Consult the school facilities staff and
IAQ coordinator to determine whether
the school has an IPM plan and the
degree to which the plan is being
followed. Refer to EPA's Integrated Pest
Management in Schools brochure and
Web page for more information.
PRIORITY ISSUE 11.0 PESTS
MINIMUM ACTIONS (MA)
MA 11.1 Mitigate Pest Infestations
If there is indication of current or past pest
infestations within the building, seek assistance
from a professional who ensures IPM practices
with his or her pest management services (some
examples may include Greenpro, Greenshield or
equivalently certified IPM professionals).
Determine whether pesticides will need to
be used and follow the school district's Pest
Management Plan/Policy for pest control.
Whenever pesticides are applied, the pesticide
label must be followed, as it is the law.
Consider providing signage to communicate when
pesticide applications will occur. The signage
should be posted prior to the application (e.g.,
1 week) and include dates when the application
will take place. Encourage scheduling pesticide
applications when school is not in session.
Do not begin work in pest-infested zones until
infested materials are properly removed. In some
cases, professional assistance may be needed to
remove infested materials.
Note
Many states require that pest management
professionals be licensed.
MA 11.2 Patch Openings in Areas of Rodent
Infestation
In areas with evidence of rodent infestation, patch
and seal exterior holes that are larger than 1/4"
by 3/8" with pest-resistant materials (e.g., copper
mesh, hardware cloth, sheet metal, concrete)
before applying weatherization materials that may
be susceptible to gnawing by rodents (e.g., caulk,
foam or insulation).
MA 11.3 Reduce Potential for Pest Entry
Block, seal and eliminate pest entry points
around the building envelope. Examples include
gaps around doors and windows; between the
foundation and the upper portion of the building;
and around utility pipes, conduits and wires.
EXPANDED ACTIONS (EA)
EA 11.1 Use Scalable Exterior
Garbage Containers
Ensure that exterior garbage
cans and dumpsters are
scalable and sanitized
regularly.
EA 11.2 Pest Resistant
Kitchen Design
Follow design guidance
outlined for institutional
kitchens in the San
Francisco Department of the
Environment (SF Environment)
Pest Prevention by Design
document.
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 45
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ASSESSM
PROTOCOLS
(AP)
PRIORITY ISSUE 11.0 PESTS (continued)
MINIMUM ACTIONS (MA)
MA 11.4 Block Pest Movement Through Building
Reduce risk of pest dispersal throughout the building by sealing and blocking passageways that pests
can use to move freely to obtain food, water and harborage. This includes gaps around floor and
ceiling joists; penetrations in walls, floors and ceilings; and openings around shafts and chutes.
MA 11.5 Protect Outdoor Air Intakes and Exhausts
Protect air intakes from bird and pest entry (e.g., cover openings with corrosion-resistant Vfc-inch
screen or galvanized mesh). Similarly, protect exhaust vents from rodent, bird and pest entry
(e.g., cover openings with louvers). Avoid creating conditions that can clog exhaust vents. Advise
facility managers to regularly inspect, clean and repair screens or louvers over air intakes and
exhausts (e.g., at least semi-annually or when replacing HVAC filters). Make sure that rooftop air
handlers are air sealed to their roof curbs to reduce pest entry.
MA 11.6 Maintain Existing Pest Protections
Do not disturb or eliminate any building-related materials that are in place to exclude pests.
MA 11.7 Keep Vegetation and Clutter Away From Building and Mechanical Systems Components
Remove clutter, eliminate wood piles and waste near the building, and remove any bushes, trees or
other vegetation within 2 feet of the structure. Keep vegetation away from outdoor air intakes and
outdoor mechanical equipment. Do not pile soil or mulch against the building's exterior walls.
MA 11.8 School IPM Plan
Ensure that the school has an IPM plan. Refer to EPA's Integrated Pest Management in Schools
brochure and website for more information. The IPM checklist provided in EPA's IAQ Tools
for Schools Action Kit also can be used as an example. Preventive IPM measures are easy
to implement and often improve the overall maintenance of the school. These measures can
include the following:
Maintaining good sanitation practices
Installing high-density door sweeps
Restricting areas in which food is eaten
Moving dumpsters and food disposal containers away from the school, and maintaining the
containers in good condition
Pressure-cleaning food service areas
Sealing cracks and crevices
Cleaning gutters and directing water flow away from building to prevent saturation
A successful IPM program takes advantage of all pest management strategies, including
prevention, inspection, communication, biopesticide use, and judicious and careful use of
pesticides when necessary.
Follow IPM guidelines for roach control and consider using baits over broadcast applications
when possible, to reduce possible pesticide exposure.
EXPANDED
ACTIONS
(EA)
References for Priority Issue 11.0 Pests:
ASHRAE Indoor Air Quality Guide, Strategy 3.6
CDC Resource on Rodents
EPA IAQ Tools for Schools Action Kit: Integrated Pest Management Background and Checklist
EPA Integrated Pest Management in Schools Brochure and Website
SF Department of Environment Pest Prevention by Design Guidelines
U.S. Department of Agriculture Cooperative Extension System Offices
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 12.0 TRACKED-IN POLLUTANTS
ASSESSMENT PROTOCOLS (AP)
AP 12.1 Inspect Floor Surfaces at
Building Entrances
Inspect all building entrances for walk-
off mats or entry mat systems. Note
accumulation of dirt or moisture on
interior floors near building entrances
that might indicate need for walk-off
mats or entryway floor-cleaning systems.
MINIMUM ACTIONS (MA)
MA 12.1 Provide Walk-Off Mats
Provide walk-off mats to trap dirt and
moisture at all building entrances. The
mats need to be long enough to allow at
least five full steps for people entering
the school (a minimum of 10 feet
long). Walk-off mats should be regularly
vacuumed and cleaned according to
manufacturer's printed instructions.
Mats should have anti-slip backings
or other means to reduce sliding and
tripping hazards. Mats should not be
placed over carpeted areas and should
have an impervious, readily cleanable
surface beneath them.
Note
Mats should be periodically moved and
allowed to dry. Mats in high-traffic areas
and over vinyl flooring should be moved
and allowed to dry frequently during
wet weather conditions (e.g., on a daily
basis).
MA 12.2 Follow EPA Guidance on
Cleanliness and Maintenance in Schools
Provide a copy of the EPA IAQ Tools
for Schools Action Kit: Building and
Grounds Maintenance Checklist to the
facility manager.
EXPANDED ACTIONS (EA)
EA 12.1 Install Permanent Entryway
Systems
Install permanent entryway systems at
all regularly used building entrances
to capture dirt and moisture, in
accordance with ASHRAE Standard
189.1, Section 8.3.1.5 or EPA's IAQ
Design Tools for Schools, Entry Mat
Barriers. The entry mat system should
Provide a scraper surface, an
absorption surface and a finishing
surface, in sequence in the direction
of travel into the building.
Be as wide as the entry doors.
Have anti-slip backings or other
locking mechanisms to reduce sliding
and tripping hazards.
Be designed for regular cleaning to
remove accumulated dirt.
Not be installed over an existing
walk-off mat or other entryway
system.
References for Priority Issue 12.0 Tracked-ln Pollutants:
ASHRAE Indoor Air Quality Guide, Strategy 3.5
ASHRAE Standard 189.1, Section 8.3.1.5
Association of Physical Plant Administrators Operational Guidelines for Educational Facilities: Custodial
EPA IAQ Design Tools for Schools, Entry Mat Barriers
EPA IAQ Tools for Schools Action Kit: Building and Grounds Maintenance Background and Checklist
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 47
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Indoor Contaminants and Sources
ASSESSMENT PROTOCOLS (AP)
AP 13.1 Review Content and Emissions
Documentation for New Products
Review information on the chemical
content and emissions for products
being considered for purchase and
installation during the building
upgrade project to determine whether
they contain potentially hazardous
compounds. Many of these products
and materials (e.g., plywood, particle
board, pressed wood, insulation, paints,
sealants, cleaning supplies) may contain
VOCs or other hazardous compounds to
which exposure should be minimized or
eliminated during and after the project.
ISSUE 13.0 BUILDING P
MINIMUM ACTIONS (MA)
MA 13.1 Select Least Toxic Materials
rS/MATERIALS EMISSIONS
EXPANDED ACTIONS (EA1
When installing new products and
materials, use the least toxic product
or material feasible to effectively do
the job. For example, use products and
materials that indicate they have (or are
certified as having) low-VOC content
or low-VOC emissions and follow
manufacturers' printed instructions for
use.
Specify products and materials that
meet independent certification and
testing protocols, such as the following:
California Department of Public
Health, Emission Testing Method
for California Specification
01350, complying with the limit
requirements for classrooms,
regardless of space type
Carpet and Rug Institute Green Label
Plus program criteria, or equivalent
standards for carpet
Collaborative for High Performance
Schools High Performance Products
Database
Green Seal Standard GS-11
Greenguard Gold Certification
Program
Master Painters Institute Green
Performance Standards X-Green,
GPS-1 or GPS-2
Resilient Floor Covering Institute,
FloorScore
Scientific Certification Systems
Standard EC-10.2-2007, Indoor
Advantage Gold
Insulation products that contain
no added formaldehyde and are
moisture resistant
Ceiling tiles with low formaldehyde
emission rates
EA 13.1 Air Out New Materials
Where possible, air out new materials in
a well-ventilated, clean and dry space
prior to installation. Off-site opening of
wrapped or tightly packaged materials
to facilitate this conditioning step is
also acceptable.
EA 13.2 Seal Composite Wood Products
Seal composite wood products (e.g.,
particle board, pressed wood) that
are not compliant with California
Title 17 Airborne Toxic Control Measures
(ATCM) or that do not meet Section 6.1
of EPA's Indoor airPLUS Construction
Specifications with a sealant intended
to reduce VOC emissions. Seal all
exposed surfaces and holes, as
appropriate. Check with vendors for
recommendations on sealing their
engineered wood products.
EA 13.3 Investigate and Correct
Contaminant Source Problems After
Building Modifications
If odors or complaints indicate VOCs
or other airborne contaminants after
work has been completed, remove any
potential sources (e.g., arts and crafts
materials, fiberglass that may contain
formaldehyde) from the room or area.
If removal is not feasible, consider
installing local exhaust ventilation for
sources that are isolated to a specific
room or area, at least on a temporary
basis until materials off-gassing has
subsided. If these actions do not
solve the problem (e.g., persistent
odors, occupant complaints), hiring an
environmental professional and testing
may be necessary.
See Appendix B: Communication and Education
48 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 13.0 BUILDING PRODUCTS/MATERIALS EMISSIONS (continued)
ASSESSMENT
PROTOCOLS
(AP)
MINIMUM ACTIONS (MA)
MA 13.2 Use Low-Emitting Wood and Composite-Wood Products
When installing structural plywood or pressed or composite wood products,
select those that are certified compliant with California Title 17 ATCM
to reduce formaldehyde emissions from composite wood products. If
California Title 17 ATCM compliant materials are not available, use wood
products that meet Section 6.1 of EPA's Indoor airPLUS Construction
Specifications or composite wood products that contain no added
formaldehyde.
Notes
California Title 17 ATCM regulations require reduced formaldehyde
emissions from composite wood products and finished goods that
contain composite wood products sold, offered for sale, supplied, used
or manufactured for sale in California.
Title VI of TSCA sets national formaldehyde emission standards for
composite wood products that are identical to California's Phase II
emission standards. EPA currently is developing the regulations to
implement these standards nationally.
MA 13.3 Provide Adequate Ventilation
Ensure that the school meets the Minimum Actions in Priority Issues
19.0 Outdoor Air Ventilation and 20.0 Exhaust Ventilation.
MA 13.4 Post-Construction Flush-Out With Outdoor Air
After construction is completed, ventilate the renovated building/spaces
with the design outdoor air ventilation rates before occupancy resumes.
Ensure that HVAC systems are operational and capable of adequately
controlling indoor humidity levels during the flush out. Do not conduct
a "bake-out" in an attempt to reduce VOC emissions after the building
is occupied, because it may cause VOCs to be absorbed by other interior
materials and may damage building components.
If possible, follow the post-construction flush-out requirements specified
in ASHRAE Standard 189.1, Section 10.3.1.4(b), which requires a total
number of air changes corresponding to the ventilation system operating at
its design outdoor air flow rate continuously, 24 hours per day for 14 days.
A longer flush-out period can be used if there are concerns or complaints
about IAQ after the initial flush out. Additional, periodic flush out may also
be needed for spaces that have intermittent or infrequent occupancy and
are not ventilated for extended periods.
MA 13.5 Limit VOC Absorption During Construction
Follow guidance outlined in MA 22.3 to protect absorptive materials during
construction.
MA 13.6 Limit Children's and Other Occupants' Exposure
Follow Priority Issue 22.0 Protecting IAQ During Construction to protect
children and other occupants from material emissions during building
upgrades.
EA 13.4 Post-Construction
Flush-Out or Post-Construction
Baseline IAQ Monitoring Per
ASHRAE Standard 189.1
After construction is complet-
ed, meet the requirements
of ASHRAE Standard 189.1,
Section 10.3.1.4(b) for either
a flush-out or baseline IAQ
monitoring before occupancy
is resumed in the renovated
school/spaces. A flush-out
period longer than specified in
ASHRAE Standard 189.1 can
be used if there are concerns
or complaints about IAQ after
the initial flush out. Additional,
periodic flush out may also be
needed for spaces that have
intermittent or infrequent oc-
cupancy and are not ventilated
for extended periods.
EA 13.5 Promote Transparency
of Chemical Constituents in
Products and Materials
To promote transparency of
chemical constituents associ-
ated with the manufacture of a
product and substances resid-
ing in the final product, require
products that have submitted
their complete chemical inven-
tory to a third-party for verifi-
cation. Make the verification/
certification by the third-party
publicly available.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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References for Priority Issue 13.0 Building Products/Materials Emissions:
ASHRAE Indoor Air Quality Guide, Strategies 5.1 and 5.2
ASHRAE Standard 189.1, Sections 10.3.1.4 and 10.3.1.4 (b) 1
California Department of Public Health, Emission Testing Method for California Specification 01350
California Title 17 ATCM to Reduce Formaldehyde Emissions from Composite Wood Products
Carpet and Rug Institute Green Label Plus
Collaborative for High Performance Schools High Performance Products Database
EPA Formaldehyde Emissions From Composite Wood Products
EPA An Introduction to Indoor Air Quality: Volatile Organic Compounds
EPA IAQ Design Tools for Schools, Controlling Pollutants and Sources
EPA Indoor airPLUS Construction Specifications
Green Seal Standard GS-11
Greenguard Gold Certification Program
Master Painters Institute Green Performance Standards X-Green, GPS-1 orGPS-2
Resilient Floor Covering Institute, FloorScore
Scientific Certification Systems Standard EC-10.2-2007, Environmental Certification Program, Indoor Air Quality Performance
TSCA Title VI - Formaldehyde Standards for Composite Wood Products
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 14.0 VENTED COMBUSTION APPLIANCES
ASSESSMENT PROTOCOLS (AP)
AP 14.1 Complete a Safety
Inspection
Complete a safety inspection
of all vented combustion appli-
ances in the school (e.g., fur-
naces, boilers, space heaters,
water heaters). The inspection
shall include observations for
applicable code requirements
including proper clearances,
condition of venting, assess-
ment of the potential for back
drafting, integrity of fuel lines,
and safety of electrical connec-
tions and the appliance itself.
For gas-fired appliances and
equipment, make this assess-
ment using applicable instal-
lation standards, including the
National Fuel Gas Code, ANSI
Z223.1/NFPA 54, the appli-
cable ANSI Z21/Z83 gas-fired
appliance safety standards and
the manufacturer's printed in-
structions. Determine whether
gas-fired appliance installations
comply with Section 9.3 "Air
for Combustion and Ventilation"
of ANSI Z223.1/NFPA54for
proper venting, including influ-
ences of other building ventila-
tion and exhausting equipment.
For oil-fired appliances and
equipment, make this assess-
ment using applicable instal-
lation standards, including the
Standard for the Installation of
Oil-Burning Equipment, ANSI/
NFPA 31, the applicable ANSI/
UL oil-fired appliance safety
standard, and the manufactur-
er's printed instructions.
MINIMUM ACTIONS (MA)
MA 14.1 Test, Repair, Remove or Replace Combustion
Appliances
Complete all applicable actions under the Assessment
Protocols and ensure compliance with applicable codes
and standards. Test combustion appliances for proper
draft and venting under worst-case conditions before and
after work that affects envelope leakage and airflows (e.g.,
air sealing, insulation, addition or upgrade of exhaust
fans). Repair, remove or replace combustion equipment
and address other issues or deficiencies as needed to
meet the applicable codes and standards.
Note
All equipment removals should include proper disposal so
that hazardous units are not reinstalled or used elsewhere.
Address depressurization and potential back drafting
problems (e.g., with combustion make-up air, fan inter-
locks, transfer grilles, jumper ducts, louvered doors or
door undercuts) or, with the school's permission, disable
the exhaust equipment causing the problems provided it
does not conflict with the specific exhaust requirements
for spaces served by the exhaust equipment. Ensure that
combustion appliances are installed with sufficient access
for proper maintenance and are operating in compliance
with the original manufacturer's printed specifications.
MA 14.2 Ensure Proper Exhaust Locations
Ensure that combustion exhaust is captured as close to
the combustion source as possible, exhausted directly
outdoors, and not vented into other indoor spaces such as
attics, crawlspaces or basements.
MA 14.3 Ensure Adequate Make-Up Air
Ensure that vented appliances have sufficient make-up
air to replace vented air and maintain normal operating
conditions.
MA 14.4 Ensure Proper Boiler Operation
Ensure that boiler firing adjustments are working properly
so that soot is not dispelled out of the atmospheric damp-
ers into boiler rooms. Confirm that boilers do not release
black smoke through the chimney for more than a very
brief period.
MA 14.5 Verify Installation of Carbon Monoxide Detection
and Warning Equipment
Ensure that carbon monoxide detection and warning
equipment is installed and meets the requirements of
NFPA 720 and any applicable local or state requirements.
EXPANDED ACTIONS (EA)
EA 14.1 Install Power-Vented
or Sealed-Combustion
Equipment
If replacing combustion
equipment located in occu-
pied or conditioned spaces,
recommend power-vented or
sealed-combustion equipment.
Install new combustion equip-
ment in accordance with the
Air Conditioning Contractors of
America's (ACCA) Standard 5.
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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References for Priority Issue 14.0 Vented Combustion Appliances:
ACCA Standard 5 QI-2010: HVAC Quality Installation Specification
ANSI Z223.1/NFPA 54 National Fuel Gas Code
ANSI Z21/Canadian Standards Association (CSA) and ANSI Z83/CSA Series, Products and Standards for Gas, Oil and Solid Fuel
Appliances and Equipment
ASHRAE Indoor Air Quality Guide, Strategies 6.1 and 6.2
ASHRAE Standard 62.1, Section 5.7
NFPA 31: Standard for Installation of Oil-Burning Equipment
NFPA 211: Standard for Chimneys, Fireplaces, Vents, and Solid Fuel-Burning Appliances
NFPA 720: Standard for the Installation of Carbon Monoxide (CO) Detection and Warning Equipment
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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ASSESSMENT PROTOCOLS (AP)
AP 15.1 Identify Unvented
Combustion Appliances and
Applicable Regulations
Identify any unvented gas or
kerosene space heaters or vent-
free combustion appliances
(e.g., ovens, ranges, lab
equipment, space heaters).
Determine whether any local
or state regulations prohibiting
these devices apply.
PRIORITY ISSUE 15.0 UNVENTED COMBUSTION APPLIANCES
MINIMUM ACTIONS (MA)
MA 15.1 Ensure Adequate Ventilation and Exhaust in Spaces With
Unvented Combustion Equipment (Other Than Heaters)
Ensure that ASHRAE Standard 62.1 requirements for outdoor air ventilation
and exhaust are met for each specific room where unvented combustion
equipment is used. The following unvented equipment is typically found in
schools, and each has specific ventilation and exhaust requirements, per
ASHRAE Standard 62.1.
Food preparation devices, such as ovens and ranges that are operated to
prepare food for onsite consumption or to train students in the culinary
arts
Unvented combustion devices used in laboratories and classrooms for
educational and vocational purposes (e.g., gas burners, Bunsen burners,
propane torches)
Unvented combustion equipment used in schools for custodial and
maintenance purposes (e.g., natural gas- or propane-powered floor
maintenance equipment, forklifts, and tractors)
Ensure rooms where carbon monoxide is likely to be generated (e.g.,
kitchens, science laboratories, vocational classrooms) are operated at
a negative pressure relative to surrounding areas. Ensure that negative
pressures in kitchens induced by exhaust fans do not exceed NFPA 96
Section 8.3.1 guidelines resulting from a lack of make-up air.
MA 15.2 Remove Unvented Combustion Space Heaters
With the school's permission, remove any unvented gas or kerosene space
heaters that do not conform to local or state regulations. If the heaters are
used as the primary source of heat for a space, replace them with electric or
vented, code-compliant heating systems.
With the school's permission, remove other unvented heaters, except when
used as a secondary heat source and it can be confirmed that the unit
is in compliance with ANSI Z21.11.2. Advise the school staff to always
follow the manufacturer's printed instructions for proper operation and
maintenance.
Note
All equipment removals should include proper disposal so that hazardous
units are not reinstalled or used elsewhere.
MA 15.3 Verify Installation of Carbon Monoxide Detection and Warning
Equipment
Ensure carbon monoxide detection and warning equipment is installed and
meets the requirements of NFPA 720 and any applicable local or state
requirements.
