3Ts: TRAINING, TESTING, TAKING ACTION
4**	"-r*»te	-
TESTING
Module 4: Developing a Sampling Plan
Conducting a Walkthrough and Determining Sample Locations
Conduct a Walkthrough
Conduct a walkthrough of the facility and create an inventory, Take note of all sinks and fountains used for
human consumption. If a floor plan is available, mark each tap and water filler on the floor plan and assign a
unique identification. It may be helpful to take pictures when conducting this walkthrough. A plumbing profile
can be created by answering a series of questions about the building's plumbing. The plumbing profile
questionnaire in Appendix G can be used as a worksheet and recordkeeping tool. It may also be helpful to
interview custodial staff and the teachers about water use.
Take note of the visible plumbing for these outlets. Staff creating the inventory may need to look under sinks or
behind cabinets. Document whether faucets have
aerators or filters in place to understand ail possible
sources of lead and any current remediation efforts
at each fixture. Aerators should not be removed
while conducting sampling for lead. If your facility
has additions, wings or multiple buildings built
during different years, a separate plumbing profile is
recommended for each. Examples of plumbing
configurations for a single-level building and a
multilevel building are illustrated in Exhibit 1 and
Exhibit 2, respectively.
Make sure to note any lead-lined storage tanks or lead parts such as those noted in the Lead Water Coolers
Banned in 1988 factsheet. Water coolers identified by EPA as having lead-lined storage tanks or lead parts
should be removed.
Conducting this survey of the building's plumbing will enable schools to:
~	Understand how water enters and flows through building(s)
~	Identify and prioritize samples
~	Identify additional sites staff or students may be using for drinking water, such as
bathroom faucets, locker room showerheads and non-traditional drinking water
outlets that might be used to fill water jugs
Office of Water (4606M)
EPA 815-F-18-018
October 2018
v>EPA
OFFICE OF GROUND WATER
AND DRINKING WATER

-------
BTs: TRAINING, TESTING, TAKING ACTION
4**	"-r*»te	-
TESTING
Exhibit 1: Plumbing Configuration for a Single-Level Building
Srtk
Note: Simplified lateral and
header configurations
areshowifordarity.
Faucet
Coder
Faucet
Serw» Connection
Header: The main pipe in the
internal plumbing system of a
building. The header supplies water
to lateral pipes.
Lateral: A plumbing branch between
a header or riser pipe and a fixture
or group of fixtures. A lateral may or
may not be looped. Where more
than one fixture is served by a
lateral, connecting pipes are
provided between the fixtures and
the lateral.
See Module 1 for additional
definitions.
Note: Simplified header and
lateral configurations
are shown for clarity.
Exhibit 2: Plumbing Configuration for a Multilevel Building
As shown in Exhibit 1, in single-story buildings,
the water comes from the service connection
via main plumbing branches, often called
headers. These, in turn, supply water to laterals.
Smaller plumbing connections from the laterals
and loops supply water to the faucets, drinking
water fountains, and other outlets. In multilevel
buildings (Exhibit 2), water is carried to the
different floors by one or more riser pipes. In
addition, in some buildings, water may be stored
in a tank prior to being distributed to the
drinking water outlets and fixtures.
Remember, for sampling purposes, that water
within a plumbing system moves from the water
main in the street through the service connection and through the building. Sample collection should typically
start on the bottom floor then continue up. However, the water main can enter the building from the first
floor and splits to the riser running up to the second, third floors, etc., and the riser can lead to the basement.
This configuration may also be different if the water tank is on the roof. Try to learn more about how water
flows in your facility to better inform your sampling plan

H ,be:
Water

Laterals^*
Water
cooler

Water Main
sp-vir.e '>nr;ec!'iin
School Building

-------
TESTING
BTs: TRAINING, TESTING, TAKING ACTION
¦v*'-	*	'»¦> ¦-
Determine Sampling Locations
Decide where to take samples and how to prioritize the sample
sites based on responses to the plumbing profile questionnaire
and knowledge of the building(s). This should include drinking
fountains, kitchen sinks, kitchen kettle filler outlets, classroom
combination sinks, and drinking fountains, home economics room
sinks, teachers' lounge sinks, nurse's office sinks, and any other
sink known to be or visibly used for consumption (e.g.,
coffeemaker or cups are nearby). Faucets that are not used for
human consumption, such as sinks in janitor's closets or outdoor
hoses, should not be sampled. If there is potential that these may
be used (e.g., janitor closet is close to kitchen and is used for
cleaning appliances or the outdoor hoses are used to fill water
jugs for sports activities), use clear signage to notify people that the faucet should not be used for drinking or
cooking, or include the fixture in your sampling plan.
important: schools and child care facilities should not use sample results from one outlet to characterize
potential lead exposure from all other outlets in their facility. This approach could miss localized lead problems
that would not be identified.
Make sure to prioritize outlets that are used by children under the age of 6 years or pregnant women (e.g.,
drinking fountains, nurses' office sinks, classrooms used for early childhood education, kitchen sinks, teachers'
lounges).
During the process of determining sample locations, it will be helpful to code each outlet using a system that
will allow each unique outlet to be identified by location, type, and other relevant characteristics. The "Develop
a Code System" factsheet provides examples and templates.
Do You Have a Lead Service Line?
Lead pipes were used for service connections, or service lines, in some locations. Other materials used for
service lines include copper, galvanized steel, plastic, and iron. In larger schools, the service line is probably
not lead because lead is impractical for the larger service lines typically used in
these facilities; however, many child care facilities reside in small buildings and Picture of a Scratch on
are at a higher likelihood of being served by lead lines.
Regardless of building size, make sure to check the service line. The water system
may be able to provide information about whether there is a lead service line or can
help identify the service line for your facility.
Lead service lines may be visible and are generally a dull gray color and very soft.
They can be identified easily by carefully scratching with a key. If the pipe is made of
lead, the scratched area will turn a bright silver color. Do not use a knife or other
sharp instruments and take care not to puncture the pipe.
Helpful Tip...
Don't forget to include kitchen kettles
in your sampling plan. Kitchen kettles
are large containers of water that are
then heated to steam or cook things
like vegetables, sauces, pastas, rice,
etc. They are used in larger kitchens,
like some school kitchens, and sample
results taken from these have found to
contain elevated lead.
a Lead Service Line

-------