EPA Model Worker Course
RESIDENTIAL LEAD-BASED
PAINT ABATEMENT
Instructor's Manual
Produced under EPA Contract #68-W01-033
by
SPS Technologies, Inc.
March 2004 edition
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Office of Pollution Prevention and Toxics
U.S. Environmental Protection Agency
Washington, DC 20460
Produced by
SPS Technologies, Inc.
211 Perry Parkway, Suite 4
Gaithersburg, Maryland 20877
301-926-7726
Fax 301-926-7724
Subcontractor
Georgia Tech Research Institute
Safety, Health and Environmental Technology Division
151 6th Street, O'Keefe Building
Atlanta, Georgia 30332-0837
404-894-3806
Fax 404-894-8275
Material contained in this publication is in the public domain.
It may be reproduced without permission of the federal government. Information contained in this curriculum
may be reprinted in full or in part, or freely quoted, if this page is included as a means of crediting resources.
This manual is not intended as an interpretation of EPA or OSHA regulations.
The mention of trade names, commercial products or organizations does not imply endorsement by the
Environmental Protection Agency or by the U.S. Government.
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LEAD ABATEMENT FOR WORKERS
Table of Contents
Using this curriculum Intro
What is lead? Where is it found? 1
Health Effects: How Lead Affects The Body 2
Laws, Regulations, Standards 3
Identifying Lead-based Paint Hazards 4
Controlling Lead-based Paint Hazards 5
Setup 6
Abatement Methods 7
Cleanup, Disposal, and Clearance 8
Soil Abatement and Exterior Dust Cleanup 9
Instructor's
Manual
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Using the Curriculum
Manuals lntro-3
Instructor manual Intro-3
Student manual Intro-3
Your job as a lead abatement instructor lntro-4
How to start Intro-5
Training adults Intro-5
Learner-centered training Intro-6
Steps in planning a training lntro-7
1. Who will you train? lntro-8
2. Where will you train? lntro-10
3. Who will train with you? lntro-11
4. What training methods will you use? lntro-12
5. What training materials will you need? lntro-19
6. How will you evaluate your training? lntro-21
Sample hands-on skills assessment lntro-23
Evaluation of the course lntro-25
Lead Abatement Worker Training Course (Sample schedule) lntro-27
Sample Student Evaluation Form lntro-28
Course introduction lntro-30
Instructor's
Manual
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Lead Abatement for Workers
Instructor's
Manual
Intro-2
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Using the Curriculum
Manuals
Instructor manual
This manual has information which is not contained in the student manual. The
introductory chapter Using the Curriculum contains valuable information about the
manuals, your job as an instructor, and steps to follow when planning a training, as well
as several sample documents on which you can base your own course schedule, student
evaluation, and hands-on skills assessments. Chapters 1-9 correspond to those chapters
in the student manual.
At the beginning of each chapter in the Instructor's Manual, you will find:
a. objectives of the chapter
b. topics covered
c. different training methods and suggested time needed for each.
At the end of each chapter, you will find references. These same references are listed at
the end of the chapter in the student manual. Please look through these reference lists.
You should try to have a copy of the reference documents marked with a star (*) in the
student manual for the students to see.
The course is designed to be two days long with eight hours of instruction per day. This
is a total of 16 hours of instruction that includes eight hours of hands-on instruction.
The course outline can be found on page 27 of this section. This course is designed to
meet the requirements of 40 CFR Part 745—Lead; Requirements for Lead-Based Paint
Activities in Target Housing and Child-Occupied Facilities, a federal regulation under
section 402 of the Toxic Substance Control Act (TSCA). It is not designed to meet the
training requirements established under OSHA s Interim Final: lead in Construction
standard (29 CFR 1926.62). Therefore, if the trainees desire both state/EPA and
OSHA training for lead, additional training time would have to be added, preferably
before conducting the training included in this curriculum.
Student manual
The student manual is designed to provide the information a worker needs to perform
safe lead abatement. The student manual is for the participant to keep. The participants
will use the student manual throughout the course. Once the course is completed the
student manual can be used by the participant as a reference manual.
Instructor's
Manual
Intro-3
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Lead Abatement for Workers
Your job as a lead abatement instructor
Your job is an important one. You are training workers to do lead abatement work in
residences in such a way that they do not risk their health or the health of the occupants.
When the worker uses safe work practices, lead poisoning can be prevented. Unsafe
work practices can cause lead poisoning. A knowledgeable worker can help prevent
young children from getting poisoned by lead.
This training course is designed to make your job as easy as possible. Whenever possible,
we give you options, so you can choose the training methods and exercises that work
best for you and the workers that you will be training.
This course is designed primarily for lead-based paint abatement in residential
structures. It does not include information on the abatement of lead-based paint on
other buildings and steel structures. It is anticipated that the EPA will be developing a
curriculum focused solely on steel structure abatement in the future. Be aware that the
hazards may be even greater for abatement workers in those settings.
We do not assume that you are a "lead expert," but that you have had some experience
concerning lead-based paint issues and conducting trainings. If there are topics that are
too technical for you to handle at first, you can always bring in an outside "expert" to
help you. For some of the sections, your state may require instruction by a medical and/
or occupational health professional or a construction expert. You should contact your
state program to obtain a copy of your state's requirements.
Remember that each training is unique and different. You always want to try to
improve your training. Make it fit each group of workers you are training. Make sure
you update your training materials as requirements, regulations, or interpretations
change and evolve.
Instructor's
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Using the Curriculum
How to start
Your first task is to become very familiar with all of the information that is part of the
manual. Make a note of any questions you have as you read over the manual.
You can use the references at the end of each chapter to get more information on
different topics. You can obtain many of these references for free by calling the National
Lead Information Center at 1-800-424-LEAD. You can also contact government
agencies and private organizations for more information. There is a list of these groups
in the back of the student manual in the Resources Section.
Training adults
It is vital for you to remember that many of the people you are training have not been in
a classroom for many years. They have learned a lot from their jobs by experience and by
doing the job—not from books. To be successful in training adults, it is important to:
a. Respect their lifetime of work and experience by tapping into their expertise.
b. Make the training active, not passive, by involving participants in their own
learning. Adults need to be active in their learning process. We learn more and
remember more when we are hearing, seeing, and doing something. We may learn
less and remember less if we are only hearing somebody speak at us.
c. Make the training practical. You can do this in a number of ways.
1. Use as many hands-on activities as possible. Adults learn on the job by being
shown how to do the task and then by doing it themselves with supervision.
Hands-on activities often can be done in a classroom setting if the space is
available and the proper precautions are taken. This course depends on the use
of hands-on activities for many of its sections.
2. Include field sites to show the real work setting. Even though you won't be able
to get on site after the lead abatement work has started, it is still very helpful to
show a site before any work begins and even during preparation (e.g., laying of
plastic, building of containment, etc.). Make sure you visit the site before
bringing the class. Make sure the site is safe for a walkthrough.
Old buildings that are not being abated can also be used to point out which
surfaces need abatement and how this abatement may be accomplished.
d. Have clear objectives for the course as a whole and for each topic. Make sure you
communicate these objectives to participants so that they know what information
they are expected to learn. There are objectives laid out in the beginning of each
chapter to aid you.
Instructor's
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Lead Abatement for Workers
Learner-centered training
For this course, the emphasis is on training methods that are not focused on you as the
instructor, but on the learners. This is called learner-centered training. This course
design does not allow you to stand in front of the class for hours and lecture (although
a short lecture used at times can be very effective). The training methods suggested
throughout the course encourage the active participation of the learners. This transfers
learning not only from you to the class, but also from the class to you and each other.
So what does this mean for you? It may mean trying something new. You may be used
to lecturing. This may be what you know how to do best. Lecturing is not necessarily the
best way to learn. You can guide the participants in the learning process. Try these new
approaches out. Add to your own tool box of training methods. It will help you in your
own development as a trainer. You will learn more from the participants and may even
have more fun.
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Using the Curriculum
Steps in planning a training
The following steps will help you make sure you have planned for your training and that
you have all the materials you need:
1. Who will you train?
2. Where will you train?
3- Who will train with you?
4. What training methods will you use?
5. What training materials and equipment will you need?
6. How will you evaluate your training?
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Lead Abatement for Workers
1. Who will you train?
What is their work experience? What are their reading and writing skills? Are they able
to read English?
When you plan a training, the more you know about the students ahead of time, the
better. It will help you tailor the course to their needs. For example, the course will look
different if you are training workers who previously did asbestos abatement than if they
are young people being trained for their first job. For the first group, you will want to
highlight the differences between lead and asbestos abatement work. You can then
review the similarities. For the second group, you should spend more time on health and
safety issues and worker protection.
For these reasons, you may want to obtain background information on the participants
ahead of time. One way to do this is to require attendees to complete a registration
form that includes questions about their work experience. The responses may assist you
in identifying the reading level of the participant. It would be helpful to have a question
on the registration sheet to determine the highest grade level that the participant
has completed.
You may not always be able to preregister the participant. You will need to assess their
reading skills and work experience on the first day. You can observe how the participants
complete the registration form on the first day of the course. A participant who cannot
read English will have difficulty completing the registration form. You may note they
will seek help from a fellow participant. It is best to speak privately with a participant
who has difficulty in reading English. When a participant is not able to read, you should
recommend that they sit close to the front of the room. Someone who cannot read often
needs more visual aides. They need to be able to hear everything that is said. It is good
to recommend that they have a friend, family member, or fellow classmate read the key
facts and pull quotes to them every day after class.
You can be a skilled worker even if you cannot read. Not being able to read is a
handicap. There are many skilled workers who are unable to read. The exam can be
read to them. (Be sure to check with your state regulators to find out if they allow verbal
exams.) You can test the skills they learn in the class in performance evaluations.
On the first day of class, you can ask for anyone who has difficulty reading to let you
know. You need to let the class know that you will provide a reader for the exams if
anyone is unable to read.
This curriculum was designed to address the learning needs of those who can read
English at a 5th to 7th grade reading level. The lower the reading level, the more
important visual aides and participation becomes.
This course needs to be taught in the language of the participant. This course is for
participants who can speak English. The student manual has been translated into
Spanish. Courses for Spanish speaking participants must be taught in Spanish.
Instructor's
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Using the Curriculum
Class size
We recommend that the maximum class size be no more than 24 participants. Limiting the
class size allows for more interaction. (The state/Indian tribe in which this course is approved
may have limits on class size. Check with the agency which approves training programs.)
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Lead Abatement for Workers
2. Where will you train?
How many trainees will you have in the class? Does the location have enough room for
breaking the class into small groups and for hands-on activities?
The more trainees you have, the more room you will need. It is vital that the training
location be comfortable. A poorly ventilated room or cramped location can make it hard
for people to learn. Some of the items you will need to be concerned about are:
Location: Are there places to purchase lunch? Who manages the facility? Who do
you call if there are problems?
Space: Does your facility have space for hands-on activities? You need space for
setting up a decontamination chamber, stations for abatement methods, etc.
Chairs and tables: Are there enough chairs and writing surfaces for the number of
trainees? Set up the tables so that all students can see and interact with each other.
This is best done with a U-shaped arrangement of tables and chairs.
Temperature: Is the room kept at a comfortable temperature? Before you begin
teaching, find out how to control the temperature in the room.
Noise: Is the room quiet? If you can, try to keep any outside noise to a minimum.
Test the room beforehand to make sure you can be heard. In some situations, you
may need to use a microphone.
Lighting: Can you alter the lighting so that people can take notes as they view
slides? Find out ahead of time how to control the lighting. If possible, find a
classroom with lights that can be dimmed, or with separate perimeter lighting.
Fire exits: Make sure you know ahead of time the location of fire exits in case of a
fire. Make sure the building has a fire escape plan.
Emergency phone numbers: Find out ahead of time the emergency phone numbers
for fire and health emergencies for the class location. Post these numbers in the class
so trainees are aware of who to call in case of an emergency.
Make sure the participants are comfortable. Inform participants of the location of
bathrooms, telephones, etc. State when breaks are scheduled. It is usually helpful to
inform participants that they may stand if sitting is no longer comfortable and to help
themselves to any refreshments (coffee, tea, etc.) whenever they want as long as they are
careful not to distract other students. It is helpful to inform the participants where they
can go to get food for lunch. If there is no lunch food available, participants need to be
informed before the class begins.
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Using the Curriculum
3. Who will train with you?
For any training that lasts more than a day, there should be at least two trainers. There is
too much work involved for just one trainer. You will find that as one of you instructs, the
other trainer can prepare for the next training module. It is also helpful for the class to have
more than one trainer because it provides a change in teaching style and expertise.
For the hands-on sessions, you also want to be able to break the class into small groups
so everyone has a chance to practice the activities. This requires more than one trainer.
We recommend that you not have more than 8 students per instructor for the hands-on
activities (5 to 6 students per instructor is ideal).
Another reason for at least two trainers is team teaching. Team teaching is when two or more
trainers teach a section together. Team teaching can help ensure that all items are covered
since both of you are teaching together. It allows the class to get expertise from two sources.
Even though it may mean you are in front of the class for more time, many trainers find that
it can take some of the pressure off to know everything. The more you train with somebody,
the better you will work as a team. It is important to support each other when team teaching.
Refer to each other's statements and support each other's expertise.
Which sections require an outside expert will depend on your skills and expertise, the
content of that section, and the requirements of your state/Indian tribe. For example,
your state/Indian tribe may require a health professional to present the section on health
effects and medical surveillance.
If you are bringing in outside experts, it is important to talk to them about their style of
training. If possible, you should try to attend a training they present so that you can
preview their style. Often experts are too technical in their presentations and you may
find that they would not work well for your course. It is important that they tailor their
presentation to your class. You can help them do this by providing a copy of your
training materials on that topic and informing the presenter of the background of the
participants (e.g., work experience and educational level). Encourage them to come early
to sit through a session with the class before they present. Provide a break when their
session is over so students can approach them individually.
Even if you decide to use an outside expert at first, do not underestimate your own
ability to learn new information and instruct these topics. You can request that the
outside expert work with you so that you can teach that section in the future.
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Lead Abatement for Workers
4. What training methods will you use?
The training methods you use are your choice. Be aware that this course is designed to
include a minimum of eight hours of hands-on instruction. At the beginning of each chapter,
there are options for how the material can be taught. We do, however, strongly recommend
that you avoid teaching methods that are purely passive, such as lecturing and slide
presentations. (Slides with scripts, however, are provided for all chapters.) The bottom line is
that you should vary the methods you use and make them as active as possible.
On page 17 is a chart that outlines the strengths and limitations of the different
methods. As you go down the chart, the training methods demand more active
participation from the class participants. This manual provides you with the group
exercises, discussion questions, and quizzes that are designed for active participation.
Possible Training Methods
Lectures
Lectures with questions asked
Audiovisual methods (slides, video, film, etc.)
Audiovisual methods with class participation
Discussion
Instructor's
Manual
Brainstorming
Games
Small group problem-solving
Skits
Field visits or walkarounds
Hands-on exercises
Lectures
Lectures are the most traditional teaching method used, even though they are very
passive for the class. It is very important whenever you do use lectures that you do not
read from your notes or from the slides. Make sure you know the information you are
going to present and that the presentation follows a clear order.
Lectures should be used to supplement the manual or to present information in a
different way. If you would like to be more comfortable lecturing in front of a class, you
may want to practice first. You can do this by taping yourself in private, and listening
back. Another way is to have a friend or trainer listen to you and make suggestions.
Intro-12
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Using the Curriculum
Lectures with questions asked
Unless you allow people to ask you questions, they will not have a chance to clarify any
points in the lecture they found confusing. The questions that are asked will also help
you to improve your lecture because you will find out what interests the class and what
points they need you to spend more time on. You can also pose questions to draw out
participants' knowledge and cite examples to illustrate your point.
Once you become very comfortable with this format, you can be more flexible and
encourage people to interrupt you with questions at any time.
You may want to tell the class at the beginning that you will not know the answer to
every question they ask, but you will find the answer for them. If the question will be
covered by someone else with a different area of expertise, you can ask the participants to
write the question down. Then ask participants to ask the designated trainer. You can
also write the question on a flipchart and keep it posted until an answer is given.
Audiovisual (AV) materials
AV materials can be a useful tool for you in your lectures. For example, slides or
overheads can help you structure your lecture. You can use them to prompt your next
comment. Slides are provided with each section. Again, it is important to allow the class
to ask you questions.
While videos are being used more and more in training, it is strongly recommended that
you use a video only to reinforce information given in the class. Do not assume that the
class participants have learned the information in the video just because they watched it.
Audiovisual methods with class participation
You can make the learning process more active using slides or a video. The script notes
for each chapter's slide presentations include possible questions that you can use to lead
the discussion as you review the slides.
There are ways to actively involve the class in watching a video as well. Before beginning
the video, have participants read the questions. Let participants know that they need to
find the answers on the video. You can break the video into segments and have
participants answer questions or initiate a discussion. You may also want to ask
questions at the end of the video or follow it with a discussion. The manual provides
possible questions to use.