ANDED
,ONS (EA)
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References for Priority Issue 15.0 Unvented Combustion Appliances:
ANSI Z21.11.2 Gas-Fired Room Heaters Volume II, Unvented Room Heaters
ASHRAE Standard 62.1
EPA IAQ: Guidance on Carbon Monoxide
NFPA 96 Standard for Ventilation Control and Fire Protection of Commercial Cooking Operations
NFPA 720: Standard for the Installation of Carbon Monoxide (CO) Detection and Warning Equipment
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 16.0 OZONE FROM INDOOR SOURCES
ASSESSMENT PROTOCOLS (AP)
AP 16.1 Identify Indoor Sources of
Ozone
Determine whether there are or will be
significant sources of ozone generation
in the building, including photocopiers
and laser printers. Determine whether
any air-cleaning or purifying equipment
designed to intentionally produce ozone
is present (e.g., ozone generators and
air purifiers).
MINIMUM ACTIONS (MA)
MA 16.1 Avoid Ozone-Generating Air-
Cleaning Equipment
Do not install air-cleaning or air-
purifying equipment designed to
intentionally produce ozone (i.e., ozone
generators). Recommend removal of
existing air-cleaning or air-purifying
equipment designed to intentionally
produce ozone, if present.
MA 16.2 Provide Adequate Ventilation
and Exhaust in Areas with Ozone-
Generating Office Equipment
Ventilate and exhaust printing, copying,
and reprographics areas and other
areas with office equipment that emits
ozone in accordance with ASHRAE
Standard 62.1 and the printed
guidelines provided by the equipment
manufacturer.
EXPANDED ACTIONS (EA)
EA 16.1 Test Existing Office Equipment
for Ozone Emissions and Mitigate
Elevated Levels
Test for ozone emissions from
existing office equipment following
ASTM D6670. Repair or remove office
equipment that is found to emit ozone
at a level greater than 0.02 milligrams
per cubic meter.
EA 16.2 Install Ozone Capture/Removal
Systems
Recommend purchasing office-
equipment fitted with an active carbon
filter or other ozone absorption device
or fitted with a dedicated exhaust and
heat removal system. These often are
options available from equipment
manufacturers.
References for Priority Issue 16.0 Ozone from Indoor Sources:
ASHRAE Standard 62.1
ASTM International D6670-13 Standard Practice for Full-Scale Chamber Determination of Volatile Organic Emissions from
Indoor Materials/Products
California EPA Air Resources Board: Hazardous Ozone-Generating 'Air Purifiers'
EPA Ozone Generators that Are Sold as Air Cleaners
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 17.0 ENVIRONMENTAL TOBACCO SMOKE
ASSESSMENT PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
AP 17.1 Assess Smoking Policy
Federal law prohibits smoking within any indoor
facility regularly or routinely used for kindergarten,
elementary, or secondary education or library service to
children. Local or state laws may be more restrictive.
Determine whether the school has a policy that
prohibits smoking inside the school. Determine
whether there are locations where outdoor smoking is
allowed on school grounds and the distances of these
locations from the building's entrances, outdoor air
intakes and operable windows.
AP 17.2 Identify Occupant Complaints About Smoking
Ask the school nurse and the school's IAQ coordinator
whether there have been occupant complaints about
smoking odors.
MA 17.1 Ensure the School Has a Policy on Tobacco
Use
Any school policy on tobacco use must be consistent
with local, state and federal laws. The policy should
include prohibitions against tobacco use by students,
all school staff, parents and visitors on school
property, in school vehicles, and at school-sponsored
functions away from school property.
If there are designated outdoor smoking locations,
ensure that these locations are a minimum of 25 feet
from all building entrances, outdoor air intakes and
operable windows.
Note
Federal law prohibits smoking inside school
buildings. It is strongly suggested that the school
tobacco use policy also prohibit smoking on school
grounds and in school vehicles.
EXPANDED
ACTIONS (EA)
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intentionally
blank.
References for Priority Issue 17.0 Environmental Tobacco Smoke:
ASHRAE Standard 189.1, Section 8.3.1.4
CDC Guidelines for School Health Programs to Prevent Tobacco Use and Addiction
EPA IAQ Tools for Schools: IAQ Reference Guide, Appendix FSecondhand Smoke
United States Code, Title 20, Chapter 68, Section 6083: Nonsmoking policy for children's services
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 55
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Heating, Ventilation and Air Conditioning (HVAC)
PRIORITY ISSUE 18.0 HVAC EQUIPMENT
ASSESSMENT PROTOCOLS (AP)
AP 18.1 Conduct HVAC Assessment
Evaluate the condition of the existing
HVAC system components in accordance
with minimum inspection standards of
ASHRAE/ACCA Standard 180, ASHRAE
handbooks, or other equivalent standards
and guidelines.
The HVAC assessment is to include
an evaluation of whether the system is
functioning properly, based on ASHRAE
and ACCA standards appropriate for
the type of equipment. Determine
whether the HVAC system is properly
sized in accordance with ASHRAE load
calculation manuals and handbooks
or other equivalent standardized
guidelines. Evaluate building heating
and cooling loads after planned
modifications and HVAC equipment
capacities for sensible and latent loads.
If HVAC replacement or modification is
anticipated, base sizing calculations on
post-upgrade conditions.
The assessment shall include the
following:
Inspect the air filters and
filtration system for overall filter
condition, filter efficiency, particle
accumulation, filter blowout, and air
leakage around filters.
Inspect air plenums and ductwork for
indications of mold growth, excess
dirt or obstructions. Determine
whether components and systems
installed in plenums (e.g., cables)
are rated for use in plenum spaces.
Inspect exhaust system for proper
direction of fan rotation, corrosion,
excessive vibration, blockage, or
pressure differentials that can lead to
leakage or flow reversals.
MINIMUM ACTIONS (MA)
MA 18.1 Ensure Existing Systems Oper-
ate Properly
Based on an assessment of equipment
condition and sizing, repair, modify or
replace equipment to ensure proper HVAC
function and correct related deficiencies.
The ability to modify and adjust the
existing HVAC system may be limited
by its initial design. Review the original
equipment specifications and seek
outside engineering assistance as needed.
If maintenance, cleaning or repairs
are needed to restore the HVAC to
proper functioning, perform them
in accordance with ASHRAE/ACCA
Standard 180, ACCA Standard 6,
or other equivalent standards and
guidelines. Ensure that there is a
scheduled inspection and maintenance
program for HVAC systems in
accordance with ASHRAE/ACCA
Standard 180.
For units with filter status pressure
switches, ensure that switches are
operating properly and scheduled for
regular calibrations.
When adjusting existing HVAC systems,
refer to Priority Issues 19.0 Outdoor Air
Ventilation and 20.0 Exhaust Ventilation
for guidance on ventilation and exhaust
requirements.
MA 18.2 Properly Size and Install New
HVAC Equipment
If replacing equipment, base sizing
calculations on post-upgrade project
conditions.
Install new equipment in accordance
with ACCA Standard 5 and verify
installation in accordance with ACCA
Standard 9, ASHRAE handbooks
or other equivalent standards and
guidelines.
MA 18.3 Ensure MERV 8 Filters in New
HVAC Systems
Ensure that new HVAC systems have a
minimum MERV 8 filter, located upstream
of all cooling coils or other devices with
wetted surfaces, in accordance with
ASHRAE Standard 62.1 requirements.
There shall be no air bypass around the
filters and no air cleaners designed to
intentionally produce ozone.
EXPANDED ACTIONS (EA)
EA 18.1 Install Higher Efficiency Filters
in New HVAC Systems
Use higher efficiency filters upstream
of all cooling coils or other devices
with wetted surfaces (e.g., MERV 11 or
higher), if the new equipment is capable
of physically accommodating the
filters and has adequate fan capacity
to overcome the high-efficiency filters'
pressure drop.
EA 18.2 Increase Filter Efficiencies in
Existing HVAC Systems
For existing systems, check with the
manufacturer to determine whether
filters with higher MERV ratings can
be installed without introducing an
unacceptable increase in airflow
resistance. Install filters with the
highest MERV rating that can be
accommodated by the equipment.
Review original equipment
specifications and seek outside
engineering assistance as needed.
EA 18.3 Employ Filtration and Air
Cleaning To Supplement Source Control
and Ventilation
Install filtration and gas-phase air
cleaning strategies, if appropriate, to
supplement pollutant source control
strategies and the performance of
the outdoor air ventilation system
in removing pollutants. Maintain
the prescribed minimum outdoor air
ventilation rates if this approach is
used (see Priority Issue 19.0). Consider
the limitations of the air handling
system, the amount and severity of
contaminants, and the features of the
filtration and air cleaning equipment.
Filtration and air cleaning strategies
may be advisable in the following
conditions:
Outdoor air often is polluted (e.g.,
schools located near roadways) or
consistently/seasonally burdened with
high heat or humidity.
Source control tactics are insufficient
or occupant activities generate high
contaminant loads.
Occupants require enhanced
protection from contaminants.
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 18.0 HVAC EQUIPMENT (continued)
ASSESSMENT PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
MA 18.4 Remediate Mold in Air
Plenums and Ductwork
If mold is found in air plenums or
ductwork during the HVAC assessment,
follow the guidance outlined in MA 3.2.
MA 18.5 Control Bacterial Growth in
HVAC Systems and Mechanical
Equipment
Follow OSHA Technical Manual:
Legionnaires' Disease to protect against
bacteria growth in cooling towers,
evaporative condensers, humidifiers, hot
water systems that operate below
140 ฐF, fire sprinkler systems, ice
machines, and warm-water piping for
eye wash and safety showers.
Note
ASHRAE has a proposed new standard
under development, Standard 188P,
"Legionellosis: Risk Management
for Building Water Systems." The
new standard will provide minimum
legionellosis risk management
requirements for the design,
construction, commissioning, operation,
maintenance, repair, replacement and
expansion of new and existing buildings
and their associated water systems
and components. When this standard
is published, its requirements will be
considered a Minimum Action in this
Energy Savings Plus Health Guide.
References for Priority Issue References for Priority Issue 18.0 HVAC Equipment:
ACCA Standard 5 QI-2010: HVAC Quality Installation Specification
ACCA Standard 6-2007: Restoring the Cleanliness of HVAC Systems
ACCA Standard 9 QIVP-2011: HVAC Quality Installation Verification Protocols
ASHRAE/ACCA Standard 180
ASHRAE Handbook: Fundamentals
ASHRAE Handbook: HVAC Applications
ASHRAE Indoor Air Quality Guide, Strategy 7.5
ASHRAE Load Calculations Application Manual
ASHRAE Standard 62.1, Section 5.8
ASHRAE Standard 188P (forthcoming)
ASHRAE Standard 189.1, Section 8.3.1.3.a.1
OSHA Technical Manual: Legionnaires' Disease
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 57
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PRIORITY ISSUE 19.0 OUTDOOR AIR VENTILATION
ASSESSMENT PROTOCOLS (AP)
AP 19.1 Determine Compliance With
ASHRAE Standard 62.1 Ventilation
Requirements
Based on existing design documents
and balancing reports, or building
audit results, determine whether the
school complies with the ventilation
requirements of ASHRAE Standard 62.1.
This will require measuring airflows
onsite.
Note
Some existing ventilation systems may
not be capable of meeting the minimum
outdoor air ventilation requirements
of ASHRAE Standard 62.1 because
of capacity limitations, whereas other
existing ventilation systems may have
sufficient capacity to meet or exceed
the standard.
ASHRAE Standard 62.1, Table 6.2.2.1
provides minimum breathing zone
ventilation requirements for various
space types. The Ventilation Rate
Procedure requires that zone and
system ventilation rates be calculated
based on these minimum rates. Each
ventilation zone and each system must
meet the ASHRAE requirements for the
building to be in compliance.
Determine whether the ventilation
system satisfies the requirements of
ASHRAE Standard 62.1, Section 5 for
Systems and Equipment.
MINIMUM ACTIONS (MA)
MA 19.1 Adjust Existing Systems To
Meet ASHRAE Standard 62.1 Where
Possible
Adjust the ventilation rates of existing
systems to meet the requirements
of ASHRAE Standard 62.1, where
possible, using the Ventilation Rate
Procedure.
If it is not possible to increase venti-
lation rates to meet the requirements
of ASHRAE Standard 62.1 because of
equipment capacity limitations, building
space limitations, budgetary constraints
or other reasons, the ventilation system
shall be adjusted to provide the maxi-
mum outdoor airflow possible. The con-
ditions (e.g., heating and cooling loads)
for which the systems cannot meet
the ASHRAE Standard 62.1 require-
ments should be identified, and the
systems should be operated to meet the
ASHRAE Standard 62.1 requirements
whenever load conditions permit.
Note
ASHRAE Standard 62.1 also allows
a Natural Ventilation Procedure
in conjunction with mechanical
ventilation systems, with a few specified
exceptions. When natural ventilation
is provided, efforts should be made
to ensure that windows and other
ventilation openings are operated
appropriately.
Ensure compliance with Section 5
of ASHRAE Standard 62.1 wherever
possible.
MA 19.2 Consider Impacts of Building
Envelope Air Sealing on Ventilation
Avoid tightening the building
envelope to reduce air exchange
rates if mechanical ventilation rates
are deficient. Ensure that school
buildings relying on natural ventilation
will have adequate ventilation after
weatherization activities.
EXPANDED ACTIONS (EA)
EA 19.1 Replace/Upgrade Existing Sys-
tems To Meet ASHRAE Standard 62.1
If existing systems cannot meet
ASHRAE Standard 62.1, upgrade HVAC
systems to obtain compliance or create
a system upgrade plan to meet ASHRAE
Standard 62.1 during future upgrades.
EA 19.2 Install Monitoring To Ensure
Adequate Outdoor Air Ventilation
For mechanical ventilation applications,
install permanent outdoor airflow
monitoring systems in accordance with
ASHRAE 189.1, Section 8.3.1.2.
For natural ventilation applications,
provide monitoring to ensure that
operable windows and other ventilation
openings are operated appropriately to
ensure adequate ventilation. This may
include monitoring indoor and outdoor
carbon dioxide levels and providing
visual feedback to building operators
and occupants.
EA 19.3 Apply Advanced Ventilation
Approaches
Apply advanced ventilation approaches
that have the potential to reduce energy
use and improve IAQ, including the
following methods:
Dedicated outdoor air systems
(DOAS)
Demand-controlled ventilation
Displacement ventilation
Economizers
Energy recovery ventilation
Variable-air-volume systems
If any of these ventilation strategies
are used, ASHRAE Standard 62.1
Ventilation Rate Procedure requirements
must be met under all loads and
occupancy conditions.
See Appendix B: Communication and Education
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 19.0 OUTDOOR AIR VENTILATION (continued)
ASSESSMENT PROTOCOLS (AP)
MINIMUM ACTIONS (MA)
MA 19.3 Meet ASHRAE Standard 62.1
for New Systems
Design and install new HVAC systems
to meet all requirements of ASHRAE
Standard 62.1 using the Ventilation
Rate Procedure.
Note
ASHRAE Standard 62.1 also allows
a Natural Ventilation Procedure
in conjunction with mechanical
ventilation systems, with a few specified
exceptions. When natural ventilation
is provided, efforts should be made to
ensure windows and other ventilation
openings are operated appropriately.
Ensure compliance with Section 5 of
ASHRAE Standard 62.1.
MA 19.4 Code Precedent for Ventilation
If local codes require more
ventilation than ASHRAE Standard
62.1 requirements, the local code
requirements must be met.
ANDED ACTIO1
,
EA 19.4 Implement Pre-Occupancy
Ventilation Control
For ventilation systems that serve
spaces that are not continuously
occupied, implement a control strategy
to provide the design minimum outdoor
air ventilation rate for a period of 1 hour
prior to expected occupancy, whenever
the spaces have been unventilated for a
period longer than 24 hours.
References for Priority Issue 19.0 Outdoor Air Ventilation:
ASHRAE Indoor Air Quality Guide, Strategies 7.1 through 7.4, and 8.1 through 8.4
ASHRAE Standard 62.1, Sections 5 and 6
ASHRAE Standard 189.1, Section 8.3.1.2
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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ASSESSMENT PROTOCOLS (AP)
AP 20.1 Identify Localized Contam-
inant Sources That Require Exhaust
Ventilation
Identify rooms or areas with local-
ized contaminant sources, including
the following:
Kitchens
Restrooms
Locker rooms
Vocational programs (e.g., weld-
ing, auto body, painting, printing,
cosmetology)
Soiled laundry storage rooms
Art rooms and art storage areas
Copy and printing rooms
Areas where chemicals might
be stored or used (e.g., janitor's
closets)
Spaces where contaminants are
generated as part of processes,
such as cooking and conducting
scientific experiments
Areas with high humidity (e.g.,
showers, bathtubs, cooking rang-
es, and commercial dishwashers)
Attached parking garages
AP 20.2 Measure Airflow and
Determine Compliance
Measure exhaust airflows on a
room-by-room basis and deter-
mine whether the school complies
with the exhaust requirements of
ASHRAE Standard 62.1 for each
space.
AP 20.3 Assess Exhaust Discharge
Locations
Determine whether exhausts vent
to the outdoors. Inspect or verify
that exhaust from rooms with local-
ized contaminant sources do not
discharge or leak into other indoor
spaces, ceiling plenums, parking
garages, crawlspaces, attics or with-
in walls.
PRIORITY ISSUE 20.0 EXHAUST VENTILATION
MINIMUM ACTIONS (MA)
MA 20.1 Provide Local Exhaust Where Needed and Meet
ASHRAE Standard 62.1 Exhaust Rates
Ensure exhaust is provided for rooms or areas with local-
ized indoor contaminant sources as identified in AP 20.1.
If ASHRAE Standard 62.1 exhaust requirements are not
met, repair, replace or install local exhaust ventilation to
meet the requirements, ensuring that ducts are sized, in-
stalled and vented properly to the outdoors. Seal exhaust
ductwork to improve performance and maintain negative
pressure to reduce the potential for leakage into occupied
spaces, plenums or other adjoining spaces as specified in
ASHRAE Standard 62.1, Section 5.2. Measure and verify
that exhaust airflows meet minimum requirements. Ensure
sufficient make-up air for exhaust fans.
MA 20.2 Reduce Causes of Complaints Related to
Inadequate Exhaust
If there are occupant complaints related to inadequate ex-
haust (e.g., odors, moisture), ensure that the following are
operating properly:
Mechanical equipment, ducts and combustion flues are
in good condition. Ducts are not subject to corrosion,
blockage or excessive leakage.
There is no back draft from combustion flues under
worst-case conditions.
Exhaust fans are drawing air and the air is coming out
of exhaust vents on the roof at the intended airflow
rates.
Exhaust draws contaminants away from, rather than
toward, occupants.
Exhausted room is under negative pressure relative to
the surrounding spaces.
Exhaust system is turned on, outdoor air grilles and air
dampers are operating properly, and adequate make-up
air is provided.
Outdoor air dilutes contaminants from all sources. The
ventilation system should provide sufficient outdoor air
to all occupied spaces during all operating modes. See
Priority Issue 19.0 Outdoor Air Ventilation.
Airflow patterns provide proper air mixing.
The exhaust system is not subject to excessive vibration.
EXPANDED ACTIONS (EA)
EA 20.1 Prevent Recircu-
lation of Exhausted Air
If exhaust recirculation is
evident and if outdoor air
intakes are located near
exhaust vents and already
satisfy minimum sepa-
ration distance require-
ments, consider system
changes that would fur-
ther prevent recirculation
of exhausted air.
EA 20.2 Monitor Exhaust
Operation
If exhaust function is
critical for safe operation,
such as with welding
hoods or paint spray
booths in educational
facilities, consider mea-
suring stations and auto-
matic alarms to indicate
an operational failure and/
or failure to provide ade-
quate exhaust air flows.
References for Priority Issue 20.0 Exhaust Ventilation:
ASHRAE Indoor Air Quality Guide, Strategy 6.3
ASHRAE Standard 62.1, Section 5, Section 6.5 and Table 6.5
See Appendix B: Communication and Education
60 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Safety
PRIORITY ISSUE 21.0 BUILDING SAFETY FOR CHILDREN AND OTHER OCCUPANTS
ASSESSMENT PROTOCOLS (AP)
AP 21.1 Assess School Building Safety
Identify the school's health and safety repre-
sentatives and include them in all building
safety planning. Document safety hazards that
were observed during the IAQ walkthrough,
energy audit or other inspections. Immediate-
ly respond to urgent and life-threatening
situations. Ensure that the results of the safe-
ty assessment are provided to the school's
health and safety representatives and that
corrective actions are considered as part of
the building upgrades.
AP 21.2 Assess Fire Alarms, Smoke Alarms,
and Carbon Monoxide Detection and Warning
Equipment
Determine whether there are working fire
alarms, smoke alarms, and carbon monoxide
detection and warning equipment. Determine
whether carbon monoxide detection and
warning equipment meets the requirements
of NFPA 720 and applicable local and state
requirements.
AP 21.3 Identify Prevalence and Storage of
Harmful Chemicals
Determine where harmful chemicals are locat-
ed and whether the chemicals are stored cor-
rectly. Include custodial closets, storage areas
under sinks, science laboratories, hospitality
training programs, art laboratories, food labora-
tories and vocational programs (e.g., welding,
auto body, painting, printing, cosmetology)
during the assessment. Identify all storage
locations for cleaning products and pesticides.
If deficiencies are noted, see MA 21.3.