Discussion
The purpose of discussions is to encourage the participants to use the information they
have been learning. It avoids you giving the answers and challenges the class to come up
with their own answers.
This manual supplies you with discussion questions. There may not be one single
correct answer to many of these questions. Be ready for answers that may be new to you.
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Lead Abatement for Workers
Your Role: Facilitator
Your role is facilitator, which means you must encourage the class to think, participate
and learn from each other. During a discussion, it is not your job to just give the answers
to the questions. It is your job to facilitate the class in finding the right answers.
a. Students need enough time (at least 10 minutes) to read the questions and discuss
some possible answers. This time will give them a chance to think on their own.
b. The best way to ensure class participation is to create an atmosphere where trainees
feel safe to say what they think without being criticized or ridiculed. You need to set
ground rules at the beginning of the course. Inform participants that all questions
are "good" questions and that everyone in the class will be treated with respect.
During discussions, you should accept all student answers, even if you disagree with
them. You can then open it up for general discussion.
c. Rather than you making comments right away when answers are provided, give the
class a chance to make comments. ("Does everyone agree with this answer?") You
will find trainees will learn from each other. Wrong answers need to be corrected
carefully. Do not embarrass a participant who gives a wrong answer. Encourage
them to find the correct answer. Then make sure the correct answer is clearly
understood by all participants. For example, you can say: "Good try, but.." or
"That's logical, but not correct...") After trainees are finished you can add any ideas
that they may have missed.
Brainstorming
Brainstorming is a teaching method that draws information out of students rather than
simply listing the required information. For example, rather than telling the class the
hazards found on a lead abatement job, you might ask them, "Besides lead, what are
some safety and health hazards that you may run into on a lead abatement job?" Write
down all the hazards the class provides on a blackboard or flip chart.
Do not argue with any of the answers given, just write them down. As with a discussion,
your role is facilitator—you are trying to inspire the class to think, participate and learn
from each other.
When students are finished listing hazards, compare the list they generated with your
own list (keep yours hidden). They will probably have given answers that are on your list
and some that are not. If they left out something you planned to cover, you should point
it out and list it along with their hazards. You can also help organize the answers by
putting them in categories. For example, stripper can be put under a category of
hazardous chemicals.
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Using the Curriculum
Games
This method is useful because it allows participants to have fun as they learn. It is
mainly used in this course as a way to review material, e.g., Lead Jeopardy. Some
competition is good and can enhance everyone's learning. However, it is important to
avoid letting the class get too competitive because some people will refrain from
participating for fear of giving the wrong answers and having their team "lose." Then
competition can have a negative impact on learning.
In addition, teamwork is an important component of working safely on the job. The
"buddy system" is used to help people suit-up and don respirators. By emphasizing team
work, you can also lessen unhealthy competition.
Small group problem-solving
This method involves breaking the class into groups of six trainees and having them
solve a problem together. This manual will supply you with examples of small group
exercises. Allow the small groups to work on the problem with one person in each group
recording the discussion and answers. Then the class reassembles and the different
notetakers report back the answers of their group, which leads to a general discussion.
You can then add any points that were left out.
Skits
A number of skits are provided throughout the manual. The skits are very short but can
provide lots of useful material. Not everyone is comfortable acting out the skit in front
of others. Make sure you allow people to volunteer to do it. Give the "actors" a few
minutes to review the skit. Make sure you have reviewed the discussion guide that
follows each skit so that you are prepared to help the class analyze the skit.
Skits are particularly useful for raising social issues and providing information for how to
deal with these issues. One example is the fear of losing one's job if a health and safety
concern is raised. A discussion usually occurs regarding OSHA's legal protection against
harassment and the limitations to this protection.
Field visits or walkarounds
If your course is longer than two days, or you can regroup people at night, you should
consider a field visit to a real work setting. You must visit the site first so that you can
structure the visit. Since there may be a class size of 20 or more, you must plan how you
will walk everyone through the site. It is useful to develop discussion questions for your
return to the classroom to ensure that participants share the information they learned on
the visit.
It may not be that easy to find a site for field visits because of liability issues involved
(e.g., one of the trainees gets hurt on the visit). Be prepared to deal with this concern
when approaching the owner of the site. If a field trip is not an option, consider showing
slides of a project you've been involved with and describing the conditions on the job
site shown in each slide.
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Lead Abatement for Workers
Hands-on activities
For effective training of adults, you should include hands-on activities. This course uses
a minimum of eight hours of hands-on instruction. This will require a facility that
allows you to conduct hands-on activities. You will need physical space for this.
We strongly encourage the use of hands-on activities whenever possible. For example,
along with lecturing about setting up a work area, have students lay down poly and attach
it to the wall. If the workers have already been trained in respirators/PPE in an OSHA
course, consider suiting them up for this exercise. Trainees should know firsthand how it
feels to wear protective equipment and how to ensure it is working correctly.
Hands-on activities can also be used to evaluate how much the trainees have learned.
Trainees demonstrate their skill in using a needle gun by actually removing paint with
one. Instructors evaluate if the trainees used the equipment correctly.
We recommend an instructor-to-student ratio of no more than 1 to 8 for all hands-
on activities. Check to see if your state has any requirements on the instructor-to
student ratio.
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Using the Curriculum
Training Methods
Methods
Strengths
Limitations
Lecture
• Easy way to present
information
• Speaker can share personal
experience
• Good for large audiences
• Experts not always good
speakers
• Audience more apt to be
passive
• Hard to gauge learning
Lecture with questions
• Involves audience during or
after lecture
• Time may run out and limit
questions
AV Materials (slides,
video, films, etc.)
• Entertaining
• Effective for large groups
• Passive, "zone-out"
• Too many issues
AV Materials with class
participation
• Becomes a more active
method
• Takes more time
Discussion
• Pools experiences and ideas of
group
• Effective after a passive
experience such as a video
• Hard to do with more than
15 people
• A few people can dominate
Brainstorming
• Listing exercise that allows for
new ideas
• Encourages full participation
because all ideas are recorded
• Can lack focus
• Needs to be limited to
10-15 minutes
Games
• Can be very interactive
• Allows for fun in the learning
process
• Games that are competitive
may not be fun for some
Small group problem-
solving
• Allows everyone to participate
• Gives a chance to apply new
• Problems may not be
relevant
Skits
Field visits
Hands-on exercises
knowledge
Presents problem in a fun
way
Allows people to play a
different role
Shows a real work setting
Develops skills
Learn by doing
Easier to remember new
information
Needs background
information
People may be too self-
conscious
Need time to set up before
and discuss after
Can be time-consuming
Need practice time
Groups must be small
Requires more trainers
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The training methods you choose
After reviewing the entire manual, check the next few pages to compile a list of training
methods and equipment you'll need to present the course.
Below is an example of a chart you could use to help organize before the training. The
chart will help you prepare for your class in two ways. First, it will help you ensure you
have everything you need to teach the course. Second, it will serve as a check to make
sure you are using as many active training methods as possible. If you are only using
slides and lectures, you probably need to branch out and try some of the other training
methods presented in this manual.
For example
Chapter
Training Methods
Equipment Needed
One
Lecture/Slides
Slide Projector
Slides
Extension cord
Skit and discussion questions
In student manual, page
Video and discussion questions
VCR
Copy questions from
instructor manual, page
On the next page is a blank form you can use. You may need to make a few copies of it
to cover all the chapters.
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5. What training materials will you need?
(See next page for equipment needed for hands-on exercises)
tables (work better than individual desks for small group activities)
name tags
student manuals
registration forms
course outline
scrap paper
extra pens and pencils
additional handouts
blackboard or white board
chalk or white board markers
chalk eraser
flip chart
flip chart stand
colored markers
slide changer (remote)
extension cord
overhead transparencies and transparency markers
overhead projector
overhead projector bulb
extension cord
videotape
VHS videotape player
_TV monitor
extension cord
miscellaneous (add your own items!)
chairs
slides
slide projector
slide projector bulb
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What equipment will you need for hands-on activities?
These lists can be found in the hands-on sections as follows:
Setup: Hands-On Activity Page 6-12 & 14
Abatement: Hands-on Activities
Station 1: Replacement and removal Page 7-16
Station 2: Encapsulation Page 7-20
Station 3: Enclosure Page 7-25
Station 4: Chemical stripping/removal Page 7-28
Cleanup and Disposal pages 8-9 & 12
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6. How will you evaluate your training?
There are two main ways to evaluate your training. The first is by evaluating how
much your participants learned in the course. You will want to know not only if
participants know the information, but also if they can put it into practice. If everyone
does poorly on an exam, it is most likely that the training didn't work, or that you
have a poor exam. The same is true if no one is able to demonstrate the skill of proper
cleanup of a work area.
The second method of evaluation is to get feedback from participants and fellow
instructors on how the course went. The participants are your main source of
information since they can tell you best what worked and what did not. If possible,
evaluate your training, both during and at the end of it, so that you can improve it.
Evaluation of how much participants learned
1. The main goal of this course is to train participants to perform abatement work
safely. An evaluation of the trainees' participation for each of the hands-on activities
can help ensure that trainees have learned certain tasks. Guided hands-on experience
provides the trainees the opportunity to learn by doing. After the trainee has had the
opportunity to learn, the trainee's skills can be tested. EPA and most state/Indian
tribe training and certification regulations require a skills assessment be successfully
completed by each trainee in order to receive the final course certificate. The skills
check list provided on pages 23-24 can be used to verify this evaluation.
2. An exam not only tests what people learned in your class but also can tell you
which parts of the course need improvement. If no one answers a test question
correctly, there is a problem with either that test question or how that part of the
training was presented.
Do not forget that many people feel very anxious about taking an exam. The more
comfortable you can make the trainees feel, the easier it will be for them to take
an exam. Remember, you are not trying to trick a student into answering a
question wrong or to provide surprise questions. You can use the exam questions
as a model for review questions at the end of each training day. However, it is very
important not to teach the test. Achieving 100 percent passage of the students on
an exam is not the goal of this training; you are trying to determine how much
each student learned.
During the initial orientation to the class, make provisions for nonreaders.
Explain that if anyone can not read, has difficulty in reading or English is their
second language, the course may be more difficult. Ask them to approach you the
first day so that you can arrange to have a reader for the exam. Encourage them to
work with a fellow student or friend who can read the pull quotes (key points
from a page "pulled" into the margin for emphasis) and key facts with them each
day of the course.
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While an exam is not included in this manual, there are questions you can draw
from the learning objectives, pull quotes, and key fact in each chapter. The Lead
Jeopardy game can also be a source of questions for an exam.
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Sample hands-on skills assessment
Name
Date
Instructions: Take this check list with you to each hands-on station that you go to.
Make sure that you complete each station. Have the station instructor initial the skills
you have demonstrated. Return this check list at the end of each day. This form
becomes a part of your training records and must be kept by the training center.
Instructor's initials
Chemical stripper
• MSDS hazard identification
• Appropriate protective gear: Identified/worn
• Set up area
• Application
• Removal
• Clean up
Encapsulant and enclosure
• MSDS hazard identification
• Appropriate protective gear: Identified/worn
• Set up area
• Application of encapsulant
• Caulk & enclose
• Clean up
Heat gun & wet scraping
• Tool hazard identification
• Appropriate protective gear: Identified/worn
• Set up area
• Proper use of heat gun
• Proper wet scraping
• Clean up
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Final cleanup
• HEPA vacuum (vac)
• Wet wash
• Repeat HEPA vac
Disposal
• Debris properly wrapped or bagged
• Equipment cleaned
Worker decontamination
• Worker adequately decontaminates
• Worker properly disposes/stores PPE and tools
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Evaluation of the course
A written evaluation can be filled out by the participants at the end of each training day
or at the end of the training. (See pages 28-29 for a sample evaluation.)
A verbal evaluation is a quick way to get feedback from the participants. This is when
you ask the class directly what parts of the training are going well and which are not. It
can be as simple as "What parts of the chapter on health effects were hard to
understand?" You may want to do this after a very technical chapter, at the end of the
day, and at the end of the training.
Peer evaluation is where you and the other trainers get together and discuss what went well
and what parts of the training need improvement. You may observe that some teaching
methods are working better than others and change the methods for the remainder of the
course. In addition, you will want to discuss who is participating in the class and who is
not. This can aid you in making sure all trainees are as active as possible.
Your meetings as trainers can be simple and informal. You may want to meet at the
beginning of the day to review the goals for that day. You may also choose to meet
after each training day and the end of the course to determine what is working and
what is not.
Avoiding instructor burnout
All trainers are at risk for "burnout." This can happen for many reasons, such as:
1. you are conducting too many trainings;
2. you do not have enough people training with you;
3. you feel unable to stay up-to-date with new information on lead abatement;
4. you are not sure your training methods are successful.
Reasons #1 and #2 imply excessive demands being put on you in your role as an
instructor. One possible solution is to train other people to teach with you. Even if you
have to help train these new instructors, in the long run it will help avoid burnout.
Reasons #3 and #4 can be addressed if you can get additional training or professional
development for yourself.
Since lead abatement work is still an evolving field, you will need additional information
and training to stay up-to-date as a trainer. Laws, building materials, work practices,
etc., can all change in a short time period. Your training organization will need to ensure
that you stay current. You can do this by attending conferences and training and
subscribing to newsletters and magazines.
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Teaching is an art; you will always want to mold and change the techniques you use in
your course. Enroll in a short course on adult education techniques, often called a "train-
the-trainer" course. These are the kinds of courses that can provide additional skills to
instructors. In addition, it may be helpful to attend an annual refresher course on adult
educational techniques.
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Lead Abatement Worker Training Course
Sample 2-day course outline: overview
Day
Chapter Topic Time Allotted
Day 1 Introduction/Exercise 1/2 hour
Chapter 1 Where and What Is Lead? 1 hour
Chapter 2 Health Effects 1 hour
Chapter 3 Regulations and Laws 3/4 to 1 hour
Chapter 4 Identifying & Evaluating
Lead Paint Hazards 3/4 hour
Hands-on 1 hour
Chapter 5 Controlling Lead Hazards 1 hour
Chapter 6 Setup 3/4 hour
Day 2 Review/Lead Jeopardy (opt.) 1/2 hour
Chapter 7 Abatement Methods 3/4 hour
Hands-on 2 hours
Chapter 8 Cleanup, Disposal
& Clearance 3/4 hour
Chapter 9 Soil Abatement and Exterior
Dust Cleanup 1/2 hour
Hands-on 1 hour
Final Review/
Lead Jeopardy 1/2 hour
Final Examination 1 hour
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Note: Many of the chapters have "hands-on" activities included in the chapter (e.g.,
skits, small group discussion, role plays). The time spent on those activities (which will
vary depending on which activities the instructor uses) should be added to the hands-on
activities listed above for a total amount of time spent doing hands-on versus lecture. It
is important to check with the state/Indian tribe in which the training is approved to
determine how many hours of "hands-on" activities are required.
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Sample Student Evaluation Form
1. Did the training provide you with the information you need?
Yes Somewhat No
Comments:
2. Was the information:
Too technical
Comments:
.Just right
Too easy
(not technical enough)
3- Do you think the training will help you make your lead abatement work safer?
A lot Some A little Not at all
Comments:
4. How would you rate the instructor(s)?
Trainer #1 Poor Fair
Trainer #2 Poor Fair
Trainer #3 Poor Fair
Trainer #4 Poor Fair
Comments:
Good
Good
Good
Good
Excellent
Excellent
Excellent
Excellent
5. Overall, how would you rate this program?
Poor Fair Good
Comments:
Excellent
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6. How could the training be improved?
7- How would you rate the course notebook/handouts?
Too technical Just right Too easy
(not technical enough)
Comments:
8. What are some other issues of lead abatement on which you would like additional
training?
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Course introduction
Instructor's notes
This session is your opportunity for the class to find out about each other and to give
them a preview of how the course will be taught. It is vital that you encourage
participation as soon as possible so trainees do not think the course will be a lecture
format. In addition, it is an opportunity for you to find out what each trainee hopes to
achieve by attending the training.
On the next page is a menu of options for conducting the Introduction. It is suggested
that you allow 30 minutes to cover this material.
Training methods
It is recommended that you do either A and B or A and C
A. Class business 15 minutes
B. Introductions (Option 1—Page 33) 20 minutes
C. Introductions (Option 2—Page 35) 15 minutes
Class business
Certificate. In all states/Indian tribes no one can permanently eliminate lead-based
paint hazards from a residence or child-occupied facility without being certified or
licensed as a lead abatement worker or supervisor. You will need to know what your
state's/Indian tribe's specific requirements are and ensure that your training is
approved. (If the state/Indian tribe in which the trainees work does not have an
approved program for accreditation/certification of individuals, the individuals and
companies must apply to EPA for certification.) Make sure you have copies of the
relevant state or tribal certification applications available for the students.