AP 21.4 Identify Risk of Mercury Exposure
Identify the extent to which mercury exposure
is a risk in the building or a potential risk as
part of the upgrade. Science classrooms and
storerooms may contain supplies of elemental
mercury or mercury compounds used as lab
reagents and mercury-containing lab equip-
ment, such as thermometers and barometers.
Mercury may be used in other devices or
equipment found in schools, such as fever
thermometers and blood pressure measuring
devices in nurse's offices, thermostats and
fluorescent lighting. Determine whether the
school has a mercury spill response plan.
MINIMUM ACTIONS (MA)
MA 21.1 Correct Safety Hazards Identified
During the Assessments
Immediately correct urgent and life-
threatening safety risks. Correct other safety
hazards identified during the building up-
grades. Provide education to staff and stu-
dents on safety concerns.
MA 21.2 Correct Deficiencies With Fire
Alarms, Smoke Alarms, and Carbon Monox-
ide Detection and Warning Equipment
Have qualified personnel correct deficiencies
with fire alarms, smoke alarms, and carbon
monoxide detection and warning equipment.
If carbon monoxide detection and warning
equipment is not present, install new
equipment meeting the requirements of
NFPA 720 and applicable local and state
requirements.
MA 21.3 Ensure Appropriate Storage of
Hazardous Chemicals
Recommend appropriate and controlled stor-
age of hazardous chemicals and pesticides
(e.g., remove from accessible locations).
MA 21.4 Prevent Mercury Exposure
Prepare a mercury spill response plan if
none exists.
Prevent mercury spills by removing all ele-
mental mercury, mercury compounds and
mercury-containing equipment (excluding
fluorescent lighting and compact fluores-
cent light bulbs) and replacing them with
non-mercury substitutes. Contact a qualified
professional to collect and properly dispose
of all elemental mercury supplies and
mercury-containing devices and equipment.
Properly dispose of fluorescent lighting,
compact fluorescent light bulbs and
mercury-containing thermostats that may be
part of energy upgrade activities.
EXPANDED ACTIONS (EA)
EA21.1 Install Enhanced
Carbon Monoxide Detection
and Warning Equipment
Install carbon monoxide
detection and warning equip-
ment capable of detecting
and storing low peak carbon
monoxide levels. Consider
integrating carbon monox-
ide detection and warning
equipment into the building's
central monitoring system.
Carbon monoxide detection
and warning equipment must
meet the requirements of
NFPA 720 and applicable lo-
cal and state requirements.
EA21.2 Install Light Switch-
es in Stairwells
Recommend installation of
light switches at the top and
bottom of all stairwells.
EA 21.3 Install Step Lighting
Consider installation of safe-
ty lighting on or near steps.
Consider energy-efficient LED
lighting.
EA 21.4 Repair Malfunction-
ing Doors, Windows, Roofs
and Floors
Repair malfunctioning doors,
windows, roofs and floors.
EA 21.5 Ensure Safety of
Electrical Systems
Have qualified personnel en-
sure that electrical systems
are in accordance with appli-
cable codes.
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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"RIORITY ISSUE 21.0 BUILDING SAFETY FOR CHILDREN AND OTHER OCCUPANTS (continued)
ASSESSMENT PROTOCOLS (AP)
AP 21.5 Identify Fire Extinguisher Locations
Identify locations of fire extinguishers in the
school and verify whether placement meets
applicable laws.
AP 21.6 Assess Water Heater Temperatures
Determine whether the water heater
temperature settings are within the allowable
limits of the local and state codes.
MINIMUM ACTIONS (MA)
EXPANDED ACTION'
MA 21.5 Correct Fire Extinguisher
Deficiencies
Ensure that fire extinguishers are placed
according to applicable laws and correct as
necessary.
MA 21.6 Adjust Water Heater Temperatures
Ensure that water heater set points do not
exceed the allowable limits of local and state
codes. Otherwise, ensure that water heater
set points do not exceed 120 ฐF to prevent
scalding.
References for Priority Issue 21.0 Building Safety for Children and Other Occupants:
CDC-NIOSH Safety Checklist Program for Schools
EPA Chemical Management Resource Guide for School Administrators
EPA Compact Fluorescent Light Bulbs
EPA Healthy School Environments Assessment Tool (HealthySEAT)
EPA Mercury Releases and Spills
EPA Recycling Mercury-Containing Light Bulbs (Lamps)
EPA Toolkit for Safe Chemical Management in K-12 Schools
EPA Schools and Mercury
EPA Sensible Steps to Healthier School Environments
Minnesota Department of Health: Mercury Flooring Testing and Mitigation: Guidance for Environmental Professionals
Minnesota Pollution Control Agency: Disposal Guidance for Mercury-Catalyzed Polyurethane Flooring and Subflooring
NFPA 72: National Fire Alarm and Signaling Code
NFPA 720: Standard for the Installation of Carbon Monoxide (CO) Detection and Warning Equipment
Northeast Waste Management Officials' Association: Mercury Use in School Classrooms: Summary and Assessment of Non-Mercury Alternatives
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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'RIORITY ISSUE 22.0 PROTECTING IAQ DURING CONSTRUCTION
ASSESSMENT PROTOCOLS
(AP)
AP 22.1 Assess Occupan-
cy During Construction
Periods
Determine the nature
of building occupancy
during construction
periods. Identify the areas
of the building that will
be occupied. Identify
any special needs of
the building occupants
(e.g., elderly faculty,
young students, disabled
students and faculty).
Identify specific times
of occupancy. Identify
occupant complaints or
concerns.
AP 22.2 Identify Contami-
nants and Pathways
Identify potential
contaminant sources
from building upgrades
(e.g., activities, materials
and equipment that
have the potential to
cause IAQ problems) and
pathways through which
contaminants could affect
the air quality for the
building occupants.
MINIMUM ACTIONS (MA)
MA 22.1 Minimize Children's and Other Occupants' Exposures
During Upgrade Activities
When conducting activities that may result in exposure to
airborne contaminants (e.g., cutting or grinding materials,
painting, installing insulation) comply with local laws and adhere
to the Sheet Metal and Air Conditioning Contractors' National
Association's (SMACNA) Indoor Air Quality Guidelines for
Occupied Buildings Under Construction. Minimize children's and
other occupants' exposures to VOCs, particles or other airborne
contaminants by the following procedures:
Restrict building occupants and workers without the personal
protective equipment needed for the work being performed
from the construction area.
Separate construction areas from occupied portions of the
building using appropriate containment and ventilation
practices. Ensure that work areas are properly isolated (e.g., by
constructing a sealed, rigid-wall air barrier with a lockable door
separating the work area from occupants or isolating smaller
work areas with a plastic sheeting air barrier). Ensure that work
areas are ventilated with exhaust to the outdoors to protect
workers and occupants. Contaminants should be captured as
close as possible to the source of the emissions. Work areas
should be under a negative pressure relative to surrounding
spaces. Ensure that exhausted construction contaminants do
not re-enter the building.
Note
If negative pressurization in the work areas is not possible, use
an exhausted double wall buffer zone to separate work areas
from surrounding areas.
Ensure fire egress requirements from occupied portions of the
building are maintained when isolating work areas.
Do not conduct dry-sanding without implementing containment
measures for the dust generated.
Ensure sufficient ventilation and cure time of wet-applied
materials to protect occupants before re-entry into work area.
Establish vehicle staging areas for loading and unloading
materials and equipment at least 100 feet away from outdoor
air intakes, operable windows and entryways to the building.
Clean the area thoroughly before re-entry of unprotected
workers or occupants to ensure removal of any dusts that may
contain pollutants. Use sealed, HEPA-rated vacuums.
Follow all manufacturers' printed instructions, which may
indicate the need to evacuate building occupants and other
unprotected individuals from work areas during and for some
period after the use of a product.
Create specific plans to contain particulate matter during
demolition activities.
Limit IAQ impact of airborne contaminants released by roofing
materials during installation (e.g., hot mop asphalt, seam
sealing on EPDM, polyvinyl chloride or modified bitumen
roofing). Establish isolation barriers and keep roofing materials
away from outdoor air intakes or conduct pollutant-generating
roofing activities during unoccupied periods.
Promptly respond to any occupant complaints or concerns.
IPANDED ACTII
EA 22.1 Consider and
Implement Additional
Protections As Appropriate
For situations that the
assessment process
classified as relatively high
risk, consider implementing
the following options:
Require rigid-wall air
barriers with sealed,
lockable entries between
work areas and occupied
spaces and provide
negative pressurization to
contain contaminants.
Create a buffer zone
around work sites.
Restrict construction
activities to off-hours
when feasible.
Conduct temporary air
cleaning.
Stage construction
activities in controllable
sizes.
Control pressurization
and the indoor
environment with
temporary HVAC
equipment.
Vacate the entire
building, when feasible.
See Appendix B: Communication and Education
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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ASSESSMENT
PROTOCOLS (AP)
PRIORITY ISSUE 22.0 PROTECTING IAQ DURING CONSTRUCTION (continued)
MINIMUM ACTIONS (MA)
MA 22.2 Protect HVAC Systems
Protect HVAC systems from contaminants during work activities.
Seal openings in existing ducts located in work areas to avoid infiltration by dust
and debris.
New HVAC equipment, ducts, diffusers and return registers should be stored in a
clean, dry place and should be covered to prevent dust accumulation.
If operating an HVAC system that interfaces with the work areas, ensure that the
system does not pull return air from the work area and install air filters with a
MERV 8 rating or higher during construction activities.
Visually inspect duct work after construction activities have been completed and
clean internal surfaces as needed to remove dust and debris.
Ensure that all filters used during work activities have been removed and that
new filters are properly installed before operating the HVAC system during
occupancy.
MA 22.3 Protect Highly Absorptive Materials
Protect any existing absorptive materials in place by fully covering with plastic
sheeting. Fully secure all edges of the sheeting to protect materials from airborne
contaminants and emissions caused by construction.
Schedule the installation of absorbent materialssuch as ceiling tiles, fabrics,
furnishings and carpetafter major dust and pollutant-generating activities are
completed. Ensure that materials have not been exposed to moisture and are dry
before installation.
MA 22.4 Safely Install Spray Foam Insulation
Employ safe work practices to avoid exposure to spray polyurethane foam (SPF).
Follow the manufacturers' printed instructions for vacating building occupants and
other unprotected individuals not involved in the application of the SPF products
from the premises during and for some period after SPF application. Require and
confirm SPF to be installed in strict accordance with manufacturer's requirements.
Note
The curing time (complete reaction) of SPF insulation varies depending on the type
of product, application technique, temperature, humidity and other factors. While
the SPF is curing it still contains unreacted chemicals, which include isocyanates
and proprietary chemicals. Manufacturers estimate that it can take approximately
1 to 3 days after application for the two-component high pressure "professional"
SPF system to fully cure and approximately 8 to 24 hours for the one-component
foam to cure. Exposure to isocyanates may cause skin, eye and lung irritation,
asthma, and sensitization. Exposures to isocyanates should be minimized. See
EPA's Spray Polyurethane Foam Web page for more information.
ACTIONS (EA)
References for Priority Issue 22.0 Protecting IAQ During Construction:
American Chemistry Council: Spray Polyurethane Foam Health and Safety
ASHRAE Standard 62.1, Section 7.1.4.2
ASHRAE Standard 189.1, Section 10.3.1.6
EPA IAQ Tools for Schools, IAQ Reference Guide, Section 3 - Effective Communication
EPA Spray Polyurethane Foam (SPF)
SMACNA IAQ Guidelines for Occupied Buildings Under Construction
64 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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PRIORITY ISSUE 23.0 JOBSITE SAFETY
ASSESSMENT PROTOCOLS (AP)
AP23.1 Evaluate Risks
Evaluate existing and potential health
concerns and activities. Refer to
Appendix C: Worker Protection for
recommended evaluation measures and
actions.
MINIMUM ACTIONS (MA)
MA 23.1 Ensure Worker Protection
See Appendix C: Worker Protection for
recommended actions to protect worker
safety, including available resources.
This cell is intentionally blank.
See Appendix C: Worker Protection
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 65
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Abbreviations and Acronyms
AARST - American Association of Radon Scientists &
Technologists, Inc.
ACCA - Air Conditioning Contractors of America
ACM - asbestos-containing material
AH ERA - Asbestos Hazard Emergency Response Act
ANSI -American National Standards Institute
ASHRAE - American Society of Heating, Refrigerating
and Air-Conditioning Engineers
ASTM - American Society for Testing and Materials
ATCM - Airborne Toxic Control Measures
CDC - Centers for Disease Control and Prevention
CFR - Code of Federal Regulations
DOAS - dedicated outdoor air system(s)
DOL - U.S. Department of Labor
EPA- U.S. Environmental Protection Agency
EPDM - ethylene propylene diene monomer
ft2 - square feet
GPS - Green Performance Standards
HEPA - high-efficiency particulate air
HUD - U.S. Department of Housing and Urban
Development
HVAC - Heating, Ventilation and Air Conditioning
HVAC&R - Heating, Ventilation, Air Conditioning and
Refrigeration
IAQ - indoor air quality
IICRC - Institute of Inspection, Cleaning and
Restoration Certification
IPM - integrated pest management
LED - light-emitting diode
MALE - Measurement for Schools and Large Buildings
MERV - minimum efficiency reporting value
NESHAP - National Emission Standards for Hazardous
Air Pollutants
NFPA- National Fire Protection Association
NIOSH - National Institute for Occupational Safety
and Health
NIST - National Institute of Standards and Technology
NVLAP - National Voluntary Laboratory Accreditation
Program
OSHA-Occupational Safety and Health
Administration
PCBs - polychlorinated biphenyls
pCi/L - picocuries per liter (in air)
PM - particulate matter
ppm - parts per million
RMS-LB - Radon Mitigation in Schools and Large
Buildings
RRP - Renovation, Repair and Painting Program
SF Environment - San Francisco Department of the
Environment
SMACNA - Sheet Metal and Air Conditioning
Contractors' National Association
SPF - spray polyurethane foam
TSCA - Toxic Substances Control Act
UL- Underwriters Laboratories
VOC - volatile organic compound
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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ANSI (American National Standards Institute)/
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ANSI/AARST RMS-LB: Radon Mitigation in Schools
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ANSI/CSA (Canadian Standards Association) Z21
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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The core technical component of Energy Savings Plus
Health: Indoor Air Quality Guidelines for School Build-
ing Upgrades is Section 2: Assessment Protocols and
Recommended Actions, which references the following
appendices provided in this section:
Appendix A: Project Planning and Developing
a Project Team
Appendix B: Communication and Education
Appendix C: Worker Protection
The appendices can be used to assist with
project planning and the development of a project
team, supplement the information in the assessment
protocols and recommended minimum and expanded
actions, provide communication and education strat-
egies, and assist with worker protection. At the end of
this section are lists of abbreviations and references
cited in the appendices.
Indoor Air Quality (IAQ)
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Appendix A: Project Planning and
Developing a Project Team
Project Planning
There are key steps during the building upgrade
process that can provide opportunities to reduce
costs and leverage synergies or, if not addressed
adequately, can increase costs and lead to future
challenges. These steps are outlined in Table Al:
Project Planning, and are detailed in Section 2:
Assessment Protocols and Recommended Actions
of the Energy Savings Plus Health Guide. These key
planning steps can dramatically influence a project's
direction, cost and outcomes and help maximize the
impact of the Guide to help ensure a smooth project
delivery.
Table Al: Project Planning
Integrated Design
Table A1: Project Planning
Collaboration during building improvement projects can allow teams to solve problems creatively
and with better outcomes for the building and for occupants than the traditional design and
construction process.
In an integrated process, project teams define the goals from the earliest stages of the project
planning and carry these goals through to building occupancy and the operations and maintenance
phases. Early engagement of all responsible parties avoids problems that occur when IAQ is treated
as an afterthought and allows for consideration of alternative design concepts that improve IAQ and
energy performance. Include an integrated design approach in the contract requirements for all
design, construction and commissioning teams.
Refer to Priority Issue 1.0 Project Planning/Integrated Design for more information.
Develop a Project Team
Create a strong project team that is committed to protecting IAQ throughout all phases of the
project, from pre-design through building occupancy and use. Establishing a multidisciplinary team
at the beginning is important to reduce design errors and provide opportunities for collaboration.
A collaborative team will save the project time and money, as well as ensuring that energy
consumption and IAQ goals are addressed from the beginning.
Schedule regular full-team meetings to review design goals and collaboratively discuss challenges.
Ensure that a school representative is always present during project meetings to ensure the overall
project goals are guiding factors in discussion and to answer any operations and maintenance
questions of the project team.
Refer to Table A2: Developing a Project Team for more details.
Conceptualize the
Project
As outlined in the Introduction of this Guide, IAQ is a critical component of school building
upgrades because air quality can seriously affect the health of building occupants, especially
children. During each energy upgrade or building renovation project, consider ways IAQ can be
improved and ways that the upgrades under consideration could positively or negatively affect IAQ.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table Al: Project Planning (continued)
Table A1: Project Planning
Complete Energy and
IAQ Audits
An energy audit identifies ways to improve energy efficiency in a building. An IAQ audit, sometimes
referred to as an IAQ walkthrough inspection, identifies IAQ issues in a building that affect
occupant health and safety. Sometimes, when equipment upgrades or operational changes are
completed to improve energy efficiency, IAQ can be negatively affected. For example, performing
energy upgrade activities without considering building ventilation can lead to decreased air quality,
condensation problems, or elevated humidity levels that can cause mold growth. The resulting
tradeoff for reduced operating cost from energy savings is decreased occupant health and safety.
By performing both energy and IAQ audits and including IAQ planning in energy improvement
projects, these potential negative effects can be mitigated while also taking advantage of the
synergies of energy efficiency and IAQ.
When planning for energy and IAQ audits, ask whether the energy auditor can assist an IAQ
professional, such as the school's IAQ coordinator, with an IAQ assessment. Additionally, ask
the energy auditor whether the outdoor ventilation rates are sufficient and if the controls are
functioning properly, as ventilation plays a large role in both energy efficiency and IAQ.
Refer to AP 1.2 for more information on IAQ walkthroughs. Any final decisions regarding the
project scope and plan should be made after the walkthrough and should ensure that major IAQ
issues are accounted for and addressed.
Identify Hazardous
Materials
Hazardous materials such as lead, polychlorinated biphenyls (PCBs), asbestos and mold all pose
significant health and safety issues to building occupants in old or even previously renovated
buildings. These materials must be identified prior to starting work to ensure safe construction
practices are used and that the materials are safely removed from the building as necessary.
Removing these hazardous materials can be expensive, and any associated costs should be built
into the project budget during the initial planning stages.
Refer to the following Priority Issues for specific information regarding potential locations of these
materials within the building and for remediation guidance:
3.0 Moisture Control and Mold
4.0 Asbestos
5.0 Lead
6.0 Polychlorinated Biphenyls (PCBs)
Test for Radon
Radon is a cancer-causing radioactive gas. It is odorless, colorless and tasteless, and it is a serious
health and safety issue that must be addressed early in project planning. Measuring radon levels in
schools is a relatively easy and straightforward process compared to many other important building
upkeep activities. Mitigation of elevated radon levels can be more expensive, and any associated
costs should be built into the project budget during the initial planning stages.
Refer to Priority Issue 7.0 Radon for testing and mitigation guidance.
Design Charrette
Overall project goals, scope and systems-level strategy should be discussed during the
Design Charrette or planning meeting. During this meeting, designers, engineers, and school
representatives and decision makers should discuss strategy and synergies between IAQ and energy
efficiency that can be implemented to achieve overall project goals. The Charrette should be
concluded by outlining a defined project strategy. This strategy may include some "wish list" items
that may later be ruled out based on cost; however, the goal of this meeting is to strategize tangible
methods to achieve a school's desires so that the facility manager and other school decision
makers can make informed final decisions about project scope.
Refer to MA 1.1 for more information on the Design Charrette process.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table Al: Project Planning (continued)
Table A1: Project Planning
Owner's Project
Requirements (OPR)
The OPR is a formalized document that describes the school "owner's" project goals and functional
requirements for how a building is designed and built. The OPR is a key document because design
and construction teams will refer to it to ensure that project requirements and goals are achieved
by design and construction decisions. In addition to the project design and construction team, the
Commissioning Agent also will use the OPR as a foundation for the commissioning process, which
also makes it integral to the quality assurance process.
Refer to MA 2.2 for more guidance and reference documents regarding the OPR.
Commissioning
Design Review/Quality
Assurance During
Design
Quality assurance checks are important to conduct during any building improvement project. Often,
quality assurance is completed through the commissioning process. Although small improvement
projects (e.g., minor system upgrades) may not warrant the cost of a full commissioning process
completed by an outside firm, large multisystem projects (or projects providing improvements
throughout the building) can achieve great value from following a formalized commissioning
process. For these projects, a commissioning agent should be hired during the project's design
phase, and the agent should see the project through to completion to ensure that all systems
operate and function according to their design intent and/or optimum performance level. For
small improvement projects, the system design and installation should at least be reviewed by a
competent party, such as a facility manager or a building engineer.
If a commissioning agent is hired, include contract requirements for at least one design review,
including drawings and specifications, to ensure that quality assurance and commissioning
considerations are implemented during design. For small projects, the facility manager or other
qualified, unbiased party should perform this review.
Refer to MA 2.4 for more information on creating a commissioning plan.
Construction Kick-Off
Meeting
Prior to construction, conduct a kick-off meeting with the full team to discuss the OPR and all
applicable Priority Issues that will need to be considered for the project. Unifying the project team
prior to construction ensures that all team members have the same understanding of project goals,
requirements, priorities and expectations.