Attendance. You should inform participants that they must attend all of the
training. If anyone has a conflict they should speak to you. If they don't attend the
entire class, you cannot provide them with a certificate of completion for the course.
Exam. If you are using an exam and hands-on evaluations (skills assessments), let
students know that, so it will not be a surprise. You can give them sample questions
throughout the course. Let them know that the exam and skills assessments are to
ensure they know how to do the work and how to protect themselves, not to try to
trick them. Make sure they understand what the acceptable grade is to pass this course.
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4. Reading ability. If anyone has trouble reading English, let them know that you can
help them as long as you know they have difficulties. People will not tell you about
their reading problems in front of the whole class. Make sure you provide an
opportunity for them to let you know in private about their problems with reading.
Ask students to approach any one of the instructors before the end of lunch time on
the first day.
5. English as a second language. It is likely that you will have people in your class who
have a language other than English as their first language. Some people speak and
understand English well, but may have trouble reading in English. You will want to
know this ahead of time and include questions on your registration. If Spanish is
their first language, the student manual is available in Spanish.
6. Training methods. Inform the class that you will not be lecturing for the entire
training—in this class, we are all learning together. No one has all the answers all of
the time, although we all have questions. Participants can help you improve the
training by giving feedback.
7. Review course outline. The outline covers each individual day and will let the
students know what to expect. Make sure to mention when breaks will be.
8. Introduce the manual. Encourage the participants to write their names on the
manual. Orient the students about how to use their manual. Let them know that
the manual is their "Lead Bible." Show them the different parts of the manual:
• table of contents
• resources section
• glossary
Review how to look up a subject in the manual through the table of contents. Also,
point out the references at the end of each chapter and that they can order most of
them through the National Lead Information Center at 1-800-424-LEAD. Inform
them that many of the references are free or cost $5.00 or less.
Point out the Pull Quotes and the Key Facts at the end of each chapter. Also point
out the List of Abbreviations and Units of Measure at the end of the Course
Overview chapter in the student manual. Inform the class that they can use these as
a study guide for the exam. Students should also be encouraged to use these sections
as a quick reference on specifics they might have forgotten months after the training
is completed.
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9- Logistics. Point out the fire escapes, designated smoking areas, bathrooms,
emergency phone number, and phones for their use, etc.
10. Breaks. Inform the class that there are breaks scheduled into each day.
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Introductions (Option 1) (20 minutes)
Purpose: This exercise will allow trainees to get to know each other and to begin to
share their experiences. It will also allow you as the instructor to get a sense of who the
trainees are and what expertise they may bring to the class.
Materials: Large Flip Chart, Markers, Tape
Directions: Have the class form pairs and have each person interview his or her partner.
Each interview will consist of name, work experience, exposure to lead, and a goal that
the person wishes to achieve by the end of the class. Then everyone will introduce their
partner to the whole class.
Write their responses down on a flip chart.
Name Work experience
Exposure to lead? Goals
(Specify that this is
not ayes/no question!)
You will find that people have a wide variety of work experience. This may help you in
teaching the course. There may be people in the course who know more than you about
certain aspects of construction, bid specifications, etc. If no one mentions housekeeping,
you may want to mention it. This gives you a chance to stress the importance of
cleaning on a lead abatement job. Let participants know that you will draw on their
expertise throughout the course.
Make sure you introduce yourself and give your own background!
Participants' responses to the third column, "exposure to lead," will give you a sense of
how much they know about lead. While not everyone will have a job exposure to lead, we
all have been exposed to lead in our environment. Many of us have hobbies that expose us
to lead, such as fishing (sinkers), hunting (bullets), stained glass (solder), etc. You can come
back to this column at the end of this session and fill it in more completely.
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The last column, "goal for the course," will be useful for you to review to make sure
trainees' goals are realistic. In addition, you should keep the paper posted and have each
trainee check off his/her goal after it is covered. This will let you know during the course
whether you, as a trainer, are meeting the needs of the trainees.
Note: The advantage to this exercise is that people begin talking to each other in the
class. It also allows you to introduce the concept of the "buddy system" by dividing
trainees into pairs.
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Introductions (Option 2) (15 minutes)
If you have less time available, use this variation of the introduction exercise. This is not
as effective as the introductions exercise explained in the previous section.
Directions: Go around the room and have each person say his/her name, work
experience, any exposure to lead and personal goals for the class.
Write their responses down on a flip chart (as in the first introduction exercise).
Name Work experience Exposure to lead? Goals
(Specify that this is
not a yes/no question!)
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CHAPTER 1
What is lead? Where is it found?
Learning objectives 1 -3
Instructor's notes 1-3
Training methods 1-3
True /False quiz 1 -4
Answers to True/False quiz 1-5
Video & discussion questions 1 -7
Sample interactive video questions 1-7
Lecture/Slides 1 -9
Show and tell 1-11
Discussion questions for show and tell exercise: 1-12
For more information 1-13
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What is lead? Where is it found?
Learning objectives
In this chapter you will learn about
what lead is
why lead was used
where lead is found today
how you can be exposed to lead
what jobs and hobbies can expose you to lead
the lead-based paint problem in the United States.
Instructor's notes
This chapter is an overview of the information that is presented in the entire course. It
provides the large picture, with specific details to follow.
Below is a menu of options for teaching the session on Chapter 1. It is suggested that
you allow 45-60 minutes to teach this chapter.
Training methods
It is recommended that you do either A, B, and C or A, B, and D
m
A.
True/False Quiz
20 minutes
B.
Video and discussion questions
20 minutes
C.
Lecture/Slides
20 minutes
D.
Show and Tell Lecture/Discussion
20 minutes
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True /False quiz
(20 minutes)
Purpose: This exercise allows trainees to see how much they already know about
lead. It will help you know what parts of the course you may have to emphasize
depending on the level of knowledge of the trainees. It also provides an
opportunity for you to give information after each question, after you hear the
answers of the class.
Materials: Copies of exercise on page 1-4 in the student manual (reprinted below).
Directions: Have trainees work in small groups to answer the questions and have
one person take notes. Go over the answers as one large group and get responses
from the note takers.
True / False quiz
This is an exercise to see how much you already know about lead. It is not a test.
Please take a few minutes to read the statements, then circle T for "True" or F
for "False." Your instructor will go over the answers when everyone in the class
is finished.
1. Lead is dangerous only to children under six. T F
2. We have known for thousands of years that lead
is dangerous. T F
3. Experts can identify lead-based paint just by
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looking at it.
T F
4. Lead exposure can affect a person's ability to
have children.
T F
5. Lead is so dangerous that there is no way you
can protect yourself from it.
T F
6. The law says that if you find lead-based paint in a
building, you must remove it as soon as possible.
T F
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What is lead? Where is it found?
Answers to True/False quiz
1. Lead is dangerous only to children under 6.
False: Lead can affect both children and adults, though children under 6 are most
at risk because their brains are still developing. In addition, all children explore
and often put items in their mouths. These objects can have lead dust on them
and children can get lead dust in their mouths and swallow it. Children also
absorb a greater percentage of the lead that gets in their bodies than adults. Lead
paint chips may taste sweet. This sweet taste or normal mouthing behavior may
result in a child eating paint chips and dust—that's why cleaning up all paint
chips and dust is so important
2. We have known for thousands of years that lead is dangerous.
True: Hippocrates first noted a case of lead colic in 370 B.C. Ben Franklin
and others linked certain occupations that had lead exposure with lead-
related diseases.
3. Experts can identify lead paint by just looking at it.
False: No one can tell for sure if paint contains lead unless they test it.
4. Lead can affect a man's ability to have children.
True: Lead can affect a man's ability to produce healthy sperm and his ability to
have an erection. It also affects the female reproductive system.
5. Lead is so dangerous that there is no way you can protect yourself from it.
False: If your employer provides proper engineering controls, such as ventilation,
change areas, showers, and medical monitoring, and if you wear respirators and
protective clothing, you can be protected.
6. The law says that if you find lead-based paint in a building, you must remove it
as soon as possible.
False: Currently, HUD requires paint testing and lead hazard control measures in
federally-owned or assisted housing if the paint is either deteriorated or will be
disturbed during maintenance or renovation work. HUD also requires abatement of
lead hazards if the cost of the rehab or renovation project exceeds a certain
threshold. Only a few states require the same for private housing, schools, and other
public buildings. Abatement does not necessarily mean removal. It can mean
covering (enclosing or encapsulating) the lead-painted surface. Replacing the
building component covered with lead-based paint is the safest, most permanent
abatement method.
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Here would be a good place to point out that lead-based paint that is intact is a
potential hazard, especially if it is on a friction or impact surface, or an accessible
surface. It is important to stress to the worker that using lead-safe work practices
when disturbing paint that is either known or assumed to be lead-based paint can
protect the worker and the occupants.
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What is lead? Where is it found?
Video & discussion questions (20 minutes)
Purpose: To provide an overview of the hazards of lead to children and adults.
Materials: Video player, Television Monitor, Video {notprovided)
Directions:
1. Develop a quiz (with questions similar to those on the following pages) based on a
video segment you take from a news broadcast or special local broadcast.
2. Hand out the quiz questions.
3. Show the video. Stop it after each part (if applicable) so you can have the class work
on the quiz.
4. Have trainees work in pairs to answer the questions after each segment.
5. Review the answers in a large group.
Sample interactive video questions
The questions listed below are provided as examples of questions which could be used as
part of an exercise to discuss a video either purchased by the training provider or taped
from a local or national newscast. Select only those questions that are applicable to the
specific issues presented on the video used in the training. You can also use these
questions as a basis for additional questions more relevant to the video you use.
1. Where is lead found?
2. Should a homeowner or renter try to remove lead-based paint themselves?
Why or why not?
3. What are the symptoms of lead poisoning for adults?
4. Can pets be affected by lead?
5. Can family members be affected by lead if they stay out of the rooms where paint
removal is being done?
6. What has the federal government done over the past 30 years to remove lead
hazards from our environment?
7. Is there a safe level of lead exposure?
8. What are the symptoms of lead poisoning for children?
9. A young child was lead poisoned. How often did s/he have to go to the hospital?
10. What made the young child worse?
11. Why was the house/daycare abated?
12. What actions did officials recommend to get the lead out of the water? Did it work?
13. In what year was lead-based paint illegally put on a school?
14. When is lead-based paint more dangerous?
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15- Where was the lead in the playground?
16. Will lead dust come off your hands if you wash them?
17- How was the child/adult lead poisoned?
18. Where can you find lead in your kitchen?
19- Can you test cans of food for lead content?
20. Where can you go to get lead tests?
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What is lead? Where is it found?
Lecture/Slides
(20 minutes)
Purpose: To provide basic, background information to the class. It can help ensure that
everyone has a basic background before proceeding with the course.
Materials: Slide projector, slides, flip chart (optional)
Directions: Do not start your class with slides. It will make people passive and lead them
to think that all they will be doing in the class is hearing people talk at them. You do not
have to use all the slides. Even a few slides can provide variety in the presentation of
information.
Make sure you involve the class in the slide presentation. Ask questions of the class to
keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
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What is lead? Where is it found?
Show and tell
Purpose: To provide background information to the class. It can help ensure that
everyone has a basic knowledge of lead before proceeding with the course. It will indicate
to trainees where lead can be found; why it was used; and that there are limitations on
its current use. You can also introduce the concept of how lead can enter the body,
which leads to the next chapter.
Materials: Bring in different items that may contain lead:
1. Industrial paint
2. Solder
3. Bullets
4. Paint chip
5. Painted wooden toy
6. Pool cue chalk
7. Pottery (ceramic coffee mug)
8. Fishing sinker
9. Bread wrappers (colored)
10. Sunday comic papers
11. Candy wrapper (colored)
12. Vinyl miniblind
Directions:
1. There are two ways you can run this exercise.
a. Break the class into groups of two to four trainees and give each group two
items; or for smaller classes, give each group 3 or 4 items.
Each group answers the questions for their items. One person in each group
takes notes and will report back to the entire class.
b. Place all the objects on the table and have each group answer the questions for
all objects. Go over the answers after everyone is finished.
2. Write the questions on the flip chart.
3. Encourage trainees to use Chapter 1 in their manual.
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Discussion questions for show and tell exercise:
1. Is there lead in the object (bullet, paint chip, etc)? How would you know?
2. If there is lead in the object, what is its purpose?
3- If there is lead in the product, who can it affect and how would it get into the
person's body?
4. Are there any limitations to the use of these products if they do have lead?
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What is lead? Where is it found?
For more information
These publications have more information on the topics covered in this chapter. You
should have a copy of the publications marked with a star (*). You can order your own
copy by calling 1-800-424-LEAD.
* Environmental Defense Fund, The Hour ofLead: A Brief History of Lead Poisoning in
the United States over the Past Century and of Efforts by the Lead Industry to Delay
Regulation (June 1992).
* EPA, Lead: Identification of Dangerous Levels of Lead; Final Rule-, 40 CFR Part 745
(January 2001)
* EPA, Reducing Lead Hazards When Remodeling Your Home (September 1997).
* EPA, Lead in Your Drinking Water (April 1993).
* EPA, Home Water Treatment Units: Filtering Fact from Fiction (September 1990).
* EPA, Toxics Information Series on Lead (Pamphlet TS-793).
* EPA, HUD and CPSC, Protect Your Family From Lead in Your Home (June 2003).
National Lead Information Center, Lead: Some Questions and Answers (April 1993).
National Lead Information Center Hotline: 1-800-424-LEAD
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0^^
CHAPTER 2
Health Effects: How Lead Affects the Body
Learning objectives 2-3
Instructor's notes 2-3
Training methods 2-3
Skit and discussion 2-4
Skit: Lunchtime on the job site 2-4
Discussion questions 2-5
Visualization: Health effects 2-7
Lecture/Slides 2-9
Discussion question guide 2-11
For more information 2-13
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Health Effects: How Lead Affects the Body
Learning objectives
In this chapter you will learn
• how lead enters and affects the body
• why lead is especially dangerous to children
• how lead levels in the body are measured
• how lead poisoning can be prevented.
Instructor's notes
This session provides the opportunity for workers to understand how lead can affect
their bodies. As the instructor, it is vital that you emphasize the prevention of lead
poisoning to workers and children by keeping lead exposures as low as possible.
Some states may require that you have a health professional with an occupational health
background cover this section. If you are not a health professional and have decided to
teach this section, make sure you have access to a health professional before the course
starts. That way you can note any questions from trainees that you do not have answers
for and get answers from the health professional. If you have a health professional cover
this section, make sure the individual knows how to teach working adults.
Training methods
A. Skit and discussion 15 minutes
How much lead exposure is too much?
B. Health visualization 40 minutes
C.
D.
Lecture/slides
Small group or class discussion
20 minutes
20 minutes
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Skit and discussion
Purpose: This exercise will get the class to think about the health effects of lead and how
its symptoms can be confused with other health problems. It will also introduce some
basic personal hygiene practices that must be followed to prevent lead poisoning.
Materials: Use the skit on page 2-4 in the student manual (reprinted below).
Directions: Ask for four volunteers from the class to do the skit. Give them a little time
to review it before doing it. (Review your role as a facilitator on page Intro-14 in this
manual.) Discussion questions are on the next page.
Skit: Lunchtime on the job site
Tanja, Al, Joe, and Walt are eating lunch on the back porch of a home they are
renovating. They live in the community where the home is located. They have been
renovating the houses in this community for nearly a month. Let's listen to them while
they eat lunch:
Al: This porch is feeling like home. We've worked on these houses for a month
now. We'll be done by next week.
Tanja: It'd feel more like home if we had a table and a few chairs to sit on. I'll be
glad when this job is over. I'm tired. My body aches from all this work.
Joe: Women weren't made to work construction—that's why your body aches. I
don't want a table or chairs. I want a clean bathroom and some cold water
to drink. This porch is dirty. Maybe we could get some of that poly plastic
and lay it on the porch . . . man, I'm dizzy.
Al: Tanja, I've seen you do twice as much work as Joe in a day. Are you sick?
Walt: Hey, Joe, too much partying last night? We've worked on these houses for
almost a month. I won't miss this porch at all. I used to get real hungry by
lunch time. I was eating two or three sandwiches. I'm working just as hard
now, but I don't even want to finish one sandwich anymore.
Al: Walt, you usually eat like a horse. Ask your wife to fix your lunches again.
Walt: My wife made my favorite pot roast last night. I couldn't eat it. It tasted
so good, but I wasn't hungry. My stomach hurt. All I wanted to do was
go to sleep.
Joe: I wish I could get some sleep. The past week I got these headaches and
people just bothered me. You know, people are getting on my nerves. The
doctor says it's because I'm constipated.
Al: You all sound like you got the flu or some kind of bug. Stay away from me.
I'm feeling just fine and I want to stay that way.
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Health Effects: How Lead Affects the Body
Discussion questions
What do
you think?