Construction Planning:
Protecting Occupied
Areas From
Construction Pollutants
If parts of the building will be occupied during the improvement project, ensure that the areas
under construction are isolated with appropriate pressure control to limit construction dust and
other pollutants from impacting occupants. Even small improvement activities, such as wall
penetrations and touch-up painting, can generate indoor pollutants that lead to IAQ issues and
health concerns. Before beginning any demolition or improvement project, create a plan to
minimize contaminants from entering occupied buildings.
Refer to Priority Issue 22.0 Protecting IAQ During Construction. Additionally, refer to Appendix B:
Communication and Education, which includes information to communicate with occupants to
promote safety during construction.
Retro-Commissioning
Retro-commissioning is a process of restoring existing systems to operate in accordance with their
design intent and/or at the highest performance level possible. Generally, retro-commissioning
focuses on energy-related systems, such as adjusting HVAC equipment and thermostat set points,
adjusting direct digital controls and/or building automation systems, reprogramming automatic
lighting controls, realigning daylight or occupancy sensors, rebalancing refrigerant levels, and
recalibrating ventilation levels in each room. Repairing any operational issues and fine-tuning
system functionality will improve IAQ and occupant comfort, as well as energy and resource
efficiency. The need for retro-commissioning will be identified during a building energy audit, and
retro-commissioning activities can be performed by an experienced commissioning agent.
For more information on building energy audits and retro-commissioning, refer to Priority Issue 2.0
Commissioning.
Implementing Jobsite
Safety
Assessing and implementing Jobsite safety is important to protect visitors to the site and those
performing work on the building. To minimize exposure to health and safety risks on the Jobsite,
see Appendix C: Worker Protection.
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Table Al: Project Planning (continued)
Table A1: Project Planning
Testing and
Balancing and Onsite
Commissioning
On completion of building construction and systems installations, onsite commissioning
takes place to test, verify and fine-tune the performance of the newly installed systems.
Onsite commissioning typically takes from one to several days. Often, the commissioning
agent conducting the tests will find installation issues to address. Make sure to work with
the commissioning agent to build time and resources into the project schedule for onsite
commissioning and for addressing any issues found by the commissioning agent's inspection.
Fixing systems outlined in the commissioning agent's issues log can delay projects, but taking
action to fix any problems prior to occupancy will improve cost-effectiveness, reliability and
long-term performance.
Building Flush-Out
To flush out all workspaces properly with outdoor air prior to occupancy, build additional time into
the project completion schedule. The total recommended flush-out time varies depending on the
project size and often ranges from 2 weeks to a full month to complete. Some period of flush-out
time is better than none.
Refer to MA 13.4 and EA 13.4 for more information.
Project Turnover and
Systems Training
Working with a commissioning agent from the early planning phases can help to ensure that the
building operates at the highest possible level of energy performance while meeting IAQ goals. In
the commissioning agent's contract, require the development of comprehensive operations and
maintenance training and systems manuals so that building operations and maintenance staff can
keep the building functioning at the highest performance level.
Refer to MA 2.8 and EA 2.3 for more information.
Solicit Continuous
Feedback
Building occupants (e.g., school administrators, building planning management teams, teachers,
health and safety staff, custodial staff, and students) are a great resource for identifying IAQ and
energy efficiency concerns because they use and work in the building every day. These activities
can promote occupant satisfaction in the long term:
Educate building occupants about the types of issues that could affect IAQ.
Create a clear process for building occupants to submit feedback and concerns.
Encourage schools to implement EPA's "IAQ Tools for Schools" program actions, if they are not
already doing so.
See Appendix B: Communication and Education.
Developing a Project Team
An integrated design approach is a drastic change
from traditional design and construction practices.
Traditionally, each disciplinesuch as the architect;
mechanical, electrical, plumbing and civil engineers;
and the construction teamwould work independently.
During planning and design, the architect often would
lead the work by creating the overall building layout
and then pass the design on to the engineers, who
would all work independently. This type of process can
create major design errors that go unchecked until
the construction team tries to implement the design.
A traditionally organized design team does not nec-
essarily have a meeting with the construction team
to review the project goals. Even if the design team
understands that energy efficiency is extremely import-
ant to the school, this information may not be relayed
to the construction team, which may make installation
or purchasing decisions that it thinks are equivalent
to the design but in the end do not meet the project's
goals. Table A2: Developing a Project Team outlines
who should be involved during each phase of the proj-
ect to maximize collaboration, reduce the potential for
misunderstandings and meet the goals of the project,
which first and foremost prioritizes a healthy and pro-
ductive indoor environment for children, teachers and
all who use the school building.
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Table A2: Developing a Project Team
Table A2: Developing a Project Team
Project/Phase Key Personnel Objectives
Project
Identification
(Goals and Scope)
Project Planning
and Design
Construction
Permitting
Construction
Building Code
Inspections
Facility manager or school representative
Building Planning Management Teams
School faculty, staff, other stakeholders (e.g.,
parents and students, if possible)
School IAQ coordinator, risk manager, and other
IAQ team members
Energy Auditor or Contractor
Facility manager or school representative
Building Planning Management Teams
School faculty, staff, other stakeholders (e.g.,
parents and students, if possible)
School IAQ coordinator, risk manager, and other
IAQ team members
Design Team, for example
Architect
Interior designer
Mechanical engineer
Electrical engineer
Commissioning agent or experienced school
staff
Plan inspector, fire authority, etc.
General contractor
Subcontractors
Facility manager or school representative
School IAQ coordinator, risk manager, and other
IAQ team members
Design professionals
Code compliance officials (per project
jurisdiction)
Identify energy efficiency improvement measures,
energy impacts and IAQ synergies and challenges.
Prepare for integrated design by including all design
professionals in the planning process. Ensure that
school representatives, such as the facility manager
and interested faculty or staff members, are present
at design meetings to ensure that the design meets
the project goals.
Designate the facility manager or a third-party
commissioning agent to review proposed design for
quality control.
Ensure that appropriate permits are obtained and
that the design meets all applicable building codes.
Coordinate with contractor(s) to ensure that design
and specifications are understood throughout
the construction process and that IAQ goals are
achieved.
Provide opportunities for design professionals,
contractors and school occupants to communicate
IAQ concerns in a timely manner during
construction.
Ensure that the construction project meets all
applicable building code requirements.
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Table A2: Developing a Project Team (continued)
Commissioning
Commissioning agent or experienced school
staff
Design Team, for example
Architect
Interior designer
Mechanical engineer
Electrical engineer
Facility manager or school representative
School IAQ coordinator, risk manager, and other
IAQ team members
General contractor
Subcontractors
The onsite inspection should be performed by
a commissioning agent or other, experienced,
responsible party to ensure that construction meets
design requirements and all systems are operating
properly.
Occupancy
Turnover
Facility manager
Facility maintenance staff
Custodial staff
School faculty, staff, other stakeholders (e.g.,
parents and students, if possible)
School IAQ coordinator, risk manager, and other
IAQ team members
General contractor
Subcontractors
Manufacturer representatives
Train maintenance and custodial staff on required
operation and maintenance procedures for new
building systems. Highlight the potential for system
failures and the IAQ effects of systems that are not
operated properly.
Maintenance and
Operation
Facility manager
Facility maintenance staff
Custodial staff
School faculty, staff, other stakeholders (e.g.,
parents and students, if possible)
School IAQ coordinator, risk manager, and other
IAQ team members
Integrate required maintenance into the schedule
for the facility. Provide opportunities for regular
occupant feedback on IAQ concerns.
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Appendix B: Communication and Education
Renovation and construction projects in a school create
unique challenges that affect the design and construc-
tion processes and the occupancy phase after work is
complete. This appendix provides strategies for effec-
tive, proactive and responsive communications to help
maintain a healthy and productive school indoor envi-
ronment before, during and after a building upgrade.
It also is vital to ensure staff receive adequate training
on operations, maintenance and repair after energy
retrofits and building upgrades. Providing education
to school faculty, staff and students about the IAQ
goals of each project and information related to proper
operation and occupancy can help to ensure that the
renovated building and its systems continue to work
as intended. This education reduces costs and risks
to the overall project and the design and renovation/
construction teams. This appendix outlines information
about the project that should be provided to school
facility managers, staff and students.
Effective Communications
Effective communications can help to prevent IAQ
problems and allay unnecessary fears. In addition,
schools should respond promptly and effectively to
any IAQ issues that may arise. Effective, proactive
and responsive communications are a critical, ongo-
ing process for maintaining IAQ in the school. Com-
munication can help school occupants understand
how their activities affect IAQ, which will enable
them to improve their indoor environment through
proper choices and actions.
Proactive Communication
Schools and school districts can reap many benefits
from taking a proactive approach to addressing IAQ is-
sues. The positive public relations that can result from
this approach can lead to a better understanding of
IAQ by school occupants and the community. Commu-
nicating effectively, both internally and externally, is a
key element.
Build rapport with the local media now. An informed
media aware of your efforts to prevent IAQ problems
and that understands the basics of IAQ in schools can
be an asset instead of a liability during an IAQ crisis.
Communicating the goals of the IAQ Management
Plan to those within the schoolteachers, custodians,
administrators, support staff, the school nurse,
studentsis key. The following steps can help develop
good communication between you and the school
occupants:
1. Provide accurate information about factors that are
affecting IAQ.
2. Clarify the responsibilities and activities of the IAQ
coordinator.
3. Clarify the responsibilities and activities of each
occupant.
4. Notify occupants and parents of planned activities
that may affect IAQ.
5. Employ good listening skills.
The necessary level of communication often depends
on the severity of the IAQ complaint. If the complaint
can be resolved quickly (e.g., an annoying but harm-
less odor from an easily identified source) and involves
a small number of people, communication can be
handled in a straightforward manner without risking
confusion and bad feelings among school occupants.
Communication becomes a more critical issue when
there are delays in identifying and resolving the prob-
lem and when serious health concerns are involved.
Step 4 deals with informing occupants and parents
before the start of significant planned activities
that produce odors or contaminants. If occupants
and parents are uninformed, they may become
concerned about unknown air contaminants, such
as strange odors or excessive levels of dust, and
register an IAQ complaint. Examples of planned
activities include pest control, painting, roofing and
installation of new flooring. Notification of planned
activities also can prevent problems from arising
with students and staff with special needs. For
example, an asthmatic student may wish to avoid
certain areas within a school, or use alternative
classrooms, during times when a major renovation
project will produce higher levels of dust. A sample
notification letter is provided in the model painting
policy on the EPA IAQ Tools for Schools website.
Step 5 involves effective listening. School occu-
pants often can provide information that helps
prevent problems, and being "heard" may help
defuse negative reactions by occupants if indoor air
problems develop.
Responsive Communication
When an IAQ problem occurs, you can be assured
that the school community will learn about it quick-
ly. Without open communication, any IAQ problem
can become complicated by anxiety, frustration and
distrust. These complications can increase both the
time and money needed to resolve the problem.
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Immediate communication is vital and is easiest if a
few strategic steps are taken before an IAQ problem
arises. First, ensure that a spokesperson is ready by
having a working understanding of the communica-
tion guidance found in this section and a background
knowledge of IAQ as outlined in EPA's IAQ Tools for
Schools IAQ Reference Guide. This person should also
have complete access to information as the investi-
gation progresses. Because of these qualifications,
the school's IAQ coordinator may be a good choice for
spokesperson. Second, establish a plan for how you
will communicate to the school community. The school
community includes all occupants of the school,
parents, the school district administration and school
board, the local union, and the local news media.
Paying attention to communication when solving a
problem helps to ensure the support and cooperation
of school occupants as the problem is investigated and
resolved. There are basic, yet important, messages to
convey:
School administrators are committed to providing
a healthy and safe school.
Good IAQ is an essential component of a healthy
indoor environment.
IAQ complaints are taken seriously.
When a problem arises, communication should begin
immediately. You should not wait until an investigation
is nearly completed or until final data are available
before providing some basic elements of information.
Communications, whether in conversations or in writ-
ing, should include the following elements in a factual
and concise manner:
The general nature of the problem, the types of
complaints that have been received, and the loca-
tions that are affected;
The administration's policy in regard to providing a
healthy and safe environment;
What has been done to address the problems or
complaints, including the types of information that
are being gathered;
What is currently being done, including factors
that have been evaluated and found not to be
causing or contributing to the problem;
How the school community can help;
Attempts that are being made to improve IAQ;
Work that remains to be done and the expected
schedule for its completion;
The name and telephone number of the IAQ coor-
dinator, who can be contacted for further informa-
tion or to register complaints; and
When the school will provide the next update.
Productive relations will be enhanced if the school
community is given basic progress reports during the
process of diagnosing and solving problems. It is advis-
able to explain the nature of investigative activities, so
that rumors and suspicions can be countered with fac-
tual information. Notices or memoranda can be posted
in general use areas and delivered directly to parents,
the school board, the local union, and other interested
constituents of the school community. Newsletter arti-
cles, the school website or other established commu-
nication channels also can be used to keep the school
community up to date.
Problems can arise from saying either too little or too
much. Premature release of information when da-
ta-gathering still is incomplete can cause confusion,
frustration and future mistrust. Similar problems can
result from incorrect representation of riskimproperly
assuming the worst case or the best. If even simple
BEFORE PROBLEM I DURING PROBLEM
I
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progress reports are not given, however, people will
think either that nothing is being done or that some-
thing terrible is happening.
Even after the problem is correctly diagnosed and a
proper mitigation strategy is in place, it may take days
or weeks for contaminants to dissipate and symptoms
to disappear. If building occupants are informed that
their symptoms may persist for some time after solving
the problem, the inability to bring instant relief is less
likely to be seen as a failure.
Remember to communicate after problem-solving;
although you may know that the problem has been
resolved, the school community may not know, so be
sure to provide a summary status report. The figure
below summarizes the main steps for responsive com-
munications.
Communication Principles
Be honest, frank and open. Once trust and
credibility are lost, they are almost impossible
to regain. If you do not know an answer or are
uncertain, say so. Admit mistakes. Get back to
people with answers. Discuss data uncertainties,
strengths and weaknesses.
Respect your audience. Keep explanations
simple, avoiding technical language and jargon
as much as possible. Use concrete images that
communicate on a personal level. People in the
community often are more concerned about such
issues as credibility, competence, fairness and
compassion than about statistics and details;
however, provide sufficient information to audi-
ences that are capable of understanding more
technical explanations.
Employ your best listening skills. Take time to
find out what people are thinking, rather than
assuming that you already know.
Tailor communication strategies to your
audience. Use mass media for providing informa-
tion and interpersonal techniques for changing
attitudes.
Involve school employees. An informed staff is
likely to be a supportive staff.
Involve parents. Inform parents about what is
being done and why, as well as what will happen
if problems are detected.
Involve the school board. Encourage board mem-
bers to observe the process (e.g., taking a walk
through the school with the IAQ coordinator).
Involve businesses that provide services to the
school (e.g., exterminators, bus fleet administra-
tors/operators) and businesses located around the
school, which may also negatively affect IAQ.
Emphasize action. Always try to include a discus-
sion of actions that are underway or that can be
taken.
Encourage feedback. Accentuate the positive and
learn from your mistakes.
Strive for an informed public. The goal is for the
public to be involved, interested, reasonable,
thoughtful, solution-oriented and collaborative.
Be prepared for questions. Provide background
material on complex issues. Avoid public conflicts
or disagreements among credible sources.
Be responsive. Acknowledge the emotions that
people express and respond in words and actions.
When in doubt, lean toward sharing more infor-
mation, not less, or people may think you are
hiding something.
Combat rumors with facts. For example, set up a
chalkboard in the teachers' lounge or in anoth-
er general use area for recording what is heard.
Record rumors as they arise and add responses.
Then pass out copies to the staff.
Do not overpromise. Promise only what you can
do and follow through with each promise.
Work with the media. Be accessible to reporters
and respect deadlines. Try to establish long-term
relationships of trust with editors and reporters.
Remember that the media are frequently more
interested in politics than in science, more in-
terested in simplicity than complexity, and more
interested in danger than safety.
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Priority IAQ Concerns and IAQ Considerations
After the Building Upgrade
This section is organized by IAQ concerns (e.g., mois-
ture control, asbestos, lead), in the same order as in
the Assessment Protocols and Recommended Actions
of Section 2 of this Energy Savings Plus Health Guide.
Each IAQ concern is broken down into two columns:
Health Effects and Potential Exposure Locations:
This column explains how each IAQ concern can
negatively affect health and identifies common
locations within schools where the priority IAQ
concern may be found. It also points to the appro-
priate Priority Issue(s) for further reading.
IAQ Considerations After the Building Upgrade: A
critical part of the education process occurs during
building turnover, when facility managers and staff
are trained in how to properly operate the new
building and its systems. This column provides
educational information for facility managers and
staff on IAQ concerns to inspect for regularly, sys-
tem and building operations reminders to promote
healthy IAQ through operational practices, and
opportunities to engage and educate other school
occupants about protecting IAQ.
The following icon is used in Appendix B:
A Indicates an opportunity to communicate
important messages via a sign or placard in the
building.
Priority I
Concern
Moisture
Control and
Mold
altn Effects and Poten
Exposure Locations
Health Effects
Mold exposure can both cause
and exacerbate respiratory-related
health issues, such as allergic re-
actions and asthma.
Potential Exposure Locations
Mold can grow in any area with
long-term moisture exposure,
including exposure from large
spills, equipment overflows or
plumbing leaks; leakage through
roofs, windows or openings in the
building envelope; seepage from
improperly sloped sites; or spaces
with high humidity, such as locker
rooms, crawlspaces and basement
storage areas.
Further Reading
Priority Issue 3.0 Moisture
Control and Mold
Considerations After the Building Upgr
Regular Inspections
School staff should regularly inspect bathrooms, locker rooms, science
laboratories and other rooms with high humidity levels or potential for
condensation or plumbing leaks.
System and Building Operations
Operate the HVAC system and use additional dehumidification if neces-
sary to keep relative humidity levels below 60%, ideally between 30%
and 50%, if possible. Relative humidity levels above 60% can create
an environment conducive to mold growth.
Indoor air can become too dry for occupant comfort and health during
the heating season, particularly in northern and high-altitude locations.
Ensure the regularly scheduled maintenance of humidification equip-
ment and controls installed to maintain a low relative humidity limit
(e.g., 30%). Improperly maintained humidification equipment can lead
to microbiological problems.
Administrator and Staff Education
The EPA course "Introduction to Mold and Mold Remediation for En-
vironmental and Public Health Professionals" provides an overview of
mold prevention and mold remediation. It is based on EPA's voluntary
guidance document "Mold Remediation in Schools and Commercial
Buildings." Public health and environmental health professionals who
are involved with mold issues may be interested in this course. Building
managers, custodians, remediators, contractors and other professionals
who respond to mold problems also may want to refer to this course.
Occupant Feedback
Ensure that school administrators, staff and students know whom to
notify if they see spills, leaks, condensation, or other signs of standing
moisture or moisture damage.
Complaints of musty odors also may indicate moisture or condensation
issues and should be investigated.
Student Education Opportunities for Teachers
Teach students about the link between mold and moisture and the as-
sociated health risks. See EPA's Teacher Resources and Lesson Plans
website for a link to the educational material, "Hold the Mold."
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Priority IAQ Health Effects and Potential
Concern Exposure Locations
Asbestos Health Effects
Exposure to asbestos can cause
lung cancer, mesothelioma (can-
cer of the lining of the chest and
abdominal cavity) and asbesto-
sis, in which the lungs become
scarred with fibrous tissue.3
Potential Exposure Locations
Asbestos is a naturally occurring
mineral fiber that has been used
in a wide variety of products as an
insulator and fire-retardant. Pos-
sible sources of asbestos include
the following:
Insulation in attics and attic-
like spaces (e.g., vermiculite).
Wall insulation (e.g.,
vermiculite, insulation blocks).
Hot water and steam pipes
coated with asbestos material
or covered with an asbestos
blanket or tape.
Oil and coal furnaces and
door gaskets with asbestos
insulation.
Vinyl flooring (including
9"-by-9"or 12"-by-12" floor
tiles, vinyl sheet flooring,
and the mastics and other
adhesives used to secure the
flooring).
Cement sheet, millboard
and paper used as insulation
around furnaces and wood- or
coal-burning appliances.
Soundproofing or decorative
surface materials sprayed on
walls or ceilings, including
popcorn ceilings.
Patching, joint compounds and
textured paints on walls and
ceilings.
Roofing, shingles and
siding (including cement or
adhesives).
Transite (cement and asbestos)
combustion vent or transite
flue.
Original plaster or plaster that
is old enough to potentially
contain asbestos.
Further Reading
Priority Issue 4.0 Asbestos
IAQ Considerations After the Building Upgrad
Regular Inspections
As required under 40 CFR Part 763, Subpart E, asbestos-containing
material (ACM) within the school should be periodically inspected (ev-
ery 6 months) to ensure it is undisturbed and undamaged.
System and Building Operations
Ensure the school's AHERA asbestos management plan is maintained in
accordance with federal law pursuant to 40 CFR Part 763, Subpart E.
Administrator and Staff Education
As required under 40 CFR Part 763, Subpart E, if the presence of
asbestos has been documented in the school, ensure that school ad-
ministrators, staff and the school nurse are educated on the dangers of
asbestos and are aware of areas where ACM may be found so they can
notify the facility manager of signs of damage or disturbance.
a. EPA, Asbestos, Learn About Asbestos
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Priority IAQ Health Effects and Potential
Concern Exposure Locations
Lead Health Effects
Exposure to lead can cause
learning difficulties, behavior
problems, hearing damage, and in
extreme cases, seizures or death.