1. What is going on in this conversation?
Some people will point out that three out of the four workers
are complaining about not feeling well, though it is very
possible for an illness like a flu to be spread among people who
are working together.
—'
2. What were the workers' complaints? Circle them in the
script. Is everyone feeling sick?
You can list the complaints on a flip chart. At the very end of the discussion you can
title the list, "Signs and Symptoms of Lead Poisoning."
Tanya: Tired, and body aches; Joe: Dizzy, headaches, people get on his nerves,
wishes he could sleep, and constipated; Walt: Loss of appetite, stomach hurts, and
wanted to sleep at dinner time; Al: No complaints.
You could use Al as an example that not everyone feels symptoms of lead poisoning.
Students should understand that one can be affected by lead poisoning without
feeling any symptoms.
3. Do any of the workers share the same problems?
Tanya, Joe and Walt all mention being tired or wanting to sleep.
4. List some things that could be causing these complaints.
You can also list these complaints on a flip chart and label them "Possible
Misdiagnoses for Lead Poisoning."
Working too hard - Flu
Constipation
Some kind of "bug"
Not enough sleep
Heat stress
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5. What suggestions were made to fix the problems?
Table and chairs - <
Cold water - ]
Clean bathroom
Laying plastic on the porch
What would you suggest?
Some possibilities include: all of the above; no eating or drinking on the porch;
washing hands and face before eating or drinking; all of them seeing their doctor to
check for lead poisoning; use of personal protective equipment.
Write the trainees' suggestions down on a flip chart. Label this page "Possible
Solutions."
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Health Effects: How Lead Affects the Body
Visualization: Health effects
Purpose: This exercise will get the class to think about the different ways lead can affect
different parts of the body.
Materials: Flip chart, note paper, markers and pens
Directions:
1. Break the class down into
small groups (no more than
four per group).
2. Tape four sheets of flip chart
paper together and tape it to the
wall. It needs to be big enough
to trace a person on it.
3. Ask for two volunteers—
one will trace the person onto
the sheets of paper and the
other person will have his/her
body traced.
4. Have the class give the drawing
a name. This will make it easier
to refer to the drawing and
make it more real that lead
affects people.
5. Brainstorm body parts with the
entire class. List the body parts
on a flip chart.
6. Have each group choose a
body part or body system that
is listed on pages 2-9 through
2-12 in the student manual.
The heart and kidneys can
go together.
Have them draw the body part
on sheets of note pad paper.
They should then refer to the
manual and look up how lead affects these body parts. Give the groups 10 minutes
to prepare. If students are embarrassed to draw the reproductive organs, tell them
they have the option to write out "female reproductive organs" and "male
reproductive organs." Do not allow embarrassment to prevent discussion of the
effects lead poisoning can have on both the male and female reproductive systems.
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7- Each small group will report on their body parts and their drawing will be placed on
the big drawing.
8. Allow for discussion as each body part gets posted. Encourage the participants to
cover the information in detail. When the group has finished, ask the class if there
are any questions. Assist the group in answering questions. Add any information
from the student manual that the participants forgot. Clarify any information that
may be inaccurate. Applaud the groups' efforts.
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Lecture/Slides (20 minutes)
Purpose: To provide basic, background information on health and medical monitoring
to the class. This foundation on health is vital for the rest of the course. It provides the
concrete reasons to be motivated to work more safely.
Materials: Slide projector, slides
Directions: Make sure you involve the class in the slide presentation. Ask questions of
the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any relevant personal experience that
you may have. Notes are supplied for slides that are a part of this training kit. The notes
include a copy or description of each slide.
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Discussion question guide (30+ minutes)
(Time may vary depending on whether you break the class down into small groups.)
Purpose: To provide the class with an opportunity to give their own answers to these
questions and to generate discussion.
You can do this in two ways:
A. Break the class into small groups of 4-6 individuals and make sure each group
has a notetaker that records the answers to each question. Trainees can use their
manual. Allow time for the small groups to report back to the entire class. You
can save time by having each group report back on just some of the questions.
B. Conduct a discussion with the entire class using the questions as a guide.
1. How does lead enter your body? What is the main route of exposure for adults?
For children?
Lead can enter your body primarily by ingestion or inhalation. The lead that was
previously used in gasoline could enter your body through your skin. (This is not
usually a route for lead-based paint.) The main routes of entry for adults are
ingestion and inhalation, and for children it is ingestion.
2. What parts of the body can lead affect?
Lead can affect almost every organ system in the body except the lungs. It can affect
the nervous system (including the brain), kidneys, cardiovascular system and
reproductive system.
3. Can you get poisoned by lead without any symptoms?
Yes! Although, the higher your blood lead level, the more likely it is that you will
suffer from symptoms. There are individuals who can be poisoned without suffering
from symptoms or whose symptoms are mild and do not obviously point to lead
poisoning. It is very important to have blood lead levels taken to find out if lead is
affecting you.
4. Is there a safe level of lead exposure?
We know that lead does not serve any purpose in the body. It has been found that
some degree of harm can be caused by smaller amounts of lead than previously
thought. The lower the amount of lead exposure, the less chance for lead to get into
the body.
Another concern is that lead is stored in the body, especially in the bones. This
means that even a small amount of lead exposure over time will build up in our
bones. Lead buildup may be harmful if the lead is released from the bones later on.
Lead can be released from bone tissue whenever the body is under stress. Your body
can be under stress when you are sick or if you get pregnant. We are still learning
about this.
The bottom line is: Keep the amount of lead exposure as low as possible.
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5. Why is it important to have a medical exam and tests before you begin working
as a lead abatement worker?
It is important for two reasons:
a. To provide a baseline for how much lead is now in your body. It will allow a
doctor to monitor whether the amount of lead in your body goes up as you
work with lead-based paint.
b. To make sure that you don't already have too much lead in your body from
recent exposures. If the level of lead in your system is too high, it can be harmful
for you to do lead abatement work. An exam also determines whether you have
any medical condition that would be adversely affected by additional lead
exposure (e.g., rise in blood pressure, kidney problems, pregnancy, etc.)
6. How are reproductive systems affected by lead, male and female? Can women be
banned from jobs with lead exposure by their employer?
Both men and women can have their reproductive systems seriously affected by lead.
If a woman is pregnant, she must be extremely careful because her body will absorb
more lead than usual and the lead in her blood can cross the placenta and enter the
baby's blood stream. There is also a concern that since lead can be stored in the
bone, some of this lead can be released into the bloodstream of the pregnant woman
and affect the developing fetus.
Men who are lead poisoned can have odd-shaped sperm that cannot penetrate the
egg. The ability of the sperm to move is also decreased. Men lose interest in sex and
have difficulty getting an erection.
In the past, many companies developed what were called "fetal protection policies."
The stated purpose behind these policies was to protect the fetus from the effects of
workplace hazards, including lead. In practice, women who wanted to keep jobs
where they risked exposure to lead and other hazardous materials were forced to
prove that they could not have children. In some cases, women had to be sterilized
to keep their jobs. Often the jobs under such fetal protection policies were higher-
paying jobs. In 1991, the Supreme Court struck down "fetal protection policies" as
unconstitutional. Such policies discriminate against women, the Court reasoned.
Men's reproductive health is also affect by lead. The Supreme Court ruled that
women can not be barred from jobs with lead exposure. The employer must provide
a safe workplace for both female and male workers. (Refer trainees to the student
manual, page 2-12.)
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Health Effects: How Lead Affects the Body
For more information
These publications have more information on the topics covered in this chapter. You
should have a copy of the publications marked with a star (*). You can order your own
copy by calling 1-800-424-LEAD.
* CDC, Preventing Lead Poisoning in Young Children (October 1991).
* Environmental Defense Fund, Legacy of Lead: America's Continuing Epidemic of
Childhood Lead Poisoning (March 1990).
* EPA, HUD, and CPSC, Protect Your Family from Lead in Your Home (June 2003).
Murphy, J. "Fetal Protection v. Women's Jobs: Case Is Before the Supreme Court," The
Nation's Health: Official Newspaper of the American Public Health Association (November
1990).
National Association of Demolition Contractors, Lead Safety in the Demolition Industry
(video), 800-541-2412.
National Lead Information Center, "Lead Poisoning and Your Children."
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CHAPTER 3
Laws, Regulations, Standards
Learning objectives 3-3
Instructor's notes 3-3
Training methods 3-3
Lecture/Slides 3-5
Small group activity 3-7
Questions about the OSHA Lead Standard 3-8
Questions about Title X and EPA's and HUD's lead regulations 3-11
For more information 3-13
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Laws, Regulations, and Standards
Learning objectives
In this chapter you will learn about
• the federal guidelines on lead
• the federal laws and regulations that protect workers and the environment
• your state, tribal, and local laws and regulations for lead.
Instructor's notes
The purpose of this chapter is to review all of the current laws, regulations, and
standards relevant to lead-based paint abatement work. Regulations issued by EPA,
HUD, and OSHA primarily in response to Title X are addressed in detail.
While this chapter in the student manual includes a lengthy discussion of the OSHA
lead standard, this course is not meant to replace the OSHA training required under
that standard. In a two-day course, as this was designed to be, there is not enough time
to adequately cover all the very important aspects of the worker safety and health issues
covered by OSHA. Therefore, the discussion on OSHA should be a general discussion
stressing that the employer must supplement this training course with additional
training on respirators and other PPE, as well as worker's rights, other safety and health
standards and their requirements applicable to lead abatement projects.
Finally, the instructor should address specific issues concerning the state or Indian tribe
regulations governing work in the state or tribe in which the workers will be conducting
lead-based paint abatement. Many states have varying requirements and the worker
needs to know those requirements as well as which ones apply to their job.
Training methods
It is recommended that you do both A and B.
A. Lecture/Slides
B. Small Group Activity
40 minutes
20 minutes
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Laws, Regulations, and Standards
Lecture/Slides (20 minutes)
Purpose: To provide basic, background information to the class. It can help ensure that
everyone has a basic background before proceeding with the course.
Materials: Slide projector, slides
Directions: Make sure you involve the class in the slide presentation. Ask questions of
the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
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Laws, Regulations, and Standards
Small group activity (40 minutes)
Purpose: This exercise will help trainees to review the OSHA lead standard, Title X,
HUD and EPA lead-based paint regulations. In addition, they will become familiar with
the major sections of the OSHA standard and EPA and HUD regulations. This will
help them look up any questions they may have once they start doing lead-based paint
abatement work.
Materials: Flip chart, markers, copies of the question sheets on the following pages.
Directions:
1. Break the class into three small groups with a minimum of three people in a group.
2. Have trainees turn to the Laws, Regulations, and Standards section of the student
manual.
3. Photocopy the question sheets on the OSHA Lead Standard and Title X, EPA, and
HUD regulations and assign each group a section. (It may also be valuable to design
another sheet which addresses a state's or Indian tribe's requirements for workers.)
4. Make sure each group has a notetaker recording answers to the questions in their section.
5. Inform the class that they may have an opinion question. This means they will not
find the answers in the manual, but they should have a discussion and give their
own opinion.
6. After each group has answered its questions, review the answers as a class.
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Questions about the OSHA Lead Standard
Group 1
Directions:
Your instructor will divide the class into small groups for this exercise. Your group will
answer the questions listed on this page. Use the "Airborne lead exposure" section of the
manual (page 3-7) to answer the questions.
1. What is the Action Level for lead?
What must your employer do if you are exposed above the Action Level?
2. What is the PEL for lead?
What must your employer do if you are exposed above the PEL?
3. When must your employer give you the results of air sampling?
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4. What can you do if your employer does not give you the air sampling results? (Give
your own opinions.)
5. What kind of protection must you get before air sampling is done?
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Questions about the OSHA Lead Standard
Group 2
Directions:
Your instructor will divide the class into small groups for this exercise. Your group will
answer the questions listed on this page. Use the "Regulations, Laws & Standards"
section of the manual to answer the questions.
1. When must your employer provide you with a PAPR?
Under what conditions should your employer not give you a PAPR?
2. List two types of respirators your employer must provide to you if you are welding lead.
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3. Name two respirator types your employer may provide to you if air sampling results
show an exposure of 700 |ig/m3.
Would a full-face, air-purifying respirator be adequate?
4. If you are using a heat gun (and no air sampling has been done), does your employer
have to provide you with protective clothing and equipment?
If yes, how often must cleaned or new clothing be provided?
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Questions about Title X and EPA's and HUD's lead
regulations
Group 3
Directions:
Your instructor will divide the class into small groups for this exercise. Your group will answer
the questions listed on this page. Use the "Title X fact sheet" to answer these questions.
1. Why was Title X passed by Congress?
2. What lead professionals are required to be certified by your state or tribe (or EPA if
your state does not have a accreditation/certification program)?
3. How is the federal government informing owners and renters of housing about the
hazards of lead-based paint?
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4. What has EPA defined as a lead-based paint hazard?
5. Who has established standards for many products and services used in the lead
detection and abatement field?
6. How is HUD making HUD-assisted housing lead-safe?
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Lead Abatement for Workers
7- List five abatement activities that are prohibited by HUD and EPA when working
in target housing or child-occupied facilities.
a.
b.
c.
d.
e.
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For more information
These publications have more information on the topics covered in this chapter. Your
instructor has a copy of the publications marked with a star (*). You can order your own
copies by calling 1-800-424-LEAD.
*EPA, Lead: Identification of Dangerous Levels of Lead; Final Rule; 40 CFR Part 745
(January 2001).
EPA, Regulatory Status of Waste Generated by Contractors and Residents from Lead-Based
Paint Activities Conducted in Households, Interpretive Memorandum (July 2000).
EPA, Lead: Requirements for Hazard Education Before Renovation of Target Housing;
Final Rule-, 40 CFR Part 745 (June 1998).
*EPA, Lead: Requirements for Lead-Based Paint Activities in Target Housing and Child-
Occupied Facilities-, 40 CFR Part 745 (August 1996).
EPA and HUD, Lead: Requirements for Disclosure of Known Lead-Based Paint and/'or
Lead-Based Paint Hazards in Housing; Final Rule; 40 CFR Part 745 and 24 CFR Part 35
(March 1996).
*HUD, Requirements for Notification, Evaluation and Reduction of Lead-Based Paint
Hazards in Federally Owned Residential Property and Housing Receiving Federal
Assistance; Final Rule (September 1999).
*HUD, Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in
Housing (June 1995).
*OSHA, Interim Final Lead in Construction Standard, 29 CFR 1926.62 (May 1993).
National Lead Information Center: 1-800-424-LEAD.
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CHAPTER 4
Identifying Lead-based Paint Hazards
Learning objectives 4-3
Instructor's notes 4-3
Training methods 4-3
Lecture/Slides 4-5
Recognizing lead-based paint 4-7
Skit: Recognizing lead-based paint 4-7
Discussion question guide 4-8
Optional exercise 4-9
Role play: Workers and community residents—Part 1 4-9
For more information 4-11
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Identifying Lead-based Paint Hazards
Learning objectives
In this chapter you will learn about
• lead dust
• lead inspections
• when lead-based paint inspections are required
• risk assessments
• how inspectors and risk assessors test for lead-based paint and lead-based paint
hazards using
paint chip analysis
X-ray fluorescence analysis
dust wipe tests
anodic stripping voltametry
wet chemical field tests
soil sampling.
Instructor's notes
This chapter will provide the class with a clear understanding of the role of the lead
inspector and risk assessor and how lead in paint, dust, and soil can be identified.
Often when lead abatement workers arrive at a job site, they will be told which surfaces
are coated with lead-based paint. The supervisor should have a copy of the lead
inspection or risk assessment report.
It may be helpful, at first, to enlist the aid of a trained lead inspector for this aspect of
the course. (Your local health department may have staff that conduct a type of risk
assessment after it is discovered that a child is lead poisoned. These inspectors/risk
assessors often have a lot of experience.) Make sure that the presentation is not too
technical. You can also request that the inspector or risk assessor bring all sampling
equipment used, including an X-ray fluorescence analyzer so it can be shown to the class,
if time permits.)
Training methods
It is recommended that you do both these activities.
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A. Lecture/Slides
25 minutes
B. Skit
20 minutes
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Lecture/Slides
(25 minutes)
Purpose: To provide information on the role of a lead inspector and risk assessor and
how lead-based paint is sampled. In addition, it introduces how to assess whether lead-
based paint poses a hazard or potential hazard.
Materials: Slide projector, slides
Directions: Make sure you involve the class in the slide presentation. Ask questions of
the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
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Recognizing lead-based paint (20 minutes)
Purpose: To allow for some real work issues to get introduced. It also allows you as the
instructor to provide some important information on the hazards and location of lead-
based paint.
Materials: Use the skit on page 4-4 of the student manual.
Ask for two volunteers from the class to do the skit. Have them look at it together in
private for a few minutes so that they "ham it up" a little and don't just read it. Review
your role as facilitator on page Intro-14 of this manual. Discussion questions are on the
next page.
Skit: Recognizing lead-based paint
Spiker and Vinnie are getting ready to set up for a rehab job.
Let's listen in on their conversation.
Spiker:
Vinnie:
Spiker:
Vinnie:
Spiker:
Let's get the windows and doors out before we set
up. It will save us some time, and we're already
behind schedule.
Is that safe? How do you know there isn't any lead-
based paint on them?
What do
you think?
The owner said replace all the windows and doors. You know, combine
rehab with the lead abatement job.
Yeah, I know. But what if there's lead-based paint on them?
Look, they were painted just last year. What are you worried about? If the
windows had lead-based paint, don't you think the owner would know?
Come on, stop trying to stall. Grab a tool and let's get started!
Vinnie: OK, you're the boss. Or at least you act like him.
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Discussion question guide
2.
3.
Is there a chance that the windows and doors would have lead-based paint on
them? Why or why not?
Yes, lead-based paint is frequently found on windows and doors. Its ability to resist
mildew and expand and contract with temperature changes made it useful on these
surfaces.
Are lead-based paint and dust dangerous if they get on your clothes?
Yes. The danger is that you could be poisoned and bring home lead dust to your
family. Your employer must provide you with disposable clothing or wash and dry
your protective clothing, or give you new clothing. This must be done either daily or
weekly depending on the amount of lead in the air and/or the job task you are doing.
Can you tell if paint contains lead by looking at it?
No. The only sure way to know is by testing the paint. This is the job of an
inspector. The methods that are used are XRF analysis or paint chip analysis.
Sometimes wet chemical methods such as sodium rhodizonate or sodium sulfide are
used, but these are not recommended by EPA or HUD and may not be allowed by
your state or Indian tribe.
What would you do if you were Vinnie?
Possible answers include: "Vinnie could try and educate Spiker." "Vinnie could
refuse to work, though he may risk losing his job." "He may be able to call his
steward if he's in a union."
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Optional exercise
Role play (20 minutes)
Workers and community residents—Part 1
Purpose: To allow trainees to practice answering questions posed to them by occupants
or community residents. You can remind them that they can defer to their supervisors in
a real setting.
Materials: Make copies of the role play on the next page. Trainees can use their manuals
to explain the work that is being done.
Directions:
1. Ask for volunteers to play the two lead abatement workers and the two neighbors in
the downstairs apartment.
2. Give the volunteers who are playing the neighbors an opportunity to come up with
any additional questions before starting the role play.
3. Any class member can "come to the aid" of the lead abatement workers by coming
up to the front of the class. The class member can "answer" for the lead abatement
worker by touching the worker's shoulder. After answering, the class member
returns to the audience.
4. As the role play progresses, record of the questions asked on a flip chart. After the
role play is finished, ask the class if they have any additional questions that
neighbors in such a situation might pose to lead abatement workers.
5. Post the flip chart where all the students can see it as the rest of the course proceeds
Have the class answer the questions as they progress through the material. If
possible, provide a little time at the end to ask the volunteers how it felt to pose
questions as the neighbors and to answer them as the lead abatement workers.
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Role Play: Workers and Community Residents
Tammy and Jose are lead abatement workers who just started a job on the second floor
of an apartment building in the inner city. The job is in federally-assisted housing that
was built before I960. The unit is being abated because a 6-year old child, Manuel, had
a blood lead test come back showing 25 (ig/dL. The family has moved out with their
belongings until the job is finished.
Ned and Millie live downstairs and are retired. They are concerned about Manuel
because they are very close to him and his parents. After school he usually stays with
Ned and Millie until his parents come home.
Tammy and Jose have spent the morning unloading their equipment, setting up the
change area on the second floor and laying poly in the apartment and even on the steps
coming down to the first floor. They are sitting in their truck having lunch when Ned
and Millie venture out of their apartment and spot them.
Volunteers playing Ned and Millie: Can you think of some questions they might ask?
Be sure to ask the questions when you do the role play in a few minutes. The rest of the
class will help you come up with other questions you might not have thought to ask.
Volunteers playing Tammy and Jose: In a minute you will be doing a role play. Try to
answer the questions as best you can. The rest of the class will help you out with some of
the answers or provide other possible answers.
The entire class: As you go through this class, think of how you might answer Ned and
Millie's questions as well as other questions community members might ask you while
your are doing lead abatement work.
Instructor's
Manual
4-10
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Identifying Lead-based Paint Hazards
For more information
These publications have more information on the topics covered in this chapter. You
should have a copy of the publications marked with a star (*). You can order your own
copy by calling 1-800-424-LEAD.
Alliance to End Childhood Lead Poisoning, Guide to State Lead Screening Laws
(October 1991) -
Alliance to End Childhood Lead Poisoning, Resource Guide for Financing Lead-Based
Paint Cleanup (October 1991) -
Environmental Defense Fund, At a Crossroads: State and Local Lead Poisoning Prevention
Programs in Transition.
* EPA, Lead: Identification of Dangerous Levels of Lead; Final Rule-, 40 CFR Part 745
(January 2001).
* EPA, Reducing Lead Hazards When Remodeling Your Home (September 1997).
* EPA, HUD, and CPSC, Protect Your Family from Lead in Your Home (June 2003).
* HUD, Guidelines for the Evaluation and Control ofLead-Based Paint Hazards in
Housing (June 1995).
* National Lead Information Center, Testing Your Home for Lead, Fact Sheet (1993).
National Lead Information Center Hotline: 1-800-424-LEAD.
I IIU
house
Ii. PUNT j
trjiJL
Instructor's
Manual
4-11
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Lead Abatement for Workers
Instructor's
Manual
4-12
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CHAPTER 5
Controlling Lead-based Paint Hazards
Learning objectives 5-3
Instructor's notes 5-3
Training methods 5-3
Skit and discussion 5-4
Skit: What do you need to know about lead? 5-4
Discussion questions 5-5
Lecture/Slides 5-7
For more information 5-9
Instructor's
Manual
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Lead Abatement for Workers
Instructor's
Manual
5-2
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Controlling Lead-based Paint Hazards
Learning objectives
In this chapter you will learn about
• Title X
• six situations where lead is a hazard
• who will reduce lead hazards
• lead-paint abatement
• interim controls
• special cleaning
• how to use interim controls for a home
• operations and maintenance programs
• the parts of a HEPA vacuum
• how to use a HEPA vacuum
• how to use the four-step system.
Instructor's notes:
This chapter will give trainees an overview on how lead hazards can be controlled. It is
important to realize that the elimination of all lead hazards is probably not possible, so
decisions need to be made about who is most at risk, which housing units need action,
and what action will be taken.
In this chapter you can fully review the importance of special cleaning methods: HEPA
vacuuming and wet cleaning with an all-purpose cleaner or a cleaner made just for lead
dust cleanup. How much time you spend on abatement, interim controls and operations
and maintenance will depend on who is in your class and what states they work in.
Some states do not allow interim controls in certain situations. Also, if most people in
the class are from the custodial staff of a hospital or school, you will spend more time on
operations and maintenance. (Remember, EPA and HUD have an Operations and
Maintenance model course available from NTIS [703-605-6000]. Another useful
resource for training maintenance, rehab or renovation workers is the Lead Paint Safety:
A Field Guide for Painting, Home Maintenance, and Renovation Work; see the For More
Information section of Chapter 5 of the student manual).
Note that Chapters 8, 9 and Appendix A go into much more detail on lead-based paint
abatement methods, so you can choose to just outline the methods in this chapter.
Training methods
A. Skit and discussion
Instructor
Manual
30 minutes
B. Lecture/Slides
30 minutes
-------
Skit and discussion
Lead Abatement for Workers
Purpose: To get the class to talk about the risks involved with setup and factors that
affect decision making about health.
Materials: Use the skit on page 5-4 in the student manual.
Directions: Ask for two volunteers from the class to do the skit. Give them a little time
to review it before doing it. (Review your role as a facilitator on page Intro-l4)
Discussion questions are on the next page.
Skit: What do you need to know about lead?
Sandy and Tim are maintenance workers at a local elementary school. The school was
built in I960 and needs repair. Since summer is coming and school will be out, Sandy
and Tim are told to take care of the lead-based paint in the building. The school district
can not afford complete abatement.
Sandy: I'm a little concerned about this lead-based paint. That's all you read about
in the papers.
Tim: Well, it should not be such a big problem. I hear the main thing to deal
with is the windows.
Sandy: I don't know. I wish I knew more about it.
Tim: Don't make such a big deal. Look, we'll scrape the peeling paint, vacuum
everywhere and then paint over it. That should take care of it.
Sandy: I'm not sure.
Instructor's
Manual
5-4
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Controlling Lead-based Paint Hazards
Discussion questions
1. Do Sandy and Tim seem to know enough about lead-based
paint to take on the job?
Sandy says he is not sure. Tim mentions windows as the
most important area, which is usually true. However, his
plan includes scraping, vacuuming, and repainting. There is
no mention of wet scraping, covering window troughs, using
a HEPA vacuum and washing with a cleaning solution before
and after the repairs are made.
2. What should Sandy and Tim do before they begin any work?
Review any lead-based paint inspection reports (if available), obtain lead safe work
practices training, study a written occupant protection and safety and health plan (if
applicable), attend lead-based paint awareness, O&M, or worker training, as
applicable to their job.
3. What surfaces should be a high priority for Sandy and Tim?
Windows and other friction or impact surfaces such as floors and doors.
4. What type of interim controls can they use on these surfaces?
HEPA vacuum and wet wash the whole school. Cover the window troughs with
sheet metal. Wet scrape the interior window sills (also referred to as "stools"). Wet
scrape any loose, peeling paint. Wet wash and HEPA vacuum the entire school
again. Repaint window sills (stools) and other surfaces that need it.
5. What components are essential to a good Operations and Maintenance program?
Training, written program to identify lead sources, manager in charge, ongoing
monitoring of the condition of lead painted surfaces, recordkeeping of all
inspections, work activities, monitoring, worker medical exams, waste disposal,
clearance sampling results, etc.
What do
you think?
&
Instructor
Manual
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Lead Abatement for Workers
Instructor's
Manual
5-6
-------
Controlling Lead-based Paint Hazards
Lecture/Slides
Purpose: To provide information on Title X and the role of the Federal government,
the location of lead hazards in a dwelling, and introduce abatement and interim
control strategies.
Materials: Slide projector, slides
Directions: Make sure you involve the class in the slide presentation. Ask questions of
the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
Instructor
Manual
-------
Lead Abatement for Workers
Instructor's
Manual
5-8
-------
Controlling Lead-based Paint Hazards
For more information
These publications have more information on the topics covered in this chapter. You
should have a copy of some of the publications marked with a star (*). You can order
your own copies by calling 1-800-424-LEAD.
Residential Lead-Based Paint Hazard Reduction Act of1992 (Title X of the Housing and
Community Development Act of 1992).
EPA, Minimizing Lead-Based Paint Hazards During Renovation, Remodeling and
Repainting (September 2000).
EPA and HUD, Addressing Lead-Based Paint Hazards During Renovation, Remodeling
and Rehabilitation in Federally Owned and Assisted Housing (February 2001).
EPA and HUD, Lead-Based Paint Maintenance Training Program (1997).
HUD, EPA, and CDC, Lead Paint Safety: A Field Guide for Painting, Home
Maintenance, and Renovation Work (June 1999).
EPA, HUD, and CPSC, Protect Your Family From Lead in Your Home (June 2003).
HUD, Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in Housing
(July 1995).
NIBS, Lead-Based Paint Operations and Maintenance Work Practices Manual for Homes
and Buildings (May 1995).
National Technical Information Services (NTIS), 5285 Port Royal Road, Springfield,
Virginia 22161. Telephone number: 703-605-6000.
Society for Occupational and Environmental Health, Protecting Workers and Their
Communities from Lead Hazards: A Guide for Protective Work Practices and Effective
Worker Training (1993).
Instructor
Manual
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Lead Abatement for Workers
Instructor's
Manual
5-10
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CAUTION
LEAD
HAZARD
KEEP
OUT!!
CHAPTER 6
Setup
Learning objectives 6-3
Instructor's notes 6-3
Training methods 6-3
Skit and discussion 6-4
Skit: Starting a new job 6-4
Discussion questions guide 6-5
Lecture/Slides 6-7
Hands-on exercises 6-10
Job site setup 6-10
Decontamination unit (decon) setup 6-11
Hands-on practice 6-12
Checklist 6-15
Outside setup 6-15
For more information 6-16
Instructor's
Manual
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CAUTION
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Instructor's
Manual
6-2
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CAUTION
Setup
LEAD
HAZARD
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OUT!!
Learning objectives
In this chapter you will learn
• how to keep lead out of the air
• how to protect yourself from lead while you work
• how to clean the work room
• how to set up the work room
• how to set up a decontamination area
• how to use the decontamination area
Instructor's notes
The purpose of this chapter is for trainees to learn how to properly begin a lead-based
paint abatement job. It must be stressed that proper setup can dramatically cut down on
the spread of lead dust. This will help to ensure a successful job and make cleanup easier.
An instructor who has had a lot of experience in lead abatement work will reinforce how
important setup is. Check into your state's or Indian tribe's regulatory requirements and
make sure you discuss any information not included in the manual.
You can also contact a distributor of commercial-grade HEPA vacuums and have them
provide a guest speaker. You will want to make sure that the presenter understands the
equipment well and is not just a salesperson.
It is suggested that you allow 45 minutes to teach this section.
Training methods
A. Skit and discussion
B. Lecture/Slides
C. Hands-on: Setup
30 minutes
1 hour & 15 minutes
15 minutes
Instructor's
Manual
Preparation of job site and decontamination area
6-3
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CAUTION
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Lead Abatement for Workers
Skit and discussion (30 minutes)
This exercise allows the class to talk about the risks involved with setup and factors that
affect decision making about their health.
Materials: Use the skit on page 6-4 in the student manual.
Directions: Ask for two volunteers from the class to do the skit. Give them a little time
to review it before doing it. (Review your role as a facilitator on page Intro-14 of this
manual.) Discussion questions are on the next page.
Skit: Starting a new job
Juan and Ed are getting ready to start on an abatement job in one of the houses in their
neighborhood.
Juan: We need to replace this window here. Let's get into our suits and masks and
start laying out the poly.
Ed: I don't need a suit and respirator. It's too hot in here.
Juan: But there's lead-based paint in this room. You need to protect yourself from
the dust.
Ed: All the lead-based paint is on the woodwork. We're not going to disturb it.
A respirator and a suit are just going to slow me down in this heat.
Juan: I know it's really hot in here, but you need to protect yourself so you don't
get lead poisoned.
Ed: I don't want to get in trouble for working too slowly. This is the first work
I've had in three months. It's hot in here.
Instructor's
Manual
6-4
-------
Setup
Discussion questions guide
1. Do you agree or disagree with the following?
Why or why not?
Ed and Juan don't really need to wear a suit and
respirator if they are just setting up.
If trainees agree with this statement, how do they know it is
safe? Do we know where the lead dust is? Will the setup work
disturb the lead dust?
What do
you think?
It's none of Juan's business if Ed doesn't want to wear a suit and respirator.
Answers will vary. "No, it's not." "Ed can do what he wants." "Juan cares about
Ed." "It doesn't reflect well on Juan if his work buddy gets lead-poisoned." "Ed's
lack of respirator use may influence Juan to not use his."
The foreman should install a fan or provide PAPRs to help keep the workers
cool during setup.
Under the OSHA Lead Standard PAPRs must be available to any worker who
requests them. A fan may not help much and could spread the lead dust if it's not
set up correctly, so how and where it is set up needs to be thought out. The foreman
could allow workers to get used to the heat by allowing frequent breaks and
providing plenty of fluids.
It would be better for Ed to work without a respirator than to risk losing his job.
Answers will vary. "He needs the work." "It's his life, his decision." "The risk isn't
very high." "His decision also affects his family."
If Ed explained things to the foreman, Ed wouldn't get in trouble with him.
Answers vary here and usually reflect trainees' personal experiences.
2. Why is Ed in such a hurry?
"Ed is hot and uncomfortable." "He feels he works slowly." "It's his first job in three
months and he wants to keep it."
3. What could Juan do to convince Ed to wear his respirator and suit?
"Juan can offer to help teach short cuts that can increase his work pace, but not
wearing a respirator isn't one of them." "Juan could inform him about the hazards
of lead to himself and his family."
CAUTION
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HAZARD
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OUT!!
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6-5
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CAUTION
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Lead Abatement for Workers
4. What could the foreman do to make it easier for Ed to wear his respirator
and suit?
Allow breaks
Provide PAPRs
Stress the importance of safety over work pace
Ensure adequate ventilation
Instructor's
Manual
6-6
-------
Setup
Lecture/Slides
(30 minutes)
Purpose: To provide the basic information on the rules for lead work and the
components of a proper setup.