Children younger than 6 years of
age and pregnant women are at
greatest risk and should not be
exposed to lead under any cir-
cumstances."
Potential Exposure Locations
Lead was commonly used in paint
before the 1978 Consumer Prod-
ucts Safety Commission ban on
lead-based paint for applications
for which consumers may be ex-
posed.
School-related sources of lead
include flaking or peeling lead-
based paint on the building interi-
or and exterior, lead in dust, lead
in soil, and lead in drinking water.
Note
If there are concerns about lead
in drinking water, see EPA's web-
site Drinking Water in Schools &
Child Care Facilities
Further Reading
Priority Issue 5.0 Lead
IAQ Considerations After the Building Upgrade
Regular Inspections
Regularly inspect known locations of lead, especially lead-based paint,
for signs of wear, damage or flaking; promptly and safely address any
deterioration. Prior to repair or maintenance activity that may disturb
paint, the paint must be assessed to determine whether it is lead-based
or assumed to be lead-based, and proper (required) precautions must
be taken. See Priority Issue 5.0 Lead.
Administrator and Staff Education
If the presence of lead has been documented in the school, ensure that
school administrators, staff and the school nurse are educated on the
dangers of lead and areas where lead may be found so that they can no-
tify facility managers of signs of damage or disturbance.
Student Education Opportunities for Teachers
Educate students about the health effects of lead. See EPA's Teacher
Resources and Lesson Plans website for resources on lead.
http://www.epa.gov/students/teachers.html
b. EPA, Indoor Air Quality, Lead Health Effects
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Priority IAQ
Concern
Polychlorinat-
ed Biphenyls
(PCBs)
Health Effects and Potential
Exposure Locations
Health Effects
PCBs have been shown to cause a
variety of adverse health effects,
including effects on the immune
system, reproductive system, ner-
vous system and endocrine sys-
tem in animals. PCBs also have
been shown to cause cancer in
animals. Studies in humans pro-
vide supportive evidence for the
potential carcinogenic and non-
carcinogenic effects of PCBs.c
Potential Exposure Locations
PCBs were manufactured domes-
tically from 1929 until 1979,
when EPA banned the processing
or use of PCBs, except in totally
enclosed equipment.11
PCBs can be found in older build-
ings in fluorescent light ballast
capacitors and potting material,
electrical transformers, window
caulking, rubberized paint formu-
lations, and soil near the building.
Further Reading
Priority Issue 6.0 Polychlorinated
Biphenyls (PCBs)
IAQ Considerations After the Building Upgrad
Regular Inspections
If PCB-containing ballasts were not replaced as part of the building
improvement project, inspect them regularly for any signs of wear or
damage.
System and Building Operations
Intact, operational ballasts may not pose a health risk or environmen-
tal hazard; however, given that PCB-containing ballasts have not been
manufactured domestically since 1979, the typical life expectancy of
magnetic fluorescent light ballasts (10 to 15 years) has been well
exceeded.6
Also, PCB-containing ballasts may lack thermal overload protection, in-
creasing the possibility of fires or leaks. The hazard can be worsened if
the ballasts are mishandled by personnel who are unaware of the pres-
ence of PCBs in the lighting ballasts.
Administrator and Staff Education
Ensure that teachers and administrators understand where PCB-
containing ballasts are located so they can warn the facility manager of
damage.
Student Education Opportunities for Teachers
Educate students about PCBs. See EPA Fact Sheets for Schools and
Teachers About PCB-Contaminated Caulk. Also see EPA's
PCB-Containing Light Ballasts Web page.
Radon
Health Effects
In the United States, radon is
the leading cause of lung cancer
among nonsmokers and the sec-
ond-leading cause of lung cancer
overall (after smoking), account-
ing for 21,000 deaths annually.'
Potential Exposure Locations
Radon is a naturally occurring,
radioactive component in soil
gas that enters buildings through
floors and walls that are in con-
tact with the ground. For schools,
EPA recommends radon testing
for all frequently occupied rooms
in contact with the ground.
Further Reading
Priority Issue 7.0 Radon
Regular Inspections
The only way to determine whether schools have elevated radon levels
is to perform radon testing.
If radon mitigation strategies were implemented for the school, periodi-
cally check to ensure that radon mitigation systems are operating prop-
erly and that ventilation systems are providing the required amount of
outdoor ventilation air. Biennial retestingfor radon should be performed
in all areas of the schools that have been mitigated.
Student Education Opportunities for Teachers
Educate students about the health effects of radon. See EPA's Teacher
Resources and Lesson Plans Web page for resources on radon.
Also, see EPA's Radon Kids, Students and Teachers Web page for
educational information and opportunities including the national radon
poster contest for students.
c. EPA, PCBs, Health Effects of PCBs
d. EPA, PCBs, Basic Information
e. EPA, PCBs, PCB-Containing Fluorescent Light Ballasts (FLBs) in School Buildings
f. EPA, Radon, Health Risks
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Priority IAQ
Concern
Belowground
Vapor-Forming
Contaminants
(Except
Radon)
Health Effects and Potential
Exposure Locations
Health Effects
Common belowground contami-
nants include the following:
Volatile Organic Compounds
(VOCs) from gasoline compo-
nents (benzene); dry cleaning
and degreasing solvents, such as
perchloroethylene and trichloro-
ethylene; and building products,
such as adhesives, sealants,
paints and coatings.
VOCs can cause eye, nose and
throat irritation; headaches, fa-
tigue, dizziness, loss of coordina-
tion and nausea; and damage to
the liver, kidney and central ner-
vous system. Some organics can
cause cancer in animals; some
are suspected or known to cause
cancer in humans and have been
associated with birth defects.8
Petroleum hydrocarbons in soils
can be caused by spills or leaks
from oil and fuel storage tanks
commonly associated with gas
stations or fuel storage tank sys-
tems and piping.
Petroleum hydrocarbons include
many compounds, each having
different health effects. Health ef-
fects can include headaches and
dizziness from airborne exposure;
numbness in the feet and legs;
and various effects on the blood,
immune system, lungs, skin and
eyes."
Metals: Although low background
levels of metals may not repre-
sent a health concern, elevated
levels of some metals in soil are
frequently encountered across the
country, particularly in urban ar-
eas, and some (such as mercury)
can form a hazardous vapor.
Potential Exposure Locations
Belowground contaminants can af-
fect soil and groundwater, both of
which can allow contaminants to
enter buildings via direct seepage
or vapor migration through build-
ing assemblies in contact with the
ground, by tracking in on shoes,
or direct skin/mouth/nose contact
with such soils or related dusts.
Further Reading
Priority Issue 8.0 Belowground
Vapor-Forming Contaminants
IAQ Considerations After the Building Upgrade
Regular Inspections
If a venting system is installed to reduce vapor intrusion, performance
monitoring of the system is equally important.
If residual underground soil and ground water contamination exists,
the school should retain an experienced environmental professional to
develop a long-term monitoring plan and periodically complete testing
around the school to document that the system is operating properly.
g. EPA, Indoor Air, Volatile Organic Compounds (VOCs)
h. ATSDR, Toxic Substances PortalTotal Petroleum Hydrocarbons (TPH)
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Priority IAQ
Concern
Vehicle
Exhaust
Health Effects and Potential
Exposure Locations
Health Effects
With sufficient concentrations and
duration, pollutants from vehicle
exhaust may increase the chance
of cancer or other serious health
effects. Diesel exhaust specifically
can aggravate respiratory and car-
diovascular disease and existing
asthma. It also can cause acute
respiratory symptoms, chronic
bronchitis and decreased lung
function, all of which children are
more susceptible to.
Potential Exposure Locations
Exhaust emissions come from
vehicles such as school buses,
cars, delivery trucks, and motor-
cycles, as well as from equipment
used for construction and grounds
maintenance.
Vehicle exhaust emissions can
affect indoor health when these
outdoor contaminants migrate in-
doors, as may occur when vehicles
idle during student drop-off and
pick-up or when HVAC outdoor air
intakes are located near vehicle
idling zones, drawing exhaust
emissions into the building.1
Further Reading
Priority Issue 9.0 Vehicle Exhaust
IAQ Considerations After the Building Upgrad
System and Building Operations
Consider strategies to reduce exhaust emissions (e.g., purchase clean-
ing equipment that does not have gas-powered engines).
Consider no- and low-cost adjustments to limit exhaust emissions
exposure:
Institute anti-idling policies for school buses and parents.
Consider the way buses currently queue for pick-up and drop-off to
determine whether engine runtime can be reduced while buses wait
for students to board.
Do not open windows near loading and unloading zones and consid-
er moving loading zones so they are at least 25 feet from windows,
doors and outdoor air intakes.
Administrator and Staff Education
Promote alternative transportation options outlined in IAQ Tools for
Schools. For example, "school-pooling" programs encourage carpools,
bike partners or "walking school buses" that reduce the number of vehi-
cles on school grounds. Public transit buses may also be an appropriate
option for some students or staff.
Student and Parent Education
Signage Opportunity: Remind parents that vehicle emissions
can affect their children's health.
Example Text: "Vehicle exhaust can trigger asthma attacks and
other respiratory symptoms. Please, do not idle your vehicle
while waiting."
Sign Locations: Within sight of drop-off and pick-up zones.
Signage Opportunity: Remind students where it is safe to wait
for buses and other rides home.
Example Text: "Waiting Zone. Please wait here for your ride so
you don't breathe in harmful vehicle exhaust."
Sign Locations: Locate in a safe waiting zone, at least 25 feet
from areas with operating vehicles.
ft
EPA, IAQ Reference Guide, Appendix IEmissions from Motor Vehicles and Equipment
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Priority IAQ
Concern
Local and Re-
gional Ambient
Air Quality
Health Effects and Potential
Exposure Locations
Health Effects
Ozone, particulate matter, carbon
monoxide, nitrogen oxides, sul-
fur dioxide and lead are some of
the pollutants that can be found
in outdoor air, and EPA has set
national ambient air quality stan-
dards for these six pollutants.
Exposure to these pollutants is
associated with numerous effects
on human health, including in-
creased respiratory symptoms,
heart and lung diseases, and pre-
mature death.
Potential Exposure Locations
There are many potential sources
of outdoor air pollution, ranging
from large-scale industries to
small businesses located within
neighborhoods; from outdoor
wood boilers to a variety of trans-
portation-related sources, such as
roads and transit hubs; agricul-
tural activities and myriad other
land uses also affect outdoor air
quality.
Further Reading
Priority Issue 10.0 Local and Re-
gional Ambient Air Quality
IAQ Considerations After the Building Upgrade
Regular Inspections
Regional air quality can be monitored daily on weather websites and at
www.airnow.gov.
Local air quality may also be affected by surrounding businesses, such
as industrial zones, which may not register on the regional air-quality
tracking websites.
System and Building Operations
For new and existing HVAC systems, ensure that filters are replaced and
maintained according to the manufacturer's printed instructions.
Schools located in areas that consistently have degraded outdoor air
quality may consider outdoor air treatment, which may include parti-
cle filtration or other devices to clean the outdoor air before it enters
occupied spaces. The HVAC manufacturer's printed recommendations
should be followed.
Administrator and Staff Education
Ensure that teachers, staff and school nurses are aware of air quality
advisory days. During air quality advisories, children should not play
outside and may experience respiratory symptoms. The AirNow School
Flag Program also can be used to alert school staff to the local air qual-
ity forecast and help them to take actions to protect students' health,
especially those with asthma. School staff also can become involved
with local ozone "watchdog" groups and review school practices to help
keep ozone levels in check.
Student Education Opportunities for Teachers
EPA's Teacher's Air Quality Resources Web page provides a variety of
options for educational curriculum and student activities related to
ambient air quality. The AirNow School Flag Program also provides a
variety of resources.
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Priority IAQ Health Effects and Potential
Concern Exposure Locations
Pests Health Effects
Risks arise from pests and ex-
posure to pesticides in school
settings. Diseases may be trans-
mitted by biting insects. Asthma
attacks may occur from allergens
or triggers from cockroach and
rodent infestations. Staff and
students may be unnecessarily ex-
posed to pests and pesticides.
Potential Exposure Locations
Rodents, cockroaches, termites,
birds, bats and other pests can be
found in school buildings. Pests
prefer warm, dry spaces with easy
access to food and water.
Further Reading
Priority Issue 11.0 Pests
IAQ Considerations After the Building Upgrad
Regular Inspections
Many tactics that prevent pest problems and pest-conducive conditions
also contribute to water and energy conservation, indoor air quality, cost
reduction and asset preservation. For example, effective door sweeps
can reduce pest complaints by 65%, reduce infiltration of dirt and
prevent escape of heat and conditioned air. Repairing leaking pipes
prevents pest access to moisture and also reduces water consumption
and costs.
In-house or contracted professional pest manager should conduct a
comprehensive inspection of all buildings for defects, including cracks,
crevices and other pest entryways; food, moisture and shelter resources
available to pests; moisture, pest or other damage to structural ele-
ments; termite earthen tunnels, pest fecal matter or other signs of pest
activity; and so forth. The report of all defects should identify corrective
actions. The inspection should be mapped on the site and floor plan.
Use a written Integrated Pest Management (IPM) inspection checklist
or form for periodic inspections, listing each building feature (e.g.,
foundation, eaves) and room to be inspected, including specific loca-
tions within features or rooms (e.g., vents, storage closets) to be includ-
ed in the inspection, and specific conditions to be noted (e.g., repair,
cleaning needs).
Maintain legible records of inspection results, pest management actions
and evaluations of results; keep these records for at least 3 years.
Establish a timeline for completing corrective actions and evaluating
results.
System and Building Operations
Schools should implement IPM tactics that include prevention, inspec-
tion, communication, biopesticide use, and judicious and careful use
of pesticides when necessary. When a pest professional is needed, your
school or school district may choose to have its IPM program certified
or recognized. When seeking IPM certification, look for a widely rec-
ognized program that provides assistance in developing, maintaining,
sustaining and evaluating your IPM program. Educate facility managers
about IPM through training, brochures and other appropriate guidance.
Occupant Education
Ensure that all school occupants are notified well in advance of
pesticide applications on school grounds and in the local area.
Signage Opportunity: Post signs prior to pesticide use to notify
school occupants.
Note
Many states have notification laws when pesticides are used.
Example Text: "Pesticides will be used in this area on [date]. Do not
walk in this area between [application date] and [safe contact date, per
manufacturer printed directions]."
Sign Locations: Space signs at regular intervals around pesticide appli-
cation area. Before applying pesticide, mark off entire application area
with yellow caution tape. Unless absolutely necessary, pesticides should
not be applied when students are present on campus.
Occupant Feedback
Provide a simple process for school administrators, staff and students
to notify the facility manager if they see signs of pest infestations. Many
schools use pest logs to record pest sightings; these logs often are
located in the teachers' lounge.
Student Education Opportunities for Teachers
Educate students about IPM. See EPA's Teacher Resources and Lesson
Plans Web page for links to resources on IPM.
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Priority IAQ
Concern
Tracked-ln
Pollutants
Health Effects and Potential
Exposure Locations
Health Effects
A variety of pollutants can be
tracked into the school including
dirt (which may be contaminated
with other pollutants) and mois-
ture. Potential health effects will
depend on the composition of the
tracked-in pollutants.
Potential Exposure Locations
Schools have especially high
levels of occupant movement be-
tween inside and outside spaces,
causing dirt, particulates and
moisture to be tracked into the
building.
Further Reading
Priority Issue 12.0 Tracked-ln
Pollutants
IAQ Considerations After the Building Upgrade
System and Building Operations
During occupancy, tracked-in dirt and moisture can be reduced by us-
ing entryway systems as outlined in Priority Issue 12.0. Systems should
be 10 feet long in the primary direction of travel to maximize the num-
ber of steps and potential for the system to remove dirt and moisture.
There are two common types of entryway systems:
Roll-out mats require less upfront cost but must be vacuumed daily
and fully cleaned regularly, at least once a week.
Built-in systems include a scraper surface to clean shoes, followed
by an absorption surface and a finishing surface.
Occupant Education
^ Signage Opportunity: Remind occupants and visitors to clean
shoes carefully.
Example Text: "Help keep our school clean! Wiping your feet
helps to keep allergens and asthma triggers outside and reduces
maintenance and cleaning costs!"
Sign Locations: Place at all building entrances.
Building Prod-
ucts/Materials
Emissions
Health Effects
VOCs can cause eye, nose, and
throat irritation; headaches, fa-
tigue, dizziness, loss of coordina-
tion and nausea; and damage to
the liver, kidney, and central ner-
vous system. Some organics can
cause cancer in animals; some
are suspected or known to cause
cancer in humans and have been
associated with birth defects.'
Potential Exposure Locations
VOCs are found in many products
and materials used in and around
schools, including paints; car-
pets and pads; composite wood
products; cleaning supplies; art,
science and vocational education
materials and processes; air fresh-
eners; and furniture.
Further Reading
Priority Issue 13.0 Building
Products/Materials Emissions
System and Building Operations
When performing minor touch-up or repair projects, meet the VOC
guidance outlined in Priority Issue 13.0 Building Products/Materials
Emissions and make sure to properly ventilate the space before and
after work.
Ensure that chemical storage rooms have exhaust ventilation.
Administrator and Staff Education
Ensure that teachers, administrators and maintenance staff know how
to properly store hazardous chemicals, such as cleaning chemicals,
pesticides and chemistry equipment.
See EPA's Toolkit for Safe Chemical Management in K-12 Schools Web
page, which gives K-12 schools information and tools to manage
chemicals responsibly.
EPA, Indoor Air, Volatile Organic Compounds (VOCs)
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Priority IAQ
Concern
Combustion
Appliances
(Vented and
Unvented)
Health Effects and Potential
Exposure Locations
Health Effects
Combustion pollutants result from
the burning of fuels and other
materials. Common combustion
pollutants include carbon monox-
ide (CO), nitrogen dioxide (N02)
and respirable particulate matter
(PM).
CO is a colorless, odorless gas.
Symptoms of CO exposure may
mimic influenza and include
fatigue, headache, dizziness,
nausea and vomiting, cognitive
impairment, and tachycardia. At
high concentrations CO exposure
can be fatal.
N02 is a colorless, odorless gas
that causes eye, nose and throat
irritation; shortness of breath; and
an increased risk of respiratory
infection.
Health effects of respirable PM
include eye, nose, and throat
irritation; respiratory infections
and bronchitis; asthma; and lung
cancer.
Potential Exposure Locations
CO results from incomplete oxi-
dation of carbon in combustion
processes. Potential CO sources
include improperly vented fur-
naces or combustion applianc-
es, malfunctioning gas ranges,
and exhaust fumes that have
been drawn back into the build-
ing. Worn, improperly adjusted
or poorly maintained combustion
devices (e.g., boilers, furnaces),
or a flue that is improperly sized,
blocked, disconnected or leaking,
can be significant sources. Auto,
truck or bus exhaust from at-
tached garages, nearby roads or
idling vehicles in parking areas
can also be sources.
Sources of N02 and respirable PM
include unvented or improperly
vented combustion equipment,
fireplaces, wood stoves and kero-
sene heaters, and diesel exhaust.
Further Reading
Priority Issue 14.0 Vented Com-
bustion Appliances and Priority
Issue 15.0 Unvented Combustion
Appliances
IAQ Considerations After the Building Upgrad
Regular Inspections
Maintenance staff should perform regular inspections of combustion
appliances and associated venting systems, as well as of carbon mon-
oxide detection and warning equipment, to ensure that equipment is in
good condition and operating properly.
System and Building Operations
Combustion equipment must be maintained to ensure that there are no
blockages, and air and fuel mixtures must be properly adjusted to en-
sure complete combustion.
If the school has carbon monoxide detection and warning equipment,
follow manufacturer calibration recommendations to make sure that
they are working properly. Additional ventilation can be used as a tem-
porary measure when elevated levels of CO are experienced for short
periods of time.
Occupant Education
Signage Opportunity: Educate occupants on the importance of
CO detection and warning equipment.
Example Language: "Carbon monoxide (CO) is a colorless, odor-
less gas that can cause headaches, dizziness, disorientation,
nausea and fatigue at low levels of exposure. At higher concen-
trations, CO exposure can be fatal. If this CO alarm provides
a warning for a high CO level, vacate the room and notify the
facility manager and school nurse immediately."
Sign Locations: Adjacent to each CO alarm.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Priority IAQ
Concern
Ozone From
Indoor Sources
Health Effects and Potential
Exposure Locations
Health Effects
Breathing ozone can trigger a
variety of health problems, includ-
ing decreases in lung function,
aggravation of asthma, throat irri-
tation and cough, chest pain and
shortness of breath, inflammation
of lung tissue, and increased sus-
ceptibility to respiratory
infection.11
Potential Exposure Locations
Ozone can be generated by equip-
ment within the school, such as
photocopiers and laser printers,
and portable air cleaning devices
designed to intentionally produce
ozone.
Further Reading
Priority Issue 16.0 Ozone From
Indoor Sources
IAQ Considerations After the Building Upgrade
System and Building Operations
Ensure that air-cleaning devices designed to intentionally produce
ozone are not introduced into the building, including portable air
cleaners.
Periodically assess ventilation and exhaust in areas with office equip-
ment that generates ozone (e.g., copiers and printers). Follow manu-
facturers' printed instructions for maintenance of office equipment that
has ozone capture equipment (e.g., active carbon filter).
Administrator and Staff Education
Ensure that staff do not bring portable air cleaning devices that are
designed to intentionally produce ozone into the school.
Student Education Opportunities for Teachers
Educate students about the health effects of ozone. See EPA's Teacher
Resources and Lesson Plans Web page for a link to the educational
material, "Ozone: Good Up High, Bad Nearby."
Environmen-
tal Tobacco
Smoke
Health Effects
Environmental tobacco smoke,
sometimes referred to as "sec-
ondhand smoke," has been clas-
sified as a Group A carcinogen by
EPA. It also has been associated
with multiple health effects in
children, including the onset of
asthma, increased severity of or
difficulty in controlling asthma,
frequent upper respiratory infec-
tions, middle-ear infections, and
pneumonia and bronchitis.
Potential Exposure Locations
Tobacco smoke will be found in
schools only if smoking occurs on
school property.
Further Reading
Priority Issue 17.0 Environmental
Tobacco Smoke
Administrator and Staff Education
Federal regulations (20 USC Section 6083) prohibit smoking within any
indoor facility owned or leased or contracted for and used for provision
of routine or regular kindergarten, elementary or secondary education or
library services to children. State or local laws may be more restrictive.
Urge teachers, administrators and staff to make the school's tobac-
co-use policy a priority. The policy must be consistent with local and
state laws and should include prohibitions against tobacco use by stu-
dents, all school staff, parents and visitors on school property; in school
vehicles; and at school-sponsored functions away from school property.
Occupant Education
Signage Opportunity: Remind occupants and visitors of the
school's smoking policy.
Example Text: "To protect the health of students and staff, this
is a smoke-free school. Smoking is not permitted anywhere on
school grounds."
Sign Locations: Space evenly around the building perimeter,
and especially next to doors, windows and outdoor air intakes.
k. EPA, Indoor Air, Ozone Generators that are Sold as Air Cleaners
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Priority IAQ
Concern
Heating,
Ventilation, &
Air-Conditioning
(HVAC)
Outdoor Air
Ventilation
Health Effects and Potential
Exposure Locations
Health Effects
Poorly designed or maintained
HVAC systems can exacerbate IAQ
problems. For example, moisture
can accumulate in ducts leading
to mold growth, incorrectly in-
stalled or maintained filters can
allow particulates to be spread
throughout the building, and sys-
tems that do not provide enough
outdoor air ventilation can result
in high levels of indoor pollutants,
often as indicated by elevated in-
door carbon dioxide levels, which
is considered a surrogate for other
indoor pollutants. This will con-
tribute to occupant dissatisfaction
and can cause headaches, dizzi-
ness, nausea, poor concentration,
lethargy and reduced student
performance. Inadequate indoor
thermal control also can negative-
ly affect student performance.
HVAC Opportunities
Among the main purposes of an
HVAC system are to help main-
tain good IAQ through adequate
ventilation and filtration and
to provide thermal comfort and
indoor moisture control. HVAC
systems are among the largest
energy consumers in schools. The
choice and design of the HVAC
system can also affect many other
high-performance goals, including
water consumption (water-cooled
air conditioning equipment) and
acoustics.
Engineers can design a quality
system that is cost-competitive
with traditional ventilation de-
signs while successfully providing
an appropriate quantity and qual-
ity of outdoor air, lowering energy
costs, allowing for easier main-
tenance, and improving student
performance.
Further Reading
Priority Issue 18.0 HVAC Equip-
ment and Priority Issue 19.0
Outdoor Air Ventilation
IAQ Considerations After the Building Upgrad
Regular Inspections
Create a maintenance schedule for the HVAC system to ensure that fil-
ters are changed regularly and any calibration requirements are met.
System and Building Operations
If HVAC systems are upgraded or improved during the construction
project, the contracting team must provide thorough, onsite training
to the facility management staff to ensure systems can be operated
properly. Facility managers are encouraged to pay special attention to
the sequence of operations, any direct digital controls or building auto-
mation systems, and the outdoor air ventilation rates that the system is
designed to provide to each room. When natural ventilation is provided,
efforts should be made to ensure that windows and other ventilation
openings are operated appropriately to ensure adequate ventilation.
Occupant Feedback
Provide a system for school occupants to comment on perceived indoor
air quality, thermal comfort, humidity levels, standing water or leaks,
and air speed, as these issues can be indicators of HVAC calibration or
operational problems.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Priority IAQ
Concern
Exhaust
Ventilation
Health Effects and Potential
Exposure Locations
Health Effects
Although schools can use HVAC
systems to control moisture and
dilute pollutants, rooms with
significant moisture generation
or rooms with strong, localized
sources of pollutants (e.g., where
VOC-containing products are
stored or used) often require ex-
haust systems to ensure adequate
IAQ.
The health effects that often can
be reduced by dedicated exhaust
systems are documented in the
preceding sections of this appen-
dix: "Moisture Control and Mold,"
"Building Products/ Materials
Emissions," and "Vented Com-
bustion Appliances and Unvented
Combustion Appliances."
Potential Exposure Locations
Locker rooms, bathrooms, laun-
dries and other areas with fre-
quent levels of high humidity
are at increased risk of mold and
mildew.
Examples of spaces with strong,
localized contaminant sources
include art rooms, science labora-
tories, kitchens, woodwork shops,
machine shops and janitors'
closets.
Building improvement projects
may use adhesives, sealants,
paints and coatings that contain
VOCs in high concentrations.
Further Reading
Priority Issue 20.0 Exhaust
Ventilation
IAQ Considerations After the Building Upgrade
Administrator and Staff Education
Ensure that teachers, administrators and maintenance staff know where
to store chemicals, especially if storage closets with dedicated exhaust
systems are located in the school.
Teachers and staff who regularly store and use chemicals should have
information on EPA Toolkit for Safe Chemical Management in K-12
Schools
Occupant Feedback
Provide a system for school occupants to communicate moisture and
odor complaints, as complaints may stem from deficient exhaust
systems.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Priority IAQ Health Effects and Potential
Concern Exposure Locations
Mercury Health Effects
Mercury is a neurotoxic substance
that can produce a wide range of
health effects in children depend-
ing on the amount and timing of
exposure. Elemental (metallic)
mercury primarily causes health
effects when it is inhaled as a va-
por and absorbed into the lungs.
Potential Exposure Locations
Mercury is used in many items
found in schools, such as ther-
mometers, barometers, switches,
thermostats, flow meters, fluores-
cent lighting and compact fluo-
rescent light bulbs, and laboratory
reagents in chemistry and science
laboratories. Two major causes
of mercury releases and spills at
schools are improper storage and
mishandling of these items, which
can result in the release of mercu-
ry via breakage or spillage.
Further Reading
Priority Issue 21.0 Building
Safety for Children and Other
Occupants
IAQ Considerations After the Building Upgrad
System and Building Operations
Ensure that the school has a mercury spill response plan. Properly dis-
pose of fluorescent lighting and compact fluorescent light bulbs.
Administrator and Staff Education
Ensure that teachers, administrators and maintenance staff know how
to properly store and handle mercury compounds and mercury-
containing equipment and components.
Student Education Opportunities for Teachers
Educate students about the potential health hazards of mercury. See
EPA's Mercury: An Educator's Toolkit Web page.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Appendix C: Worker Protection
Priority Issue 23.0 Jobsite Safety of the Energy
Savings Plus Health Guide refers to this appendix for
worker protection. This appendix contains information
to help those performing and supervising the building
upgrade assess the risks to workers; it recommends
actions to minimize risks to workers' health and safety
and identifies resources for additional information.
Worker protection is especially important in older
buildings. Areas undergoing construction may con-
tain remnants of legacy contaminants, such as lead
and asbestos. Although these materials often are not
considered harmful if left undisturbed or covered, they
can become a concern when disturbed. Therefore, it is
essential that the contractors review available informa-
tion about the existence of such materials before be-
ginning any modifications to the building. If existence
of hazardous materials is suspected, a review must
be commissioned by the school authorities. In some
situations, only certified personnel can perform certain
activities outlined in this Guide.
By law, employers and supervisors are required to
provide workers with a workplace that is free from
recognized hazards that are causing or are likely to
cause death or serious physical harm, as required in
Section 5(a)(l) of the Occupational Safety and Health
Act of 1970. Employers and supervisors must ensure
the following:
1. Work site operations are conducted in compliance with Occupational Safety and Health Administration (OSHA) reg
ulatory requirements. OSHA regulatory requirements identify the following construction hazards to be addressed:
Asbestos-Containing Materials
Chemical Hazards
Confined Spaces
Electrical
Falls
Ladders
Lead
Personal Protective Equipment
29 CFR Part 1926.1101 and 40 CFR Part 763, Subpart G
29 CFR Part 1910.1200
29 CFR Part 1926.21 (b)(6)(i)
29 CFR Part 1926, Subpart K
29 CFR Part 1926.501
29 CFR Part 1926.1053
29 CFR Part 1926.62 and 40 CFR 745
29 CFR Part 1926.28
2. Workers are trained in the hazards of their job and the methods to protect themselves.
3. Workers are provided the protective equipment needed to reduce site exposures. Employers are required to
perform a Personal Protective Equipment Hazard Assessment for each employee.
Table 01 provides a list of recommended assessments
and actions for worker safety concerns. Project contract
documents (drawings or specifications) and site plans
should include precautions to address these issues.
Table 01 also includes measures an employer needs to
take to evaluate existing and potential health concerns
and recommended actions to ensure worker safety.
Assistance with developing these worker protection
plans often is available from state or federal training
programs. OSHA offers training courses and educational
programs to help broaden worker and employer knowl-
edge on the recognition, avoidance, and prevention of
safety and health hazards in their workplaces. OSHA
also offers training and educational materials that help
businesses train their workers and comply with the Oc-
cupational Safety and Health Act (see http://www.osha.
gov/dte/i ndex.html).
When known pollutants are being produced or disturbed
during retrofit activities, follow appropriate standards
(including OSHA, National Institute for Occupation-
al Safety and Health [NIOSH] and EPA standards) to
minimize worker and occupant exposure. The document
"IAQ Guidelines for Occupied Buildings Under Con-
struction" published by the Sheet Metal and Air Con-
ditioning Contractors' National Association (SMACNA)
also can be used as a best-practices manual for main-
taining IAQ in occupied buildings undergoing renovation
or construction. The SMACNA document covers how to
manage the source of air pollutants, control measures,
quality control and documentation, and communication
with occupants.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table Cl: Recommended Assessments and Actions for Worker Safety Concerns
Asbestos
Assessment: Determine whether workers will be exposed to
ACM. Because of the predominant use of ACM, construc-
tion and renovation activities in older schools may expose
workers to this hazard. The Asbestos Hazard Emergency
Response Act (AHERA), a provision of the Toxic Substanc-
es Control Act, became law in 1986. AHERA requires
local education agencies to inspect their schools for ACMs
and prepare management plans to prevent or reduce
asbestos hazards, often known as an AHERA asbestos
management plan.
Actions
Comply with the ACM in Schools Rule at 40 CFR
Part 763, Subpart E and the OSHA rule at 29 CFR
Part 1926.1101, which provides the required protec-
tion measures for work involving ACMs.
See OSHA's website on asbestos for additional
information and resources.
Chemical Hazards
Assessment: Determine whether workers will be exposed to
chemical hazards' by chemicals in use, accidentally
released by actions taken (e.g., spills from mercury-
containing lamps or ballasts), or contact with pre-existing
chemically contaminated building materials, subsoils or
vapors.
Actions
Comply with the OSHA rule at 29 CFR Part
1910.1200, which includes the following requirements
(not an exhaustive list):
o that chemical content information be made
available for all chemicals in use;
o that containers be properly labeled; and
o that workers handling chemicals be properly
informed and trained.
Use chemicals that are best-in-class for the particular
application in terms of having low toxic content and/
or low contaminant emissions. Examples include
paints, adhesives, sealants and coatings that meet the
emissions criteria of California Department of Public
Health Specification 01350.
Proper health and safety precautions should be
employed by workers who use or may come in contact
with pesticides or chemical contaminants in building
materials, subsoils or vapors.
For pesticides, comply with EPA's 40 Code of Federal
Regulations Part 170Current Agricultural Worker
Protection Standard (includes all amendments as of
Octobers, 1997).
See OSHA's website on chemical hazards
communication for additional information and
resources.
Confined Spaces
Assessment: Determine whether workers '
confined-space hazards.
Actions
be exposed to
Ensure the work space is cleaned regularly and has ad-
equate ventilation and exhaust and that construction is
phased properly to protect workers and occupants from
construction activities that are considered high risk,
as outlined in SMACNA "IAQ Guidelines for Occupied
Buildings Under Construction," 2nd Edition.
Under OSHA rule at 29 CFR Part 1926.21 (b)(6)(i),
inform all employees required to enter confined or
enclosed spaces about the following:
o the nature of the hazards involved;
o the necessary precautions to be taken; and
o the use of required protective and emergency
equipment.
See OSHA's website on confined spaces for additional
resources on confined space hazards in general industry.
See OSHA's "Protect Yourself: Carbon Monoxide
Poisoning" Quick Card for additional information on
sources of CO and recommended actions for preventing
CO exposure.
See Priority Issue 13.0 Building Products/Materials
Emissions and EPA's Design for the Environment
Program website for more information on selecting
less toxic products and materials that may be used in
confined spaces.
Assessment: Determine whether the work will generate
dust. Use best-practice measures to manage and control
air quality contaminants in areas of work.
Actions
Educate workers about dust containment procedures
and how to control dust and debris created by equip-
ment used in construction activities.
Use work methods that minimize dust and prevent dust
from spreading to other areas of the school.
Isolate areas where work is being performed (e.g.,
sealed with plastic sheeting) to contain any dust that is
generated during construction activities.
Remove all classroom furniture from the work area or
cover furniture with plastic sheeting to prevent dust
contamination.
Turn off forced-air, central heating and air-conditioning
systems (including local, window air conditioning units)
while work that creates dust is being completed.
Collect and remove all construction debris.
Conduct a careful cleanup routinely and at the end of
the project.
See OSHA's websites on wood dust, combustible dust,
and permissible exposure limits for additional informa-
tion and resources.
I. Based on 29 CFR Part 1926.59, a chemical hazard is a chemical that is either a physical hazard or a health hazard. "Physical hazard" refers to a chemi-
cal for which there is scientifically valid evidence that it is a combustible liquid, a compressed gas, explosive, flammable, an organic peroxide, an oxidizer,
pyrophoric, unstable (reactive) or water-reactive. "Health hazard" refers to a chemical for which there is statistically significant evidence based on at least
one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposed employees.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Table Cl: Recommended Assessments and Actions for Worker Safety Concerns (continued)
Electrical
Assessment: Determine whether workers will be exposed to
electrical hazards.
Actions
Follow OSHA rule 29 CFR Part 1926, Subpart K
requirements for protecting workers from electrical haz-
ards (not an exhaustive list):
o Employers must make sure that all non-double-
insulated electric equipment is equipped with a
grounding conductor (three-wire type).
o Worn or frayed electric cords must not be used.
o Employers must provide either ground-fault circuit
interrupters or an assured equipment grounding
conductor program (which includes the regular
testing of all equipment grounding conductors) to
protect employees from ground faults.
See OSHA's Electrical Incidents E-Tool for additional
information on electrical safety.
Assessment: Determine whether workers will be required to
work at heights of 6 feet or more.
Actions
If work is required at heights of 6 feet or more, protect
workers with guard rails or by properly securing to pre-
vent falls.
See OSHA rule at 29 CFR Part 1926.501 for additional
information on requirements.
See OSHA's Web page on fall protection and OSHA's
Falls E-Tool for additional information on protecting
workers from fall hazards.
Assessment: Determine whether workers will be using ladders.
Actions:
Follow OSHA rule at 29 CFR Part 1926.1053, which
includes the following requirements (not an exhaustive
list):
o Portable ladders must be able to support at least
four times the maximum intended load.
o Ladders that must lean against a wall are to be
positioned at a 4:1 angle.
o Ladders are to be kept free of oil, grease, wet paint
and other slipping hazards.
o The area around the top and bottom of the ladder
must be kept clear.
o Ladders must not be tied or fastened together to
provide longer sections.
o Metal ladders must not be used while working on
electrical equipment and electrical wiring.
See the OSHA rule at 29 CFR Part 1926.1053 for
additional information on requirements.
See OSHA's publication, "Stairways and Ladders: A
Guide to OSHA Rules," for additional resources on
ladder safety.
Assessment: Determine whether project activities will ex-
pose workers to lead dust according to the Assessment
Protocols outlined in the Priority Issue 5.0 Lead. The most
common lead hazards in schools are lead-based paint
(especially in pre-1978 buildings), lead dust and con-
taminated soil. Other sources of lead hazards are older
plumbing fixtures, vinyl miniblinds, painted toys and furni-
ture made before 1978, lead smelters, or other industrial
sources.
Actions
If the facility was built before 1978, the existing
paint is assumed to contain lead, and retrofitting
or renovation activities must comply with EPA's
Renovation, Repair and Painting Program Rule (40 CFR
Part 745) and the OSHA rule at 29 CFR Part 1926.62.
See EPA's EPA Renovation, Repair and Painting
Program Rule website for additional information.
See OSHA's publication, "Lead in Construction," for
information on OSHA requirements to protect workers
from lead hazards in the construction industry.
Assessment: Determine whether workers will be exposed to
mold.
Actions
All suspected moldy areas should be remediated
by properly trained individuals. Moisture problems
need to be identified and fixed or mold will return.
If mold is expected to be disturbed during activities,
immediately bring this to the attention of the site
manager and refer to OSHA's "A Brief Guide to Mold
in the Workplace," NIOSH's "Recommendations for
Cleaning and Remediation of Flood-Contaminated HVAC
Systems: A Guide for Building Owners and Managers,"
EPA's "Mold Remediation in Schools and Commercial
Buildings," the American Conference of Government
Industrial Hygienists' "Bioaerosols Assessment and
Control," the American Industrial Hygiene Association's
"Recognition, Evaluation, and Control of Indoor Mold,"
or the Institute of Inspection, Cleaning and Restoration
Certification's S520 "Standard and Reference Guide for
Professional Mold Remediation."
See EPA's Molds and Moisture website for additional
information on mold and mold remediation.
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Table Cl: Recommended Assessments and Actions for Worker Safety Concerns (continued)
Polychlorinated Biphenyls (PCBs)
Assessment: Determine whether workers may be handling
PCB-containingor PCB-contaminated building materials,
including fluorescent light ballasts and caulk.
Actions
See EPA's PCB-Containing Fluorescent Light Ballasts
in School Buildings Web page for information on
proper maintenance, removal and disposal of PCB-
containing fluorescent light ballasts. If leaking ballasts
are discovered, wear protective clothing including
chemical-resistant (nitrile) gloves, boots and disposable
overalls.
See EPA's PCBs in CaulkSteps to Safe Renovation
and Abatement of Buildings That Have PCB-Containing
Caulk website for information on this topic. Work
practices to help ensure worker and occupant safety
include employing protective measures (both interior
and exterior), complying with occupational protective
regulations, communicating with building occupants/
third parties, setting up the work area to prevent the
spread of dust, using appropriate tools that minimize
the generation of dust/heat, and leaving the work area
clean.
Spray Polyurethane Foam (SPF)
Assessment: Determine whether workers will be using SPF,
which may contain chemicals such as isocyanates (e.g.,
methylene diphenyl diisocyanate), amines, flame retar-
dants and/or other additives. There are three main types
of SPF products (two-component high pressure, two-
component low pressure, and one-component foam), each
of which has different applications. Determine which of
the three main types of SPF products will be used.
Actions
Applicators, crew and building occupants in the work
area are required to use protective equipment to pre-
vent exposure to isocyanates and other SPF chemicals.
Protective equipment requirements vary depending on
the type of SPF product.
Review label and product information for ingredients,
hazards, directions, safe work practices and precau-
tions.
Ensure health and safety training is completed and safe
work practices are followed to prevent eye, skin and in-
halation exposures during and after SPF installation.
Exercise caution when determining a safe re-entry time
for unprotected occupants and workers based on the
manufacturer's printed recommendation. If you experi-
ence breathing problems or other adverse health effects
from weatherizing with SPF, seek immediate medical
attention.
See OSHA's Green Job Hazards website for additional
information on the hazards associated with SPF.
See EPA's SPF website for additional information.
See the American Chemistry Council's SPF Health and
Safety website for additional information.
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Abbreviations and Acronyms Used in Appendices
ACM - asbestos-containing material
AH ERA-Asbestos Hazard Emergency Response Act
ANSI -American National Standards Institute
AP - assessment protocols
ASHRAE - American Society of Heating, Refrigerating
and Air-Conditioning Engineers
CFR - Code of Federal Regulations
CO - carbon monoxide
EPA- U.S. Environmental Protection Agency
HVAC - Heating, Ventilation and Air Conditioning
IAQ - indoor air quality
IPM - integrated pest management
K-12 - kindergarten through 12th grade
MA- minimum actions
NIOSH - National Institute for Occupational Safety
and Health
OPR - owner's project requirements
OSHA-Occupational Safety and Health Administration
PCBs - polychlorinated biphenyls
PM - particulate matter
SMACNA - Sheet Metal and Air Conditioning
Contractors' National Association
SPF - spray polyurethane foam
VOC - volatile organic compound
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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References Cited in Appendices
Agency for Toxic Substances and Disease Registry:
Toxic Substances PortalTotal Petroleum
Hydrocarbons (TPH). 2014. http://www.atsdr.cdc.gov/
toxfaqs/TF.asp?id=423&tid=75
American Chemistry Council: Spray Polyurethane Foam
Health and Safety, http://www.spraypolyurethane.org
American Conference of Government Industrial
Hygienists: Bioaerosols Assessment and Control.