Materials: Slide projector, slides, flip chart, markers
Directions: Make sure you involve the class in the slide presentation. One way is to ask
questions of the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
You can start off this section by using a flip chart and posing the following questions.
You can write their answers on the flip chart
Ask the class what tasks are a part of setup. (A checklist is on page 6-8 in the student
manual.)
Ask the class why setup is so important.
Possible answers include: Make the job and cleanup easier. Make the workplace safer.
Ensure that lead dust is contained. Prevent safety problems.
When is lead a health hazard?
Possible answers: Whenever the lead paint surface is disturbed. When it peels, chips or
flakes. When there is friction or impact. Anytime dust is created.
What activities create lead dust and fumes?
Possible answers: All abatement methods. Any burning of lead can create lead fumes.
Dry sanding or scraping. Using a heat gun on the high settings.
Name some ways lead dust and fumes could be decreased.
Possible answers: No burning of lead paint. Never use a heat gun over 1100° F. Always use
wet methods. No dry scraping or sanding. Use a HEPA vacuum. Cleanup as you work.
Name some rules for working with lead.
Record their answers and compare to slide 4.
What kind of protection must your employer provide when you work with lead?
Note: This is an EPA-model course; it does not adequately cover topics required under
the OSHA Lead in Construction Interim Standard. Some trainees may not have yet had
OSHA training and may not be familiar with the OSHA requirements. Do not go into
great detail here; this is to serve as a reminder of the information covered in Chapter 3.
CAUTION
LEAD
HAZARD
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OUT!!
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Manual
6-7
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CAUTION
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Lead Abatement for Workers
This protection must include:
a. Appropriate respiratory protection
b. Protective clothing
c. Hand washing facilities and a shower, if feasible
d. Change area
e. Bloodtests
f. Training on the hazards of lead, respirator use, and safety issues
g. Separate lead-free break area
h. Warning signs within the work area
Note: If the employer has not done an exposure assessment yet, but the worker is
doing a lead-related task, then interim protection must be provided. This same
protection must be provided if you are exposed above the PEL.
What kind of protection must your employer provide for the occupants?
EPA or state/Indian tribe regulations require an occupant protection plan be written
before beginning any lead-based paint abatement activity in target housing or child-
occupied facilities (e.g., daycares). This is the responsibility of the employer, but the
worker should be familiar with its contents to ensure that the protections are maintained
throughout setup, abatement, and cleanup.
Instructor's
Manual
6-8
-------
Setup
Now, you will want to start the slides.
CAUTION
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Instructor's
Manual
6-9
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CAUTION
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Lead Abatement for Workers
Hands-on exercises
Job site setup
(1 hour & 15 minutes)
Objectives: Trainees will be able to
1. List at least six items that are needed for setup.
2. Identify at least three potential job site hazards.
3. Define at least one way to decrease the tracking of lead dust.
4. State why decontamination areas (decons) are important.
5. Assist in setup of hands-on area.
Directions:
Have the participants break into four groups. Each group will assign a notetaker and a
reporter. Each group is to write up a design for setup in the hands-on area. Give them
20 minutes to walk through the area and discuss setup.
Then, have each group report on their setup plan to the whole class. Have them limit
their report to five minutes per team. Write each group's plan on a flip chart. There may
be much discussion about what should happen first. This is good!
Next, have the participants use the student manual checklist to make sure all parts of
setup are covered. Have the class fill in any gaps they may have missed—you can help
bring up points, too. Have the class agree to an action plan for setup.
Now tell the class you will be talking about setting up a decontamination area.
Instructor's
Manual
6-10
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Setup
Decontamination unit (decon) setup
Objectives: Trainees will be able to
1. Diagram on a piece of paper the three areas of a decon.
2. Explain why each area is important.
3. List the materials needed to build a decon.
4. Design at least two ways of setting up the three separate areas of a decon.
5. Assist in constructing decontamination areas—clean room, shower (wash room),
and dirty (equipment) room.
Instructor's notes:
The concept of a decontamination unit is often hard for students to grasp. You can make
handouts and overheads to introduce this section (use the illustrations on the next page).
Reinforce the information as the trainees build the decon areas in the hands-on exercise.
Directions:
Explain to the class what a decontamination unit/area is. The decon area is used to make sure
that lead is not carried out of the contained work area. By keeping lead in the work area,
workers protect building occupants as well as their own family members from lead poisoning.
There are different types of decons. A typical decon consists of a clean room, a wash
room/shower, and a dirty/equipment room. Some are actually three separate rooms,
some are portable units, others are constructed on site. A shower and wash basin may be
a more realistic decon station for trainees who work for small contractors.
To construct a decon on site you need 6-mil poly, duct tape, and framing materials.
Common mistakes in constructing a decon occur when you build the frame or put up
the poly. Ask the class if they have had any experience putting together a decon on site.
Did they have any problems? How did they solve them?
CAUTION
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6-11
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CAUTION
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Lead Abatement for Workers
Instructor's
Manual
Hands-on practice
Now break the class into two groups. Have one group set up the work area. Have the
second group build the decon. If for some reason you can't build a decon on site, portable
decontamination chambers can be bought at most industrial safety equipment distributors.
Group 1
Materials:
barrier tape
warning signs, with big letters
rolls of 6-mil plastic sheeting (poly)
duct tape
staple gun and industrial staples
spray poly
materials for building decon
flipcharts, paper, and pens
movable objects in the room (chair, table, etc.)
lock out tags
ground fault circuit interrupter (GFCI)
negative air machine
HEPA vacuum
labeled container for dirty clothes
WARNING
LEAD WORK AREA
POISON
NO SMOKING, EATING,
DRINKING
WARNING
LEAD PAINT REMOVAL
NO ENTRANCE BY
UNAUTHORIZED
PERSONNEL
6-12
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CAUTION
Setup
LEAD
HAZARD
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OUT!!
Checklist
Make sure the students do the following:
Post warning signs
Move all portable items out of the area
Turn off HVAC system (HVAC and electrical boxes should be locked and labeled
with a tag saying DANGER/DO NOT OPEN. If these boxes are not in the area
designated for training, then instructors can post signs on the wall labeled "electrical
box" and "HVAC control unit.")
Cover air vents with poly and sealed with tape;
Bring a negative air machine into the work area (optional);
Clean everything left in the room with a wet wash and a clear rinse;
Cover and seal with 6-mil poly and duct tape everything left in the room;
Cover the floor with two layers of poly (students should note that carpets should be
removed and discarded with the owner's permission);
Bring equipment and tools into the work area;
Seal the work site off from the rest of the building (using duct tape, poly and
industrial staples);
Lay out a path of poly to enter and exit the work area.
Instructor's
Manual
6-13
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CAUTION
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Lead Abatement for Workers
Group 2
The hands-on exercise must be done in a space big enough to accommodate 20 to 30
students. Make sure that there are enough materials on hand for the students to use and
that everything is of good quality. You should have assistant instructors for this section
to serve as facilitators. They must not do the work for the trainees, but give hints as
needed if students ask questions or seem hung up on something.
Materials:
• 6 12-foot 2x4's (or PVC piping)
• 10 8-foot 2x4's (or PVC piping)
• 1 roll of 6-mil poly
• 6 rolls of duct tape
• 1 box of T-50 staples
• 2 T-50 staplers
• 2 hammers
• 2 utility knives
• 1 measuring tape
• 1 box of nails (10 penny)
• 1 hand saw or electric saw
Instructor's
Manual
4 feet 4 feet 4 feet
The unit will stand 12 feet Z
long, 4 feet wide, and 6 feet
high. It will be separated
into three sections, each 4 Clean Area
feet long.
Wash Area/
Shower
Dirty Area
6-14
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CAUTION
Setup
LEAD
HAZARD
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OUT!!
Checklist
Make sure the students do the following:
1. Construct the frame.
2. Cover the floor with two layers of poly, sealing each one down with duct tape.
3. Make walls and a ceiling. Use one layer of poly. Overlap the ends of the poly by 6 to
12 inches and duct tape them.
4. Make the door flaps. Each flap should consist of one layer of poly. Each door should
have two flaps. The first flap should open in the opposite direction from the second
flap. (This helps to prevent dust from leaking out of the work area.) There should be
four doors with flaps: (1) the entrance, (2) the exit, (3) between dirty area and wash
area, and (4) between wash area and clean area.
Outside setup
(Optional addition to setup hands-on discussion and exercises)
Ask the class to compare and contrast outside work and inside work.
(Answer: Similar because you try to keep people out and cover surfaces with poly.
Different because it is much harder to contain lead dust and it may be harder to keep
people away at the outdoor sites.)
Ask the class how they have managed to keep curious neighbors away from
dangerous work areas.
Setup for outside work:
1. Post warning signs.
2. Rope off the area.
3. Put out the poly.
4. Build trenches to direct liquid waste.
5. Daily cleanup.
6. Store waste in a locked area until you can dispose of it.
Instructor's
Manual
6-15
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CAUTION
LEAD
HAZARD
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OUT!!
Lead Abatement for Workers
For more information
These publications or resources have more information on the topics covered in this
chapter. You should have a copy of the publications marked with a star (*). You can
order your own copy by calling 1-800-424-LEAD.
EPA, Reducing Lead Hazards When Remodeling Your Home (September 1997).
*EPA, HUD, and CDC, Lead Paint Safety: A Field Guide for Painting, Home
Maintenance, and Renovation Work (June 1999).
* EPA, HUD, and CPSC, Protect Your Family From Lead in Your Home (June 2003).
* HUD, Guidelines for the Evaluation and Control ofLead-Based Paint Hazards in
Housing (June 1995).
NIBS, Lead-Based Paint: Operations & Maintenance Work Practices Manual for Homes
and Buildings (May 1995).
National Lead Information Center Hotline: 1-800-424-LEAD.
Instructor's
Manual
6-16
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CHAPTER 7
Abatement Methods
Learning objectives 7-3
Instructor's notes 7-3
Training methods 7-3
Skit and discussion 7-4
Skit: On the job 7-4
Discussion questions 7-5
Lecture/Slides 7-7
Small groups 7-9
Small group exercise 7-10
Small group exercise (answers) 7-12
Data sheet 7-14
Hands-on exercises 7-16
For more information 7-34
Instructor's
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f
I
Lead Abatement for Workers
Instructor's
Manual
7-2
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Abatement Methods
Learning objectives
In this chapter you will learn about
• replacement
• enclosure
• encapsulation
• paint removal by
— wet scraping and planing
— electric heat guns
— HEPA sanders
— HEPA needle guns
— chemical strippers
Instructor's notes
This chapter follows the appropriate work rules you went over in Chapter 6, Setup. The
challenge of this chapter is to make it as realistic and practical as possible and, at the
same time, integrate work controls and safe work practices. It should be emphasized that
in choosing an abatement method, you must always consider the amount of lead dust
that will be generated.
Be aware that while in some states methylene chloride is banned for use in residential
lead abatement, it is available in hardware store across the country. There are other
chemical strippers without methylene chloride that are also readily available.
This section should be taught by someone who has practical experience—an individual
who has done the work and has seen the outcome of the choices made. Remember,
though, that this is an introduction to abatement methods, which are covered in much
greater detail in Appendix A (for use with hands-on activities). If you yourself do not
have this experience, you may still be able to teach this section with backup assistance
from someone who does.
On the next page is a menu of options for teaching Abatement Methods. It is suggested
that you allow 60 minutes to teach this chapter.
Training methods
It is recommended that you do A, B, and C
A. Skit and discussion 10 minutes
B. Lecture/Slides 30 minutes
C. Small Groups: Who is at risk and why? 20 minutes
Instructor
Manual
-------
Skit and discussion
Lead Abatement for Workers
(10 minutes)
Skit: On the job
Abdul and Ed have been working on a house in an older neighborhood for the last two
weeks. Their boss told them that the job should not take more than three weeks.
Abdul: Hey! Slow down buddy. What are you doing dry scraping that trim? You
know the specs say no dry scraping.
Ed: Don't worry about it. You can just clean up underneath me as I go. I'll help
you clean up once I'm done.
Abdul: Yeah, but dry scraping creates a lot of dust.
Ed: No problem. You're wearing your respirator, right?
Abdul: Respirators will only protect you so much. We're going to have a tougher
time doing clean-up. You really need to slow down and cut out the dry
scraping.
Ed: And you need to quit talking and start cleaning. If you can't keep up with
me, that's your problem, not mine.
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Abatement Methods
Discussion questions
1. Who is right, Abdul or Ed?
Abdul—the specs say no dry scraping. EPA, HUD and state/
tribal regulations do not allow dry scraping for large areas of
paint removal.
2. Is there anything wrong with dry scraping if you clean it
up immediately?
What do
you think?
&
The problem with dry scraping is that it generates a lot of
lead dust. The lead dust will fall downwards, but not necessarily immediately. It can
also be found as much as six feet away from where it is generated. It sticks to
surfaces and is not always visible. For all of these reasons, it's best not to create lead
dust because it is so hard to clean up.
3. Why is Abdul concerned about the dry scraping if he is wearing a respirator?
Abdul is right to say that a respirator will protect you only so much. We do not
know what kind of respirator he has, so we do not know the protection factor. But,
we do know that the more dust generated, the higher the worker exposure.
4. Do you agree or disagree with the following statements?
Abdul should work faster and clean up after Ed.
Ed should slow down and stop dry scraping.
5. Why do you think Ed is in such a hurry?
Answers can vary. "Maybe, he wants to win over the foreman." "He has plans after
work." "His pay depends on getting the job done on schedule." "There a bonus if
the job gets done early."
6. What could the supervisor do to ensure that no dry scraping occurs at the site?
Possible answers: "Outline the abatement methods to be used for each surface ahead
of time." "Provide enough wet misters and water sprayers." "Threaten to discipline
anybody who is caught dry scraping." "Educate the work crew that dry scraping will
make it harder to do cleanup."
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Lecture/Slides
Purpose: To provide information on the advantages and disadvantages of the different
lead-based paint abatement methods and identify methods that are prohibited and
methods that are not recommended in residential abatement.
Materials: Slide projector, slides
Directions: Make sure you involve the class in the slide presentation. Ask questions of
the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
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Small groups
(20 minutes)
"Who is at risk and why?"
Purpose: To allow trainees to build on the information they've learned so far. It gives an
opportunity to assess which work practices cause exposure and who is most at risk. It
also serves as a review of control methods, equipment, and blood lead levels.
Materials: Blackboard or flip chart, chalk or markers, and copies of the story and Data Sheet.
Directions:
1. Hand out the story.
2. Have trainees break into groups of three to six people.
3. Let them answer the questions in the small groups.
4. Go over the answers in a large group.
5. Hand out the data sheet and review it.
a. Review how symptoms do not always indicate how serious blood lead levels are.
b. Review how chelation treatment may not be a one-time event since blood lead
levels can "bounce back" as lead stored in the bones is released.
c. Point out how susceptible children and fetuses are.
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Small group exercise
Lead Abatement for Workers
Instructions:
The following story is a true one. It was taken from the October 1990 issue of the
American Journal of Public Health. In small groups, read the story and answer the
questions together. Have one person write down your answers. Use your manual to look
up any information you need.
Mr. and Mrs. A had two children, a five-year old daughter and a 20-month old son.
They moved into a Victorian farm house in rural upstate New York in June, 1987.
A crew of workers renovated the farm house from August to October. They restored the
floor, doorways, and wooden moldings. Two workers used rotary and hand sanders to
remover old paint and wallpaper from the floors and walls. They used torches, heat guns,
and chemical wood stripper to remove paint from the moldings and door frames.
During part of the renovation, the family was on vacation. Their dogs stayed behind.
One of the dogs liked one of the workers and hung out with him a lot. Only partial
cleanup had been done before the family got back. The job was not done. Work areas
had not been sealed off while the work was performed. Mrs. A helped finish the work by
torching some of the moldings in the front yard.
The family tried to stay out of the way until the job was done. This was easy for Mr. A,
who worked in New York City and traveled a lot. Mrs. A continued to work out of her
office in the house. To make sure the children were safe, they hired a baby-sitter to keep
the children outside of the house. The baby-sitter brought her two children. In January,
Mrs. A discovered she was eight weeks pregnant.
It was later discovered that the painted surfaces had high levels of lead.
Instructor's
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1. Who is at greatest risk of getting lead poisoned?
2. Who has the least risk of getting lead poisoned?
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3- How could lead poisoning have been prevented?
4. How could the workers have protected themselves?
5. How do you think they found out the family and workers were getting lead
poisoned?
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When you finish answering these questions, your instructor will review them with the
whole class. Your instructor will also hand out a data sheet that has information about
the symptoms that the people in the story experienced and how they responded to
chelation treatment.
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Small group exercise (answers)
1. Who is at greatest risk of getting lead poisoned?
Answers can vary but should include Mrs. A, her fetus, the A's children and dogs
(the baby-sitter's children would also be an acceptable answer). Very low levels of
lead exposure can affect a fetus. In addition, Mrs. A was doing torch work without
proper protection. The A's children are at risk because there was not complete
cleanup before they returned from vacation. The dogs are high-risk because they
stayed behind during the entire renovation.
We don't know about the workers but we can assume they were not adequately
protected (especially since this project was done before OSHA issued a lead in
construction standard [although the OSHA general duty clause was enforceable
during the time of this project]). They used work methods that can cause high
exposure to lead.
2. Who has the least risk of getting lead poisoned?
Mr. A is the least likely to have gotten lead poisoned.
3. How could lead poisoning have been prevented?
The contractor should have had the workers use better work practices—that is, no
rotary or hand sanders used without HEPA-attachments. The contractor should
have had them seal off the work area and setup for any outside work to protect the
soil. They should have finished the work and cleaned up before the family returned.
The family should not have been allowed back in the house until after the work was
finished, including cleanup. (Discuss how in some situations, moving out of the
house is not an option for financial reasons. In that case, the setup and sealing off
the work areas is even more important.) The dogs should have been kept away from
the work area. Mrs. A should not have done any abatement work.
4. How could the workers have protected themselves?
The contractor should have provided training and instructions on appropriate and
inappropriate work methods (e.g., sealing off the work area(s) from the rest of the
house; using PPE to protect the workers; proper worker decontamination and
personal hygiene; not using high heat or burning to remove LBP; not allowing dust
and debris to accumulate and possibly get tracked, etc.). The contractor could also
have provided all the necessary protective clothing and equipment necessary, a clean
break area away from the work area, a decon so workers could clean up when they
left the work area and so their street clothes wouldn't get contaminated with lead.
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5. How do you think they found out the family and workers were getting lead
poisoned?
Many answers could be right, but it turns out that the dog had severe symptoms and
the veterinarian took a blood lead sample.
Instructor note
Hand out the Data Sheet on the next page after people work in groups. As you go over
the sheet with the class, review the symptoms and health effects of lead poisoning and
the purpose of chelation treatment.
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Data sheet
Victim
Initial
blood lead
level
Symptoms
Treatment
Results
Dog 1
51 pg/dL
Shaking and twisting
Chelation
Improved, but died 3 days later of
kidney failure.
Dog 2
65+ pg/dL
None
Chelation
Recovered
Mrs. A
45 pg/dL
Tired and weak
Chelation at hospital
Still tired and 2 weeks later found
out she was pregnant. Opted for
therapeutic abortion.
Daughter
(5 yrs. old)
54 pg/dL
Stomach aches
Chelation at hospital
Blood lead level went down to
36 pg/dL. Required 1 more round
of chelation.
Son
(20 mos. old)
84 pg/dL
Not available
Chelation at hospital
Blood lead level went down to
52 pg/dL. Required 4 more rounds
of chelation.
Mr. A
38 pg/dL
One episode of
nausea
None
No apparent problems
Babysitter
16 [ig/dL
Not available
Not available
Not available
Daughter
(2 yrs. old)
65 pg/dL
Not available
Chelation at hospital
Blood lead level went down to
18 pg/dL
Son
(3 yrs. old)
55 pg/dL
Not available
Chelation at hospital
Blood lead level went down to
14 pg/dL
Workers
No information
11
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Hands-on exercises
Station 1: Replacement and removal
Preparation
1. Wall with windows
2. Table
3- Tools, equipment, and materials
Tools and equipment
hammer
saw
2x4 boards
8-foot x 4-foot sheet plywood
box of nails (10D common)
box of small finishing nails
4-foot-long baseboard molding strip
4-foot-long crown molding strip
4-foot-long chair rail (optional)
wooden window or double-hung door
vinyl replacement window
roll of duct tape
gallon of latex paint
quart of trim paint (optional)
lead warning sign
To construct the hands-on station:
1 30-foot sheet of 6-mil poly
2 heat guns
1 tape measure (210 feet)
2 spray bottles with water
2 utility knives
2 multi-head scrapers
2 4-inch 4-way scrapers
2 6-inch 4-way scrapers
4 pairs of gloves (cotton grip)
2 safety goggles
1 ABC fire extinguisher
1 HEPA vacuum
1 box respirator cleaning wipes
1 roll barrier tape (red or
yellow)
1. To start, you should build a 8-foot x 4-foot 2x4 frame. Cut two feet from the top of
the plywood sheet. Cut an opening to the measurements of window to be inserted. If
a handsaw is used, the window square should be cut on the side of the plywood. If a
circular power saw is used the window may be placed in the center of the plywood.
2. Place cut plywood on 2x4 frame and nail or screw to back of plywood. This will
provide support for the window.
3. Place window into frame. To demonstrate replacement of window, do not
permanently secure the window. Make a hole in the 2x4 window frame and adjacent
hole in the window. Secure with 4" to 10" lag bolt which can be removed and
inserted when needed. Add a strip of baseboard molding to the bottom, and a strip of
crown molding to the top. A chair rail molding for the center is optional. Small
finishing nails should be used so you will not crack molding.
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4. Cut two 2x4's into 3 1/2-foot long boards to be nailed or screwed to bottom sides of
plywood frame. These are feet and allow the wall to be free standing.
5. Paint wall with two to three coats of latex paint. Trim paint may be used for
molding. Other methods of support may be used as desired.
Do not use lead-based painted surfaces during hands-on activities!
Participants need to practice skill on nonhazardous materials.
Hands-on practice
Objectives: By the end of this rotation, trainees will
• suit up with appropriate PPE;
• demonstrate safe use of a heat gun;
• demonstrate use of wet scraping and wet planing;
• demonstrate replacement of windows/door;
• assist in daily clean up.
Directions:
1. Have trainees suit up and fit check their respirators (only use respirators if trainees
have previously had OSHA respirator training).
2. If the area was not set up in the set up exercise, have trainees set up the area around
the station with signs and tape. Have them lay poly on floor by the wall. Make sure
there are two layers. Warn trainees that they should cut the poly away from
themselves.
3. Have trainees identify areas of impact and friction on the window.
4. Demonstrate how to use a heat gun along with a PAPR.
Demonstrate the proper use of the PAPR respirator by wearing one for this
demonstration. When demonstrating how to use a heat gun, explain to the students
that most heat guns have two settings: low (600 degrees) and high (1,100 degrees).
Using a heat gun at temperatures above 1,100 degrees is prohibited for work in
residential or child-occupied facilities (e.g., child care centers). Some heat guns will
turn off automatically if the heat gun gets too hot.
How effectively the heat gun removes lead paint depends on the substrate. If you
have difficulty removing paint from a substrate without using a high setting,
consider a different removal method. Emphasize that heat guns must not be used on
hollow surfaces. Heat guns should only be used on solid wood.
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Always point the heat gun away from you. Emphasize to the students that heat guns
can cause serious burns even if used at the lower setting. The immediate treatment
for serious burns is to run cold water over the burned skin for at least 15 minutes.
Call for emergency help.
Heat guns can cause a smoldering fire and must be used carefully. Always have a fire
extinguisher available whenever you use a heat gun.
5. Demonstrate how to wet scrape.
When demonstrating wet scraping, emphasize that this method is used primarily as
a preparation for small areas. Wet scraping takes a lot of time. It is not a cost-
effective method for removing paint from large surfaces.
6. Demonstrate how to wet plane.
Demonstration of wet planing can also be provided. Both wet scraping and wet
planing can be used as interim controls, as well as abatement removal.
7. Break the class into three groups. Keep trainees with their buddies. Assign each
group to one of the three removal activities. Then rotate the groups. Allow each
trainee to practice using the heat gun, wet scraping, and wet planing. Make sure
PAPRs are used by all trainees when they use the heat gun. Allow at least 15
minutes for each activity.
Each trainee must remove paint successfully using both a heat gun and wet scraping.
"Successfully" means being able to remove paint as well as keep the substrate in good
condition. Remind the participants that removal by these methods is slow and tedious.
8. Demonstrate how to replace building components.
Have the trainees set up poly on the ground outside as well as inside of the window
area. The poly can be taped on the wall area just below the window. Have trainees
HEPA vacuum the entire window.
Wet mist the window before removal. Simulate removal by unscrewing the bolts to
dislodge the window.
Have trainees remove the window place it on poly, and wrap it as large debris. Then
have trainees HEP A-vacuum the area where the window was removed. Replacement
cannot occur on a job until this cleanup has occurred. This keeps the new window from
getting contaminated. Discuss how to replace the new window, including caulking.
You may consider demonstrating the interim controls which are described in the
student manual (Chapter 5). If so, make sure to poly the outside of the window as a
part of setup for the interim control. In addition, make a list of the additional
equipment you will need for the demonstration.
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9- Have the trainees assist in daily cleanup. Wrap large debris, wet mop and HEPA
vacuum all surfaces. Check the containment for rips and tears.
10. Initial the check off sheets for each trainee in this rotation.
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Station 2: Encapsulation
Preparation
Setup
1. Wall with molding
2. Table
3- Tools, equipment, and materials
Tools and equipment
1 gallon of three different encapsulants, 1 hammer
MSDSs for each encapsulants 1 saw
1 tape measure 1 box of 10D common nails
1 box of small finishing nails
(Have at least three types of encapsulants available. Make sure you have MSDSs for all
products that are demonstrated.)
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8 2x4 boards
1 sheet 8-foot x 4-foot plywood
1 6-foot baseboard molding
1 6-foot chair rail molding (optional)
1 6-foot crown molding
2 paint rollers
1 paint roller pan
2 disposable paint trays (plastic)
1 gallon of latex paint
1 HEPA vacuum
1 30-inch sheet of 6-mil poly
2 PAPRs**
2 flat 2-inch scrapers
2 spray bottles
2 2-inch paint brushes
2 utility knives
2 4-inch paint brushes
1 roll of duct tape
1 lead warning sign
1 red barrier tape
1 30-inch sheet of 6-mil poly
**PAPRs only to be used if trainees have already had the OSHA training on respirator
care and use.
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To construct the hands-on station
1. To start, build an 8-foot x 4-foot
square frame with 2x4's.
Use nails and screws to hold the
2x4's together.
Place a precut 8-foot x 4-foot
sheet of plywood to the frame.
4 feet
4 feet
Frame
2.
Add a strip of baseboard
molding to the bottom, a
strip of crown molding to
the top, and chair rail
molding at the center
(optional).
frame —
pre-cut plywood
Pre-cut plywood
crown molding
chair rail molding
baseboard
Add molding to tie "wall"
3.
Cut two 3' 1/2" long 2x4's to be nailed or
screwed to the bottom sides of the plywood
framed wall. These boards will serve as "feet" for
the wall to stabilize it and allow it to stand
freely. (Other methods of support may be used
for the feet.)
7
4. Paint the wall with two to three coats of latex
paint. You can use trim paint for the molding.
Feet will balance the wall
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Objectives
By the end of the rotation, trainees will be able to:
• use MSDSs to figure out the proper personal protective equipment needed when
using an encapsulant;
• demonstrate how to prepare a surface for encapsulation;
• demonstrate how to do a patch test;
• demonstrate the use of an encapsulant;
• assist in daily cleanup.
Directions
1. Show trainees all the materials that you have set on the table which will be used
during this rotation. Have at least three types of encapsulants available. Make sure
your state allows you to use the encapsulant materials you have chosen.
Explain to the students that some encapsulants involve only one step while others
are a two-step process. One-step encapsulants have a primer and finish combined
and can be hand painted with a brush, or sprayed with a low pressure sprayer onto a
lead surface all at once. Two-step encapsulants have two separate coats of paint—a
primer, and a finish coat—which must be applied separately. Fiber mesh is also used
with encapsulants. It forms a bridging on walls for added support.
2. Review with the class the MSDSs for all the materials. Explain to them that all
products with hazardous chemical ingredients must come with an MSDS. They
need to read the MSDS of the encapsulant they will be using so they know about
the hazards of the product.
Encourage students to look at the MSDSs when they purchase encapsulants in the
future. Tell them to make sure that the one they choose is effective and being used
by others. It is also very important that they find out if their state allows the use of
encapsulants.
Have the trainees choose which encapsulant they will use.
(If they pick an encapsulant that is not as safe as others, have them look at the
MSDSs more closely.) Ask them to identify the appropriate personal protective
equipment required for the product they choose. Make sure you have the
appropriate personal protective equipment available for them. They must know
what kind of respirator filter they need (e.g., do they need an organic vapor cartridge
as well as a HEPA cartridge?) and any other kind of protection.
3. Have the trainees suit up and fit check their respirators.
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4. Have trainees set up the area around the station with barrier tape and warning signs.
Have them clean the area. HEPA vacuum to remove the small lead dust particles on
and around the surface to be encapsulated.
Then, have trainees lay out 6-mil poly on the floor below the wall and tape it with
duct tape. If the baseboard does not have lead paint, then the poly can be taped to
the baseboard. (If it is the trainees' first rotation, have them lay down two layers.)
Remind students to always cut the poly away from themselves.
5. Guide the trainees through surface preparation—be sure to let them do it.
Emphasize to students how important surface preparation is. Emphasize to the
students that they must follow the manufacturer's instructions on how to prepare
the surface they are encapsulating. The wall or surface must be in good condition for
an encapsulation to be successful. Encapsulation will not work if the wall is
separating from wood or metal lath. It will not work if the surface is damaged.
To prepare the surface, trainees need to:
• Lightly wet scrape any loose paint with a 2-inch scraper.
• Then, wipe down the walls with towels and a bucket of cleaning solution (an
all-purpose cleaner or a cleaner made just for lead cleanup). This cleans off any
dirt, grease, or anything else that could cause the encapsulant to not stick
properly to the surface.
Emphasize to students that they need to follow the manufacturer's instructions that
come with the product.
6. Have the trainees do a "test patch" to see if the encapsulant will work on the given
area. The students should measure a small area on the surface to be encapsulated
(about 1 square foot for walls; less for smaller areas). One of the students should
take a piece of duct tape and place it across the marked area. Apply the encapsulant
over the duct tape. Leave a corner of the duct tape uncovered.
Have the students use the wet film thickness gauge (usually provided with an
encapsulant) to determine if they have spread it thickly enough. Students should
refer to manufacturer's instructions. Let it dry for the amount of time specified by
the manufacturer. Emphasize to students that they need to follow the instructions
that come with the product.
When the encapsulant is dry, try to pull tape away from the wall. (You may need to
wait until the next training day.) If it does not pull away from the wall, the test
patch is a success and the encapsulant is good for that surface. If the tape does pull
away from the wall, or if the test patch bubbles or wrinkles, the test patch fails.
Suggest that students try another brand of encapsulant or choose another abatement
method for that surface.
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7- If the test patch is a success, continue applying the encapsulant to the whole wall
surface. Guide the trainees as they apply the encapsulant. Emphasize to students
that they need to follow the instructions that come with the product.
The encapsulant must be evenly applied on the surface. On small jobs, you can
often use a brush or roller to apply an encapsulant. For large jobs, sometimes an
airless, low-pressure sprayer is used.
Follow the manufacturer's instructions. Most encapsulants are applied to a thickness
of 18 mils (that is, the thickness of three layers of 6-mil poly together). The
manufacturer usually will send a tool to measure the thickness of the application
(called a wet film thickness gauge). Often two coats are needed, since encapsulants
usually shrink once they dry. If you are using a fiber mesh system, be careful to
avoid air pockets between the mesh and the surface.
8. Have students go through the steps of daily cleanup.
The students should wrap all large debris in 6-mil poly and seal with duct tape. (At
this station the primary debris will be extra plywood from the enclosure.) Next they
should wet mop the floor and bag the small debris in 6-mil poly. All surfaces should
be HEPA vacuumed each day as part of daily cleanup. The last step in daily cleanup
is to check the poly and repair any tears or rips.
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Abatement Methods
Station 3: Enclosure
This station can be managed along with station two in one rotation time.
Preparation
Setup
1. Training stairs of three to four steps, movable floor with pre-floor and primary floor.
2. Table
3. Tools, equipment, and materials
Tools and equipment
3-foot high staircase
1 30-foot sheet of 6 mil poly
1 sheet of luan plywood
1 sheet of 8-foot x 4-foot plywood
Various samples of rubber tread
1 rubber treading (measured to staircase)
1 saw
1 caulking gun
1 tube caulking
1 210-foot tape measure
2 utility knives
1 roll of duct tape
1 lead warning sign
1 roll of red barrier tape
2 PAPR
HEPA vacuum
To construct the hands-on station
1. For the stairs, either purchase or build a 3-step or 4-step set of stairs. Measure and
cut a piece of rubber treading for the tread. Measure and cut a piece of luan plywood
for the riser face. Back-caulk the plywood: apply a bead of caulk around the edges
and a serpentine bead down the center of the plywood. Allow the caulk to dry. This
way you can show the trainees how to back-caulk without permanently placing the
plywood to the stairs. Purchase some nonstick glue from a toy store for trainees to
use to demonstrate back caulking. Have metal nosing for the stair lip—this will
form the final piece of the enclosure.