1999. http://www.acgih.org/store/ProductDetail.
cfm?id=349
American Industrial Hygiene Association: Recognition,
Evaluation, and Control of Indoor Mold. 2008.
https://webportal.aiha.org/Purchase/ProductDetai I.
aspx?Product_code=3f9eOa5a-4778-dell-96bO-
0050568361fd
ASHRAE Standard 62.1: ANSI/ASHRAE Standard
62.1-2013. Ventilation for Acceptable Indoor Air
Quality. 2013. http://www.techstreet.com/ashrae/
products/1865968
ASHRAE Standard 189.1: ANSI/ASHRAE Standard
189.1-2011: Standard for the Design of High-
Performance Green Buildings: Except Low-Rise
Residential Buildings. 2011. American Society of
Heating, Refrigeration and Air-Conditioning Engineers.
https://www.ashrae.org/resources-publications/
bookstore/standard-189-1
California Department of Public Health, Emission
Testing Method for California Specification 01350:
Standard Method for the Testing and Evaluation of
Volatile Organic Chemical Emissions From Indoor
Sources Using Environmental Chambers, Version 1.1.
2010. http://www.cdph.ca.gov/programs/IAQ/
Documents/cdph-iaq_standardmethod_
vl_l_20107o20newlll0.pdf
CDC (Centers for Disease Control and Prevention),
NIOSH (National Institute for Occupational Safety and
Health): CDC NIOSH website, http://www.cdc.gov/niosh
CDC, NIOSH: Storm, Flood, and Hurricane Response:
Recommendations for the Cleaning and Remediation
of Flood-Contaminated HVAC Systems: A Guide for
Building Owners and Managers. 2010. http://www.cdc.
gov/n i os h/to pics/em res/clean ing-flood-HVAC.htm I
EPA (U.S. Environmental Protection Agency): AirNow
School Flag Program: Know Your Air Quality To
Protect Students Health, http://www.airnow.gov/index.
cfm?action=school_flag_program. index
EPA: AirNow. http://www.airnow.gov/
EPA: AirNow Teacher's Air Quality Resources. 2014.
http://www.ai rnow.gov/index.cf m?action=learn ing.
forteachers
EPA: An Introduction to Indoor Air Quality (IAQ). Lead
(Pb). Lead Health Effects. 2012.
http://www.epa.gov/iaq/lead.htm I#Health_Effects
EPA: An Introduction to Indoor Air Quality (IAQ):
Volatile Organic Compounds (VOCs). 2012.
http://www.epa.gov/iaq/voc.html
EPA: Asbestos. Learn About Asbestos. Health Effects
From Exposure to Asbestos. 2014. http://www2.epa.
gov/asbestos/learn-about-asbestos#effects
EPA: Design for the Environment. 2014.
http://www.epa.gov/dfe
EPA: Design for the Environment. Labeled Products
and Our Partners. 2014. http://epa.gov/dfe/pubs/
projects/form ulat/form part, htm
EPA: Drinking Water in Schools & Child Care
Facilities. 2012. http://water.epa.gov/infrastructure/
drinkingwater/schools/index.cfm
EPA: IAQ Tools for Schools. IAQ Reference Guide,
Appendix H: Mold and Moisture. 2012.
http://www.epa.gov/iaq/schools/tfs/guideh.html
EPA: IAQ Tools for Schools. IAQ Reference Guide,
Appendix I: Emissions from Motor Vehicles and
Equipment. 2012. http://www.epa.gov/iaq/schools/tfs/
guidei.html
EPA: Indoor Air. Ozone Generators That Are Sold as
Air Cleaners. 2013. http://www.epa.gov/iaq/pubs/
ozonegen.html#table%201
EPA: Lead. Renovation, Repair and Painting Program.
http://www2.epa.gov/lead/renovation-repair-and-
painting-program
EPA: Mercury: An Educator's Toolkit. 2012. http://
www.epa.gov/region7/mercury/ed ucator_toolkit.htm
EPA: Mold and Moisture. Introduction to Mold and
Mold Remediation for Environmental and Public
Health Professionals Course. 2012. http://www.epa.
gov/mold/moldcourse/
EPA: Mold and Moisture. Mold Remediation in Schools
and Commercial Buildings. 2008.
http://www.epa.gov/mold/mold_remediation. htm I
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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EPA: Molds and Moisture. 2013.
http://www.epa.gov/mold/
EPA: Pesticides Health and Safety: Current
Agricultural Worker Protection Standard. 2014. http://
www.epa.gov/pesticides/safety/workers/PART170.htm
EPA: Polychlorinated Biphenyls (PCBs). Basic
Information: Polychlorinated Biphenyls (PCBs). 2013.
http://www.epa.gov/epawaste/hazard/tsd/pcbs/pubs/
about.htm
EPA: Polychlorinated Biphenyls (PCBs). Fact Sheets
for Schools and Teachers About PCB-Contaminated
Caulk. 2012. http://www.epa.gov/pcbsincaulk/
caulkschoolkit.htm
EPA: Polychlorinated Biphenyls (PCBs). Health Effects
of PCBs. 2013. http://www.epa.gov/epawaste/hazard/
tsd/pcbs/pubs/effects.htm
EPA: Polychlorinated Biphenyls (PCBs). PCB-
Containing Fluorescent Light Ballasts (FLBs) in School
Buildings: A Guide for School Administrators and
Maintenance Personnel. 2013. http://www.epa.gov/
epawaste/hazard/tsd/pcbs/pubs/bal lasts, htm
EPA: Polychlorinated Biphenyls (PCBs): Steps to Safe
Renovation and Abatement of Buildings That Have
PCB-Containing Caulk. 2012.
http://www.epa.gov/pcbsincaulk/guide/index.htm
EPA: Radon. Health Risks. 2012.
http://www.epa.gov/radon/healthrisks.html
EPA: Radon. Kids, Students and Teachers. 2013.
http://www.epa.gov/radon/justforkids.html
EPA: Toolkit for Safe Chemical Management
in Schools. 2012. http://www.epa.gov/schools/
guidelinestools/toolkit.html
EPA: Spray Polyurethane Foam (SPF) Home. 2013.
http://www.epa.gov/dfe/pubs/projects/spf/spray_
polyurethane_foam.html
EPA: State School Environmental Health Guidelines.
2012.
http://www.epa.gov/schools/guidelinestools/ehguide/
EPA: Teacher Resources and Lesson Plans. 2012.
http://www.epa.gov/students/teachers.html
EPA: Teacher Resources and Lesson Plans. Hold the
Mold.
http://www.epa.gov/students/pdf/holdthemold.pdf
Institute of Inspection, Cleaning and Restoration
Certification: BSR-IICRC S520 Mold Remediation.
Standard and Reference Guide for Professional Mold
Remediation. 2008.
http://www.iicrc.org/standards/iicrc-s520/
OSHA (Occupational Safety and Health
Administration): U.S. Department of Labor OSHA
website, http://www.osha.gov
OSHA, 29 CFR Part 1910.1200: Subpart Z. Hazard
Communication. Occupational Safety and Health
Standards: Toxic and Hazardous Substances.
https://www.osha.gov/pls/oshaweb/owadisp.show_
document? p_table=standards&p_id=10099
OSHA, 29 CFR Part 1926.21: Safety Training
and Education. Safety and Health Regulations for
Construction: General Safety and Health Provisions.
https://www.osha.gov/pls/oshaweb/owadisp.show_
document?p_table=STANDARDS&p_id=10607
OSHA, 29 CFR Part 1926.28: Subpart C. Personal
Protective Equipment. Safety and Health Regulations
for Construction: General Safety and Health Provisions.
http://www.osha.gov/pls/oshaweb/owadisp.show_
document?p_table=STANDARDS&p_id=10614
OSHA, 29 CFR Part 1926.62: Subpart D. Lead. Safety
and Health Regulations for Construction: Occupational
Health and Environmental Controls http://www.
osha.gov/pls/oshaweb/owadisp. show_document?p_
table=STANDARDS&p_id=10641
OSHA, 29 CFR Part 1926: Subpart K. Electrical.
Safety and Health Regulations for Construction.
http://www.osha.gov/pls/oshaweb/owadisp.show_
document?p_table=STANDARDS&p_id=10915
OSHA, 29 CFR Part 1926.501: Subpart M.
Duty to Have Fall Protection. Safety and Health
Regulations for Construction, http://www.osha.gov/pls/
oshaweb/owadisp.show_document?p_id=10757&p_
table=STANDARDS
OSHA, 29 CFR Part 1926.1053: Subpart X. Ladders.
Safety and Health Regulations for Construction.
http://www.osha.gov/pls/oshaweb/owadisp.show_
document? p_table=standards&p_id=10839
OSHA, 29 CFR Part 1926.1101: Subpart Z. Asbestos.
Safety and Health Regulations for Construction: Toxic
and Hazardous Substances, http://www.osha.gov/pls/
oshaweb/owadisp.show_document?p_id=10862&p_
table=STANDARDS
OSHA: A Brief Guide to Mold in the Workplace.
http://www.osha.gov/dts/shib/shibl01003.html
OSHA: Asbestos. http://www.osha.gov/SLTC/asbestos/
OSHA: Combustible Dust. An Explosion Hazard.
http://www.osha.gov/dsg/combustibledust/index.html
OSHA: Confined Spaces http://www.osha.gov/SLTC/
conf inedspaces/i ndex. htm I
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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OSHA: Electrical Incidents E-Tool. http://www.osha.
gov/SLTC/etools/construction/electrical_incidents/
mainpage.html
OSHA: Fall Protection. http://www.osha.gov/SLTC/
fal I protection/i ndex. htm I
OSHA: Falls E-Tool. http://www.osha.gov/SLTC/etools/
construction/fal Is/main page, htm I
OSHA: Green Jobs Hazards, Weather Insulating/
Sealing.
http://www.osha.gov/dep/greenjobs/weather_spf. htm I
OSHA: Hazard Communication.
http://www.osha.gov/dsg/hazcom/index.html
OSHA: Lead. Construction.
http://www.osha.gov/SLTC/lead/construction.html
OSHA: Occupational Safety and Health Act of 1970.
Section 5(a)(l). http://www.osha.gov/pls/oshaweb/
owadisp.show_document?p_table=OSHACT&p_
id=3359
OSHA: OSHA Training Courses, Materials, and
Resources. https://www.osha.gov/dte/index.html
OSHA: Permissible Exposure Limits (PELs).
http://www.osha.gov/dsg/topics/pel/index.html
OSHA: Quick Card. Protect Yourself. Carbon Monoxide
Poisoning. http://www.osha.gov/Publications/3282-
10N-05-English-07-18-2007.html
OSHA: Stairways and Ladders: A Guide to OSHA
Rules. http://www.osha.gov/Publications/osha3124.pdf
OSHA: Wood Dust.
http://www.osha.gov/SLTC/wooddust/index.html
Sheet Metal and Air-Conditioning Contractors National
Association (SMACNA): IAQ Guidelines for Occupied
Buildings Under Construction, 2nd Edition. 2007.
ASNI/SMACNA 008-2008. http://smacna.org/store
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Section 4
Master Verification Checklist
Indoor Air Quality (IAQ)
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Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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Section 4: Master Verification Checklist
The core technical component of Energy Savings Plus
Health: IAQ Guidelines for School Building Upgrades is:
Section 2: Assessment Protocols and Recommended
Actions.
Section 3 contains appendices that are referenced
throughout the Guide.
Section 4 contains a Master Verification Checklist
to help verify that the assessment protocols in Sec-
tion 2 have been applied and that the appropriate
actions to protect or enhance IAQ have been taken
during the building upgrades. The checklist is a
valuable tool for keeping track of progress during
the building upgrade, including accomplish-
ments and upcoming issues to be addressed.
Alternatively, the "Energy Saving Plus Health Check-
list Generator" tool can be used to develop a cus-
tom verification checklist, along with the specific
assessment protocols and recommended actions,
tailored to the building upgrade project. When using
the Energy Saving Plus Health Checklist Generator
it may be necessary to enable macros for function-
ality, depending on the users' Excel settings.
Use the "Energy Saving Plus Health
Checklist Generator"' To Create Your Custom
Verification Checklist, Assessment Protocols
and Recommended Actions
Note
All checklists are complementary to the material pre-
sented in Section 2 and should be used in conjunc-
tion with the assessment protocols and recommended
actions. Section 2 should be thoroughly reviewed be-
fore verifying the protocols and recommended actions
on the checklists.
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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vvEPA
United States
Environmental Protection
Agency
School Name/Building:
Energy Savings Plus Health:
Indoor Air Quality Guidelines for School Building Upgrades Master Verification Checklist
Note: This Verification Checklist is to be used in conjunction with the assessment protocols and recommended actions in Section 2 of Energy Savings Plus Health: Indoor
Air Quality Guidelines for School Building Upgrades.
City/State/Zip:
Date:
^^^^ffl ^^n ^^ffl ^^*
Assessment Protocol and Action Verification
Complete N/A NOTES
1 Gathered feedback from the school's faculty and staff on IAQ issues and gained an
1 understanding of the current building status. Conducted stakeholder meetings early in the
| Performed a building walkthrough inspection to identify IAQ issues and concerns.
1 Defined overall project IAQ and energy goals within the context of project scope and budget.
||f{| | Developed a communications plan with a clear process for addressing occupant concerns.
^^^^H Selected a project team with IAQ expertise. Included a representative from each group of
1 stakeholders in the building, for example, teachers, administrators, nurses, maintenance
1 staff, parents and students, if possible. When evaluating proposals, ensured the project's
1 IAQ and energy efficiency requirements are met and specific provisions for protecting IAQ
^^^^H during construction phases are included.
1 See Appendix A for guidance on team selection.
^^^^H Conducted collaborative cross-functional team meetings to identify synergies between
1 IAQ and energy-efficiency upgrades. For large projects, held a Design Charrette with
1 design professionals and representatives from the school, including IAQ coordinators, risk
managers, administrators, teachers, nurses, and operations and maintenance staff.
Formalized project goals after collaborative design meetings. Clearly defined all IAQ and
1 Finalized a project team with IAQ
H||K^| operations and maintenance staff
expertise. Designated representative(s) from the school's
to attend all team meetings.
1 Held regular meetings throughout design and construction to discuss project progress, synergies
1 and challenges. Regularly communicated project plans and progress with stakeholders and
Color Codes
Assessment Protocol (AP)
110 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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1.0 Project Planning/Integrated Design (continued)
Complete N/A
Held a construction kick-off meeting with the design team, general contractor and site managers
for each trade before construction begins. Continued meetings during construction process, with
updates to stakeholders. Ensured the plan for protecting students and other occupants during the
construction phases is adequately communicated.
2.0 Commissioning
Determined which kind(s) of commissioning are appropriate (new system commissioning,
recommissioning or retro-commissioning).
Designated and/or hired a Commissioning Agent, as appropriate for the project.
Developed an Owner's Project Requirements document, including formalized project goals, per MA
1.2. Clearly defined all IAQ and energy efficiency goals.
Developed a Basis of Design document to outline how the design will meet the Owner's Project
Requirements.
Developed a Commissioning Plan, including an outline of commissioning activities, a schedule,
a list of systems to be commissioned, and specifications to be included in the commissioning
process.
Commissioned systems per the schedule outlined in the Commissioning Plan created for MA 2.4.
Delivered a third-party commissioning report to the facility manager (if a third-party Commissioning
Agent was hired to perform commissioning activities).
Performed post -occupancy commissioning (as required).
Engaged the Commissioning Agent to train the facility manager and other operations and
maintenance staff on all commissioned systems.
Included measurement and verification devices in the project design.
Developed a plan for recommissioning existing systems in the future as they age to ensure long-
term system optimization.
Conducted follow-up training to reinforce operator skills and knowledge.
Color Codes
Assessment Protocol (AP)
Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES 111
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3.0 Moisture Contro, and Mo,d
Assessment Protocol and Action Verification Complete N/A | NOTES
1 Inspected the interior and exterior of the building and the building's mechanical systems for
ll^H | evidence of moisture problems, and documented the results.
1 Determined whether the project requires mold remediation or additional moisture control measures
1 based on the findings of the moisture inspection recommended in AP 3.1 or the IAQ walkthrough
| inspection recommended in AP 1.2.
1 Worked with a general contractor or other experienced building experts to define the scope of
flfim moisture improvements and repairs.
1 Assessed moisture or mold problems that could not be resolved under the project. Did not start
1 construction projects that would reduce the school's air infiltration rate if there are unresolved
1 Repaired moisture problems identified during the assessment including plumbing leaks, rain leaks,
Conducted mold remediation following professional guidance, such as EPA's Mold Remediation In
HHm Schools And Commercial Buildings and 1 ICRC Mold Remediation Standard S520.
1 Addressed standing water problems. Corrected surface water pooling near the foundation before
insulating basement or crawlspace walls.
Managed rainwater in assemblies included within the scope of work (e.g., drainage planes and
Hjg^^^l flashings). Ensured there is adequate slope and drainage away from the building.
1 Ensured proper HVAC condensate drainage. Ensured drain pans meet requirements of ASHRAE
1 Prevented condensation in the building by air sealing the enclosure, managing water vapor flow,
managing air pressure relationships, ensuring all piping and valves with condensation potential are
adequately insulated, and controlling indoor humidity sources.
^^^^H Properly sized the HVAC system to manage moisture inside the building. Ensured that classroom
1 HVAC systems provide continuous humidity control and maintain indoor relative humidity below
^^^^H 60%, ideally between 30% and 50%, if possible. Ensured proper indoor humidity control during
1 summer months. If there is a school building summer shutdown program, ensured controls
1 and HVAC operation are specified to keep indoor relative humidity within acceptable limits.
1 Ensured regularly scheduled maintenance of humidification equipment. For mechanically
ventilated buildings, ensured that the building meets the exfiltration requirements of ASHRAE
1 Used nonporous construction materials in moisture-prone areas.
Color Codes
Assessment Protocol (AP)
112 Energy Savings Plus Health I INDOOR AIR QUALITY GUIDELINES FOR SCHOOL BUILDING UPGRADES
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3.0 Moisture Control and Mold (continued)
Assessment Protocol and Action Verification
Protected open roof areas from rain during construction and designed and constructed roofing
systems and flashing details to ensure proper moisture barriers. Repaired leaks before air sealing or
insulating the attic.
Complete N/A
Protected construction materials from moisture damage and did not use materials showing visible
signs of mold or other biological growth. Stored and installed all building products, systems and
components in strict accordance with manufacturers' printed instructions.
Retrofitted crawlspaces so that they are sealed, insulated, ventilated with conditioned air, properly
drained and waterproofed. Installed a high-capacity, energy-efficient dehumidifier in the space (if
climate conditions warranted).
Followed EPA or other professional guidance to perform additional activities to remediate any mold
growth.
Considered ventilation approaches for better moisture control, including dedicated outdoor air
systems (DOAS) and variable-air-volume (VAV) systems.
Determined areas of the school that have already been identified as containing asbestos by reviewing
the school's Asbestos Hazard Emergency Response Act (AHERA) asbestos management plan.
Inspected the building for asbestos-containing material (ACM) or, for new construction, verified
that no asbestos was used in the building materials. If the school does not have an asbestos
management plan and asbestos-containing materials are present, prepared an asbestos
management plan.
Evaluated the condition of ACM. Immediately isolated the area if suspected ACM was found to
be damaged (e.g., unraveling, frayed, breaking a part) and contacted an accredited and properly
trained asbestos professional for abatement or repair.
MA 4.2
MA 4.4
MA 4.5
Exercised caution to prevent the release of asbestos particles into the air during work activities
(e.g., no dusting, sweeping or vacuuming ACM debris; no sawing, sanding, scraping, or drilling
holes into ACM; no using abrasive pads or brushes to strip ACM).
Did not remove or disturb insulation that appears to be vermiculite.
Conducted asbestos abatement before blower door testing and exercised caution when conducting
blower door testing where friable asbestos or vermiculite attic insulation is present (e.g., positively-
pressurized blower door testing).
Conducted asbestos clearance air monitoring following any asbestos response actions in the
school to ensure the actions were conducted properly, using a trained and accredited asbestos
professional.
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Assumed lead-based paint was used in schools built before 1978, unless testing shows otherwise.
Recognized that lead-based paint may be present in any school. Determined which painted
surfaces will be disturbed during the planned work.
Tested any suspected surfaces that will be disturbed during the building upgrade. Paint samples
may be taken and analyzed by an EPA-accredited laboratory, or an EPA-certified inspector or risk
assessor may test paint via X-ray fluorescence [XRF] testing or, in some cases, a certified individual
may use an EPA-recognized test kit.
Complied with EPA's Renovation, Repair and Painting (RRP) Program Rule (used a Certified
Renovator, followed lead-safe work practices, isolated the work area to avoid occupant exposure,
minimized lead dust, left no dust or debris behind, and successfully performed cleaning
verification or clearance testing.).
Complied with all local and state regulations applicable to lead and hazard reduction activities.
Followed additional lead-safe rehabilitation practices in addition to EPA's RRP.
Replaced windows that test positive for lead-based paint.
Ensured all future paint applications in the school are lead-free.
6.0 Polychlorinated Biphenyls (PCBs)
1 Determined whether fluorescent light ballasts containing polychlorinated biphenyls (PCBs) are
1 present.
1 Assessed whether caulk will be disturbed during building upgrade activities.
1 Replaced PCB-containing fluorescent light ballasts that are leaking with new lighting fixtures.
Any oil or stains leaked from PCB-containing ballasts were properly cleaned up or disposed of.
Considered replacement of all PCB-containing light ballasts with new lighting fixtures.
1 Properly disposed of PCB-containing light ballasts and fluorescent bulbs containing mercury.
1 Adhered to requirements of 40 CFR Part 761 Subpart D to ensure that any PCB-containing
waste was handled properly.
If PCBs were potentially present in caulk that was disturbed during building renovations, took
steps to minimize exposure following EPA's Current Best Practices for PCBs in Caulk. Adhered
1 to requirements of 40 CFR Part 761 Subpart D to ensure that any PCB-containing waste was
1 handled properly. Documented and stored copies of all test results and all disposal measures.
1 If there are additional concerns about PCBs, conducted an assessment for PCBs in indoor air
following EPA's Compendium Method TO-4A (high air volume) or Compendium Method TO-10A
(low air volume). If air quality tests indicated concentrations above EPA's Public Health Levels
for PCBs in Indoor School Air, identified potential sources of PCBs and mitigation options.
1 Adhered to requirements of 40 CFR Part 761 Subpart D to ensure that any PCB-containing
1 waste was handled properly. Documented and stored copies of all test results and all disposal
^^1 measures.
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Selected a radon testing professional from a list of qualified testers obtained from the state radon
office. If there are no state requirements, selected a radon professional who is trained or certified
by the American Association of Radon Scientists & Technologists, Inc. (AARST) National Radon
Proficiency Program or the National Radon Safety Board (NRSB).
Performed radon testing before school building modifications in accordance with applicable state
requirements or other guidance, such as the ANSI/AARST Radon Measurement in Schools and
Large Buildings standard.
Retested for radon after completion of all building upgrades and renovations that affect building
envelope leakage and airflows.
Mitigated high radon levels. Took actions to reduce radon levels as outlined in the ASNI/AARST
Radon Mitigation in Schools and Large Buildings standard, using active soil depressurization as the
first mitigation method considered, if radon levels are equal to or greater than 4 pCi/L, before or
after building modifications.
Ensured school HVAC systems are operating properly, with outdoor air ventilation maintained at or
above design minimum values.
Advised periodic retesting of areas in the school that have been mitigated for radon.
8.0 Belowground Vapor-Forming Contaminants (Except Radon)
Evaluated potential sources and odors (e.g., gasoline, sewer gas or fuel oil).
Evaluated the sewer vent system to confirm that drain traps have water in them and inspected
drain lines for breaks or leaks.
Notified local or state authorities and pursued additional assessments before continuing project
work in the event an odor source could not be identified, and the building is in a known area of
contamination.
Conducted a further assessment if vapor-forming soil or groundwater contamination is suspected
on or near the building site. Consulted state or tribal voluntary brownfields cleanup programs or
environmental regulatory agencies for information on the risks of vapor intrusion.
Repaired or replaced failed or unattached sewer vent system components before proceeding with
energy projects.
Addressed drain traps prone to drying out by developing a maintenance plan to periodically add
water to the traps, and considered installation of inline drain seals to floor drains prone to drying
out.
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8.0 Belowground Vapor-Forming Contaminants (Except Radon) (continued)
Assessment Protocol and Action Verification
Complete N/A
MA 8.3
Assessed and mitigated soil gas vapor intrusion in compliance with local or state standards
(Table X5.1 of ASTM E2600 or EPA guidance).
Installed floor drain seals to untrapped floor drains.
Installed automatic drain trap primers in floor drains that are susceptible to drying out to ensure
that a small amount of water is periodically delivered to the trap and to prevent it from drying out.
Implemented the proper measures to prevent migration of soil-gas contaminants into occupied
spaces for new construction and building expansion projects located on brownfield sites, as
described in ASHRAE IAQ Guide, Strategy 3.4.
9.0 Vehicle Exhaust
Investigated complaints regarding motor vehicle exhaust emissions. Requested feedback from the
school nurse, facilities staff and the school's IAQ coordinator and determined the locations and
dates of complaints.
Identified locations of air leaks from parking structures to occupied spaces.
Identified locations of outdoor air intake vents and assessed whether they are located an adequate
distance away from areas where vehicles may idle.
Followed local and state anti-idling laws and policies. Otherwise, established and enforced a
requirement that all engines must be shut off (no idle zone) at loading docks and vehicle loading
and unloading zones. Provided signage to designate the limits of no idle zones.
Sealed locations that separate parking structures from occupied spaces. Air sealed leaks into
ceiling cavities, windows and doors; electrical, plumbing and duct penetrations; cracks between
masonry or concrete walls and unsealed penetrations; and leaks in the duct work or air handler
platforms.
Maintained occupied spaces near parking structures at a positive pressure relative to the parking
structures.
Decoupled areas with vehicle exhaust emissions from building air handling systems. Eliminated
and disconnected supply diffusers and return grilles in garages and vocational classrooms from air
handling systems that serve other occupied spaces.
Specified carbon monoxide (CO) detection and warning equipment in accordance with NFPA 720
and any applicable local or state requirements.
MA 9.2
MA 9.3
MA 9.4
MA 9.5
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MA 9.6
MA 9.7
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1 Ensured that new outdoor air intakes meet the ASHRAE Standard 62.1, Table 5.5.1 separation
1 distance requirements from any sources of vehicular emissions.
Protected existing outdoor air intakes if they did not meet the ASHRAE Standard 62.1, Table 5.5.1
separation distance requirements by relocating them or relocating emissions source locations.
Properly installed a supplemental vented heating system in the parking structure (if needed).
1 If feasible, relocated existing outdoor air intakes away from vehicle exhaust sources to avoid
1 entrainment.
Installed particle filtration, and in extreme cases gas-phase air cleaning devices, to treat ventilation
air for outdoor pollutants (see EA 19.1).
Added a positive pressure vestibule at all doorways connected to parking areas, to provide an
airlock between parking structures and occupied spaces.
1 Installed or upgraded exhaust systems for enclosed parking areas that provide adequate exhaust
for all localized sources of contamination; maintain sealed exhaust ductwork in plenum spaces
under a negative pressure; and exhaust to the outdoors, meeting the minimum separation distance
| requirements of ASHRAE Standard 62.1, Table 5.5.1.
10.0 Local and Regional Ambient Air Quality
Investigated published information regarding local sources of pollution and regional outdoor air
quality, including outdoor ozone levels.
MA 10.1
EA 10.1
In areas where national standards for outdoor particulate matter or ozone are exceeded, ensured
that mechanical ventilation systems are designed and operated to meet the outdoor air filtration
and air cleaning requirements of ASHRAE Standard 62.1, Section 6.2.1.
In addition to the requirements of MA 10.1, in areas where national standards for outdoor
particulate matter or ozone are exceeded, ensured that mechanical ventilation systems are
designed and operated to meet the outdoor air filtration and air cleaning requirements of ASHRAE
Standard 189.1, Section 8.3.1.3.
11.0 Pests
Identified potential pests of concern, including any organisms likely to colonize the building based
on project location.
Identified evidence of pests, and determined whether pesticides are being used in the building to
control pest populations.
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AP 11.3
MA 11.1
MA 1 1 .2
MA 1 1 .3
MA 1 1 .4
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EA11.2
Assessed whether the school already has an Integrated Pest Management (IPM) plan and whether
it is being followed and sustained.
Selected a third-party certified IPM professional for pest management needs. Determined whether
pesticides will need to be used. Considered providing signage to communicate when pesticide
applications will occur. Encouraged scheduling pesticide applications when school is not in session.
Patched and sealed openings in areas with evidence of rodent infestation, with rodent-resistant
materials prior to installing weatherization materials that may be susceptible to gnawing.
Reduced the potential for pest entry into the building by blocking, sealing and eliminating pest
entry points around the building envelope.
Reduced the risk of pest dispersal throughout the building by sealing and blocking interior
passageways.
Implemented protections for outdoor air intakes and exhausts to eliminate pest entryways.
Maintained existing pest protections within the building.
Removed clutter, eliminated wood piles and waste near the building, and removed any bushes,
trees or vegetation closer than two feet from the structure. Kept vegetation away from outdoor
air intakes and outdoor mechanical equipment. Did not pile up soils and mulches against the
building's exterior walls.
Ensured the school has an IPM plan, and it is being followed prior to pesticide applications.
Ensured all exterior garbage cans and dumpsters are scalable and sanitized regularly.
Followed guidance for institutional kitchens in the SF Environment document "Pest Prevention by
Design."
12.0 Tracked-ln Pollutants
AP 12.1
Inspected all building entrances for walk-off mats or entry mat systems. Noted conditions of dirt
or moisture accumulation near entrances that might need walk-off mats or entryway floor cleaning
systems.
Provided walk-off mats to trap dirt and moisture at all building entrances.
MA 12.2
EA12.1
Followed EPA's Building and Grounds Maintenance Checklist and provided a copy to the facility
manager.
Installed permanent entryway systems at all regularly used building entrances to capture dirt and
particulates in accordance with ASHRAE Standard 189.1, Section 8.3.1.5, or EPA's IAQ Design
Tools for Schools, Entry Mat Barriers.
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AP 13.1
MA 13.1
MA 13.2
MA 13.3
MA 13.4
Reviewed content and emissions documentation for products and materials being considered for
the project to determine whether they contain potentially hazardous compounds.
Selected the least toxic products or materials feasible for each application. Used products and
materials that indicate they have (or are certified as having) low VOC content or low VOC emissions.
Specified products and materials that meet independent certification and testing protocols (see
examples listed in MA 13.1).
Selected low-emitting wood and composite-wood products compliant with California Title 17
ATCM. (If CA Title 17 ATCM compliant materials are not available, used wood products that meet
Section 6.1 of EPA's Indoor airPLUS Construction Specifications.)
Ensured the school meets the Minimum Actions in Priority Issues 19.0 Outdoor Air Ventilation and
20.0 Exhaust Ventilation.
Performed a post-construction building flush-out in the renovated building/spaces before
occupancy resumes.
1 Followed guidance outlined in MA 22.3 to protect absorptive materials during construction.
MA 13.6
Followed Priority Issue 22.0 Protecting IAQ During Construction to protect children and other
occupants.
Aired out new construction materials in a well-ventilated, clean and dry space prior to installation.
EA 13.2
Sealed composite wood products with a low-VOC or no-VOC sealant intended to reduce VOC
emissions.
1 Investigated and corrected potential contaminant source problems after building modifications.
EA 13.4
EA 13.5
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Performed a post -construct ion flush-out or baseline IAQ monitoring per ASHRAE Standard 189.1,
Section 10.3.1.4(b) after construction was completed.
Required products that have submitted their complete chemical inventory to a third party for
verification. Made the verification / certification by the third party publicly available.
14.0 Vented Combustion Applianc
Completed a safety inspection of all vented combustion appliances in the school.
Completed all applicable actions under the Assessment Protocols (AP 14.1) and repaired, removed
or replaced combustion appliances to correct deficiencies and ensure compliance with applicable
codes and standards. Ensured proper venting after modifications that affect building envelope
leakage and airflows.
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MA 14.2
MA 14.3
MA 14.5
EA 14.1
Ensured that all combustion exhaust is captured as close to the combustion source as possible,
exhausted directly outdoors, and not vented into other indoor spaces such as attics, crawlspaces or
basements.
Ensured that vented appliances have sufficient makeup air to replace vented air and maintain
normal operating conditions.
Ensured that boiler firing adjustments are operating properly.
Verified proper installation of CO detection and warning equipment to meet the requirements of
NFPA 720 and any applicable local or state requirements.
Installed power vented or sealed combustion equipment when replacing combustion equipment
located in occupied or conditioned spaces. Installation was performed in accordance with ACCA
Standard 5.
15.0 Unvented Combustion Appliances
Identified unvented combustion appliances and determined whether any local or state regulations
prohibiting these devices apply.
MA 15.1
MA 15.2
MA 15.3
Ensured adequate ventilation and exhaust in spaces with unvented combustion equipment.
Ensured ASHRAE Standard 62.1 requirements for outdoor air ventilation and exhaust are met for
each specific room where unvented combustion equipment is used (e.g., food prep areas, science
labs). Ensured rooms where CO is likely to be generated are operated at a negative pressure relative
to surrounding areas. Ensured that negative pressures in kitchens induced by exhaust fans do not
exceed NFPA 96 Section 8.2.1 guidelines due to a lack of make-up air.
With the school's permission, removed all unvented combustion space heaters (e.g., unvented gas
or kerosene space heaters) that do not conform to local or state regulations.
Verified proper installation of CO detection and warning equipment meeting the requirements of
NFPA 720 and any applicable local or state requirements.
16.0 Ozone From Indoor Sources
Identified indoor sources of ozone and determined whether any air-cleaning or purifying equipment
designed to intentionally produce ozone was present.
Did not install any air cleaning equipment designed to intentionally produce ozone. Recommended
removal of existing air cleaning equipment designed to intentionally produce ozone.
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16.0 Ozone From Indoor Sources (continued)
Assessment Protocol and Action Verification
Complete N/A
MA 16.2
EA 16.1
Ensured adequate ventilation and exhaust in areas with ozone-generating office equipment,
including printing, copying and reprographics rooms.
Tested office equipment for ozone emissions following ASTM D6670-01. Repaired or
removed equipment if emissions exceeded 0.02 mg/m3.
Installed office equipment fitted with ozone capture / removal systems.
17.0 Environmental Tobacco Smoke
Assessed school smoking policy and determined whether the school has a policy that prohibits
smoking inside the school. Determined whether there are locations on school grounds where
outdoor smoking may be allowed, and the locations of these locations from the building's
entrances, outdoor air intakes and operable windows.
Identified whether there have been occupant complaints about smoking.
MA 17.1
Ensured that the school has a policy on tobacco that is consistent with local, state and federal
laws. The policy should include prohibitions against tobacco use by students, all school staff,
parents, and visitors on school property, in school vehicles, and at school-sponsored functions away
from school property. Ensured any locations where outdoor smoking is permitted are a minimum of
25 feet from all building entrances, outdoor air intakes and operable windows.
18.0 HVAC Equipment
Conducted an HVAC assessment to evaluate the condition of the existing HVAC system
components in accordance with minimum inspection standards of ASHRAE/ACCA Standard 180,
ASHRAE handbooks or other equivalent standards and guidelines. Evaluated building heating and
cooling loads after planned modifications and HVAC equipment capacities for sensible and latent
loads.
Repaired, modified or replaced equipment to ensure that existing HVAC systems operate
properly. Ensured there is a scheduled inspection and maintenance program for HVAC systems in
accordance with ASHRAE/ACCA Standard 180.
Properly sized and installed any new HVAC equipment.
Ensured any new HVAC systems have a minimum of MERV 8 filters installed upstream of all
cooling coils and wetted surfaces, in accordance with ASHRAE Standard 62.1 requirements.
Remediated mold in air plenums and ductwork, following guidance outlined in MA 3.2.
Followed the guidelines in the OSHA Technical Manual: Legionnaires' Disease to protect against
bacterial growth in HVAC systems and mechanical equipment.
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18.0 HVAC Equipment (continued)
Assessment Protocol and Action Verification
Complete N/A
EA18.1
EA 18.2
EA 18.3
Installed higher efficiency filters in any new HVAC systems (MERV 11 or higher), upstream of all
cooling coils and wetted surfaces, if feasible.
Increased filter efficiencies in existing HVAC systems (highest MERV rating possible based on
equipment specifications).
Employed filtration and gas-phase air cleaning strategies to further improve IAQ, in conjunction
with source control strategies and maintaining minimum ventilation rates.
Determined whether HVAC systems comply with ASHRAE Standard 62.1 ventilation requirements
at the system level and in the breathing zones of all occupied spaces.
MA 19.1
MA 19.2
MA 19.3
Adjusted existing HVAC systems to meet all requirements of ASHRAE Standard 62.1, where
possible, using the Ventilation Rate Procedure.
Considered the impacts of building envelope air sealing on ventilation. Avoided tightening the
building shell and reducing air exchange rates if increasing ventilation or installing additional
ventilation is not possible. Ensured school buildings that rely on natural ventilation have adequate
ventilation after weatherization.
Designed and installed new HVAC systems to meet all ventilation requirements of ASHRAE
Standard 62.1 using the Ventilation Rate Procedure.
Verified that all HVAC systems meet any local code requirements for ventilation.
Replaced or upgraded existing HVAC systems to meet ASHRAE Standard 62.1.
EA 19.2
EA 19.3
EA 19.4
For mechanical ventilation applications, installed permanent outdoor airflow monitoring systems in
accordance with ASHRAE Standard 189.1, Section 8.3.1.2.
For natural ventilation applications, provided monitoring to ensure operable windows and other
ventilation openings are operated appropriately to ensure adequate ventilation.
Applied advanced ventilation approaches, such as dedicated outdoor air systems (DOAS), demand-
controlled ventilation, displacement ventilation, economizers, energy recovery ventilation, and
variable-air-volume (VAV) systems. Ensured ASHRAE Standard 62.1 ventilation requirements are
met for all loads and occupancy conditions.
Implemented pre-occupancy ventilation control for ventilation systems that serve spaces that are
not continuously occupied, to provide the design minimum outdoor air ventilation rate for a period
of one hour prior to expected occupancy whenever the spaces have been unventilated for a period
longer than 24 hours.
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AP 20.2
AP 20.3
MA 20.1
Identified rooms or areas with localized contaminant sources that require exhaust ventilation.
Measured exhaust airflows to determine whether there is compliance with the exhaust
requirements of ASHRAE Standard 62.1 for each space.
Verified that exhaust from rooms with localized contaminant sources discharge outdoors and do not
discharge or leak into other indoor spaces or the building structure.
Ensured exhaust is provided for rooms or areas with localized indoor contaminant sources as
identified in AP 20.1 and ensured that exhaust rates required by ASHRAE Standard 62.1 are met.
Confirmed proper functionality of the exhaust systems to reduce causes of complaints.
Implemented additional efforts to prevent the recirculation of exhausted air into outdoor air intakes.
Provided monitoring and alarms for exhaust systems.
AP21.1
21.0 Building Safety for Children and Other Occupants
Identified the School's Health and Safety Officer or Committee and included them in all building
safety planning. Documented safety hazards that were observed during the assessments.
Immediately responded to urgent and life-threatening situations. Ensured the results of the safety
assessment were provided to the school's health and safety representatives, and corrective actions
are considered as part of building upgrades.
Assessed the proper functionality of fire alarms, smoke alarms, and CO detection and warning
equipment. Determined whether CO detection and warning equipment meets the requirements of
NFPA 720 and applicable local and state requirements.
Identified the prevalence of harmful chemicals in accessible locations, including custodial closets,
storage areas under sinks, science labs, hospitality training programs, art labs, food labs and
vocational programs.
Identified risk of mercury exposure in existing school lighting, equipment (e.g., thermometers,
barometers), components and lab supplies. Determined whether the school has a mercury spill
response plan.
Identified the locations of fire extinguishers in the school, and verified that all placements meet
local laws.
Determined whether the hot water heater temperature setting is within the allowable limits of the
local and state codes.
Immediately corrected life-threatening safety risks.
Corrected other safety hazards during the building upgrades.
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21.0 Building Safety for Children and Other Occupants (continued)
Assessment Protocol and Action Verification
MA 21.2
Complete N/A
Had qualified personnel correct deficiencies with fire alarms, smoke alarms or CO detection and
warning equipment. Installed additional fire alarms, smoke alarms and CO detection and warning
equipment wherever necessary.
Ensured appropriate storage of hazardous chemicals.
Prevented mercury exposure by ensuring school has a mercury spill response plan. Prevented
mercury spills by removing all elemental mercury, mercury compounds and mercury-containing
equipment. Properly disposed of all elementary mercury supplies and mercury containing devices
and equipment, including fluorescent lighting, compact fluorescent light (CFL) bulbs and mercury-
containing thermostats.
Corrected deficiencies associated with fire extinguishers.
Adjusted water heater temperatures to prevent scalding.
Installed enhanced CO detection and warning equipment that can detect and store low peak CO
levels, and considered integration with the building's central monitoring system.
Installed light switches at the top and bottom of all stairwells.
Installed safety lighting on or near steps.
Repaired malfunctioning doors, windows, roofs and floors.
Qualified personnel ensured the safety of electrical systems by confirming they are in accordance
with applicable codes.
MA 21.4
EA21.1
EA21.5
22.0 Protecting IAQ During Construction
Determined building occupancy patterns during expected construction periods, and identified any
anticipated special needs of the building occupants.
Identified potential construction-related contaminants and the pathways through which they could
impact the IAQ of building occupants.
Minimized occupant and worker exposures during construction (e.g., adhered to SMACNA Indoor
Air Quality Guidelines for Occupied Buildings under Construction). Properly isolated work areas
from occupants. Promptly responded to any occupant complaints or concerns.
Protected HVAC systems from contaminants during work activities, performed post-construction
inspections. Cleaned to remove dust and debris from ductwork, as needed. Ensured new HVAC
filters were installed prior to occupancy.
Protected highly absorptive materials from airborne contaminants and emissions caused by
construction.
MA 22.1
MA 22.2
MA 22.3
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22.0 Protecting IAQ During Construction (continued)
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MA 22.4
EA22.1
AP23.1
MA 23.1
Safely installed spray foam insulation and employed safe work practices to avoid exposure to spray
polyurethane foam (SPF).
Considered and implemented additional protections as appropriate and necessary to protect the
health and safety of building occupants.
23.0 Jobsite Safety
Evaluated existing and potential health concerns and activities. Referred to Appendix C: Worker
Protection for recommended evaluation measures and actions.
Referred to Appendix C: Worker Protection for recommended actions to protect worker safety.
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United States
Environmental Protection
Agency
E PA 402/K-14/001
October 2014
http://www.epa.gov/iaq/schools/energy_savings_plus_health.html
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