2. For the floor enclosure, either use a 4' x 4' floor or use a corner in the training area.
Have plywood available for the pre-floor covering and a primary floor of either tile
or wood. Either measure and cut the pre-floor and primary floor before the hands-
on exercise or have the trainees measure and cut as part of the exercise.
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Objectives
By the end of this station, trainees will
list three situations where an enclosure could be used;
demonstrate appropriate setup;
demonstrate surface preparation for enclosure;
define dust tight and why it is important to have the enclosure be dust tight;
demonstrate appropriate back-caulking;
enclose a step or piece of floor.
Directions
1. Have trainees suit up and fit check their respirators (only use respirators if trainees
have previously had OSHA respirator training).
2. Have trainees set up the work area.
3. Have trainees demonstrate surface preparation for areas to be enclosed. Review with
the trainees that all the chipping and flaking paint must be removed from the area
that will be enclosed. Any "source problems" such as water leaks must be repaired. If
the source problem is not addressed or the surface is not adequately prepared, the
enclosure will fail. The words "Lead Paint" should be written on the steps, so that if
an enclosure fails or is removed the hazard is identified.
4. Demonstrate appropriate enclosure methods for stairs and floor.
Materials to build enclosures include: aluminum, panelling, filter board, plywood,
and dry wall. (These are listed in the student manual on page 7-7.) Rubber treading
can be used to enclose stair treads. Thin plywood can be used to enclose the risers.
Enclosing stairs demonstration
Have the students measure the width and length of the risers. With the saw, cut 1/
4-inch thick luan plywood to the exact measurements of riser. Then, back-caulk the
cut piece of plywood with nonstick glue: apply a bead of caulk around the edges and
a serpentine bead down the center of the plywood. (For training purposes,
instructors may place a piece of luan plywood without caulking into place on riser.)
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Let students cut a separate piece of plywood to practice the caulking technique.
Have the students measure the width and length of the treads. A tread pad (or
treading) is selected for the type of nose it has. Industrial treads are thicker and
stronger and have more durability than other treads. Explain to students the
importance of using metal nosing in addition to the nose on a tread pad for
additional strength.
Enclosing floors demonstration
Use an 8-foot x 4-foot sheet of plywood, vinyl tiles (non-asbestos), and a strip of
shoe molding.
The first stage: a pre-floor is put in place over the lead painted floor with mastic or
caulking and nailed secure. Seams of the plywood floor should be caulked as well.
This provides an airtight enclosure.
The second stage: new floor materials are installed on top of the plywood pre-floor. Back
caulk the vinyl tiles and install them (you should be able to get four squares across).
Then install shoe molding along the perimeter of the floor (i.e., where it would meet
the wall) with caulk and small finishing nails. Shoe molding provides an airtight seal
around the edges of the floor enclosure. It must be back-caulked and bottom-
caulked. It should fit snugly against the enclosed floor and the wall.
5. Have each trainee demonstrate an appropriate enclosure.
6. Have the group finish the rotation with daily cleanup.
The students should wrap all large debris in 6-mil poly and seal with duct tape. (At
this station the primary debris will be extra plywood from the enclosure.) Next they
should wet mop the floor and bag the small debris in 6-mil poly. All surfaces should
be HEPA vacuumed each day as part of daily clean up. The last step in daily cleanup
is to check the poly and repair any tears or rips.
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Lead Abatement for Workers
Station 4: Chemical stripping/removal
Preparation
Setup
1. Simulated fireplace mantle
2. Table
3- Tools, equipment, and materials
Tools and equipment
1 tape measure
1 hammer
1 box of nails ( common)
1 saw
1 box of finishing nails
4 2x4 boards
10 feet of 4-inch-wide decorative
crown molding
3 9-inch x 2-inch boards (6 ft. long)
1 mop
1 case of polyethylene suits
1 case of disposable booties
1 case of disposable suits
1 roll of red (warning) barrier tape
1 75-foot of sheet poly
1 package of litmus paper
1 roll of duct tape
1 gallon of caustic paste paint remover
MSDS for paint remover
1 gallon of neutralizer (if applicable)
MSDS for neutralizer
2 plastic trowel applicators
3 3-inch flat scrapers
2 spray bottles with water
1 box of all-purpose cleaner, MSDS
2 buckets
1 bag of rags
1 lead warning sign
1 HEPA vacuum
6 pair of rubber gloves
4 pairs of goggles
respirators with organic/vapor HEPA
filters (enough for all participants)
1 eye wash station
To construct the hands-on station:
1. For shelf: cut a 1-foot-long segment of a 9-inch x 2-inch board.
For legs: cut two 4-foot-long segments of 9-inch x 2-inch boards.
For feet: cut two 3-foot-long segments of 2x4's.
For support blocks: cut two 9-inch-long 2x4's.
For support beam (optional): cut a 9-foot, 4-inch-long 2x4.
2. Measure and mark off four inches in from each end of the mantle shelf. Then
measure and mark off one inch from the front side of the mantle shelf.
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Abatement Methods
Place the support blocks along the inside of the 4-inch mark and up to the 1-inch
mark. Note: The blocks will hang over the back of the shelf by one inch. Using nails
10 feet
or screws, secure the support blocks to the shelf.
support block
nails or screws
support block
mantle shelf
3. Line up the legs against the support blocks and the shelf. Note: The back edge of the
legs will hang over the back of the shelf by one inch. Using nails or screws, secure
the legs to the support blocks.
leg
nails
or
screws
st\\\\\\ supp°rt b,ock
mantle shelf
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Lead Abatement for Workers
4. Measure and mark off 13 1/2 inches in from each end of the feet. Using these
marks, center the feet along the inside of the legs. Using nails or screws, secure the
feet to the legs.
leg —~
13 1/2 inches
Vk %% "Sa. %% %% %% %'
¦ y- s* y* y*- > ^ ^ y* y
. Sv. >S. "H*. N%. \V. St. ss. %
. Vn. Vfc V* Ss ^ Vv Ss VSh Ss N
. "•vs. S*. Sy. NV. '-.V. V
13 1/2 inches
. '¦•v A '¦'¦i V
9 inches
5. (Optional) For added leg support, measure to the halfway point of legs and mark
with pencil. Line up the 9-foot, 4-inch-long support beam with these marks
between the legs. Secure it to both legs with nails or screws. For even more support,
cut another 9-foot, 4-inch-long 2x4 and line attach it at the bottom of the leg
boards.
6. Cut the decorative molding at a length that matches the distance between the far edge
of one leg to the far edge of the other leg (about 9 feet, 8 inches). Place the molding
against the front edge of the legs and support blocks, under the mantle shelf (where it
hangs over). Secure the molding to the support blocks with finishing nails.
Instructor's
Manual
mantle shelf
mantle shelf
block
leg
molding
molding
Front view
Side view
7. Paint the entire mantelpiece with three to four coats of latex paint. Make sure you
use at least three different colors of paint on the surface area that you will be using
to demonstrate the stripping.
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Abatement Methods
Hands-on practice
Objectives
By the end of this station, trainees will
• list the situations where chemical stripping could be used;
• chose the most appropriate stripper available at the station;
• identify and put on the proper protective gear;
• demonstrate appropriate setup;
• demonstrate application of chemical stripper;
• demonstrate proper removal of the painted surface;
• demonstrate appropriate waste disposal;
• demonstrate daily clean up.
Directions
1. Review the product MSDS.
Provide at least two types of chemical stripper and their MSDSs. Have the trainees
break into two groups. Each group will be responsible for reviewing one of the
stripping agents and presenting the pros and cons of using that agent to strip the
fireplace. Encourage the trainees to carefully review the product MSDS, especially
the sections on ingredients, special precautions, health data, and required protective
gear. Have the NIOSH pocket guide available for the class to look at as well. Give
the class 10 to 15 minutes to prepare their presentation.
2. Have each group present their product.
Following the presentations, have the group decide which of the two products they
prefer to use and why. Guide the group toward using the safest product.
3. Have the group choose a foreman. Have that person read the directions for
application of the product chosen.
4. Have trainees suit up in the proper protective gear and fit check their respirators.
Make sure that all persons in this hands-on area are wearing eye protection. (This
includes the instructor. It is important for the instructor to be appropriately suited up).
5. Have trainees set up the work area.
Emphasize the need to protect the surfaces and the area surrounding the surface to
be stripped. Two layers of poly are needed for the floor area. If there is wall-to-wall
carpeting in the training room, you may want to protect the carpet with a subfloor
or additional poly.
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Lead Abatement for Workers
Talk about carpet removal. If there was wall-to-wall carpeting on an actual
abatement job, workers would probably remove it before doing any abatement
work. Emphasize that workers need to wear protective clothing and respirators when
handling lead-contaminated carpeting. They should wet mist the carpet prior to
removing it to reduce the amount of lead dust that gets in the air. Ask the class
where you will be kicking up the most dust when removing wall to wall carpet. Ask
the class where you might find the largest amount of lead dust on the floor. (Both
answers: Close to the walls).
6. Have the trainees apply the stripping agent, with the class foreman directing the
activity. Make sure that the foreman is providing the appropriate directions (that is,
following the manufacturer's directions).
If you are using a stripper that requires 12 to 24 hours between application and
removal, you will need to apply the stripper the day before the rotation. Apply in
small patches of less then 12 inches in length, so that the waste produced is
minimized.
7. Have the group select a second foreman to direct the removal of the stripper. Have
the trainees remove the paint with the stripper, with the second foreman directing
the activity.
Make sure to discuss waste disposal before removal begins. Hazardous waste may be
generated when you use chemical strippers. Make sure that you comply with the
local laws for waste disposal with the training waste. Use a strong 5-gallon plastic
bucket to collect the removal waste. Have the students set up a funnel with poly to
capture any water waste as the area is being cleaned.
We recommend that only a very small area be removed by each student to minimize
the amount of waste produced. Emphasize the need to carefully remove the stripper
and paint so as not to damage the surface material.
It is best to have at least three layers of different colored paint on the surface that
will be stripped. This way students can appreciate the need to get off all layers of
paint. If all the paint layers do not come off, inform the trainees that on an actual
abatement job they would need to reapply the stripper. For training purposes,
proceed with the Station so that the entire stripping process is covered.
8. Have the students carefully and thoroughly clean the surface after removing the
stripping agent. You will need at least two buckets of water and many rags and one
or two brushes. Cleaning is tedious and time consuming. Make sure that all the
water waste is collected. Make sure the students have set up a funnel with poly to
capture any water waste.
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Abatement Methods
9- Then the surface needs to be neutralized (if applicable). Make sure the area is well
ventilated.
You can move the air flow by using a negative-air machine at this Station.
Use litmus paper for a visual demonstration of the acid and base neutralization
process. Litmus paper can also be used to demonstrate the change in the wash water
before and after cleaning the stripped area.
Have the second foreman read the instructions for the proper method of
neutralizing the surface. Have the trainees read the MSDS for the neutralizer to
make sure that they are properly protected. Have the trainees apply the neutralizer.
The neutralizer will have to be left to dry on the surface. This takes six or more
hours. This is another day! If the class is back on the next day, you can take them
back to this Station and test the surface to see if it is neutral. Most likely it will not
be neutral and you will have to pre-wash and neutralize the surface again. Again,
return after six hours and test to see if it is neutral. (If this is only a two-day course
based on this EPA worker curriculum, there may not be enough time to
complete the neutralization process. Make sure the students understand that this
process must be completed before repainting or resealing.)
Several steps are always involved in any chemical stripping process and it is a time-
consuming process.
10. Readdress the waste disposal issue with the class. All of the requirements stated in
Chapter 8 of the student manual can be discussed at this point. Waste disposal is of
special concern with chemical stripping. If you are teaching in a state which follows
EPA guidance (August 2000) stating that lead abatement waste from residential
structures is exempt from hazardous waste requirements, then all wastes can be
handled as nonhazardous (see Chapter 8, Appendix A). However, some states or
localities require concentrated lead wastes, including chemical stripping "sludge" to
be tested. Make sure that you make trainees aware of the local, state, tribal, and
federal requirements for waste disposal. (Remind the students that their employer
and supervisor will be responsible for ensuring that the waste is contained and
disposed of properly—See Chapter 8 in the student manual.)
11. Have the group finish the rotation with daily cleanup, if the neutralizer is dry. If the
neutralizer is still wet, then have the trainees discuss what would be done for daily
clean up. You may choose to keep the second layer of poly down to catch the wet
neutralizer.
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For more information
Lead Abatement for Workers
These publications have more information on the topics covered in this chapter. You
should have a copy of the publications marked with a star (*). You can order copies by
calling 1-800-424-LEAD.
*EPA, Regulatory Status of Waste Generated by Contractors and Residents from Lead-Based
Paint Activities Conducted in Households, Interpretive Memorandum (July 2000).
*EPA, Lead: Requirement for Lead-Based Paint Activities in Target Housing and Child-
occupied Facilities-, 40 CFR Part 745 (August 1996).
*HUD, Guidance for the Evaluation and Control ofLead-Based Paint Hazards in Housing
*NIOSH, Preventing Lead Poisoning in Construction Workers (April 1992).
*OSHA, Interim Final Lead in Construction Standard, 29 CFR 1926.62 (May 1993)
OSHA, Lead in Construction, OSHA 3142 (1993).
Society for Occupational and Environmental Health, Protecting Workers and Their
Communities from Lead Hazards: A Guide for Protective Work Practices and Effective
Worker Training (1993).
(July 1995).
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CHAPTER 8
Cleanup, Disposal, and Clearance
Learning objectives 8-3
Instructor's notes 8-3
Training methods 8-3
Skit and discussion 8-4
Skit: A home abatement job 8-4
Discussion questions 8-5
Lecture/Slides 8-7
Hands-on exercises 8-9
For more information 8-13
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Cleanup, Disposal, & Clearance
Learning objectives
In this chapter you will learn
• the importance of good cleanup
• what cleanup materials to use
• how to do daily cleanup
• how to do final cleanup
• what the clearance levels are
• how to handle waste
• how to dispose of hazardous waste.
Instructor's notes
The purpose of this chapter is for trainees to understand that a successful lead abatement
job depends on quality cleanup work. The housing unit must be able to pass clearance
dust levels.
An instructor with work experience in lead abatement will give credibility to the
importance of cleanup. The instructor also needs to know the regulations for hazardous
waste and be able to explain them in everyday language.
Make sure you also cover any additional information that may be required in your state
on cleanup and waste disposal.
On the next page is a menu of options for teaching the session on cleanup and disposal.
It is suggested that you allow one hour to teach this chapter.
Training methods
It is recommended that you do all of the following:
A. Skit and Discussion 20 minutes
B. Lecture/Slides 20 minutes
C. Video Segments 20 minutes
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Skit and discussion
Lead Abatement for Workers
(20 minutes)
Purpose: This exercise allows the class to discuss safe work methods when conducting
lead abatement work.
Materials: Use the skit on page 8-4 in the student manual (reprinted below).
Directions: Ask for two volunteers from the class to do the skit. Give them a little time
to review it before doing it. (Review your role as a facilitator on page Intro-14.)
Discussion questions are on the next page.
Skit: A home abatement job
It's 4:30 in the afternoon, and Paul and Pam are just finishing cleaning up for the day.
Pam: Hey, I can see a little bit of dust left on the floor. I'll bring in the shop
vacuum and clean it up.
Paul: Don't do that. Use the HEPA vacuum.
Pam: Didn't you hear that the HEPA vacuum broke this morning? Besides, we
already did a thorough vacuuming yesterday.
Paul: Why don't we spray it down and then sweep it up?
Pam: That will take too much time. I've got a date tonight and I want to get out
of here before the next shift comes in and removes the poly. Don't worry
about it. I'm gonna vacuum and when I'm done it'll look really good.
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8-4
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Cleanup, Disposal, & Clearance
Discussion questions
1. Is it okay to use a regular shop vacuum to clean up the
lead dust as long as you're inside the contained area?
No. It doesn't matter that you are inside the contained
area. The shop-vacuum will just blow the lead dust out
without capturing it. The lead dust is too small to be
caught by a shop-vacuum.
2. If you are inside of the enclosed area, do you need to
worry about kicking up the lead dust?
Yes. The lead dust will settle on more surfaces and will also be in the workers'
breathing zone.
3. What makes lead-paint dust and chips so hard to clean up?
Lead dust tends to stick to surfaces and is not always visible to the naked eye. It is
small in size and yet heavy enough so it will settle downwards.
4. If Pam uses the shop vacuum, how could it affect the people on the next shift?
The next shift plans on taking up the poly. They will assume that proper, daily
cleanup has occurred. Because cleanup wasn't done properly, they may spread the
lead dust around as they remove the poly.
How could it affect the next person who uses the shop vacuum?
The shop vacuum is contaminated with lead dust. The next person who uses it will
get exposed to lead dust and may also spread the lead dust to other areas.
( ^
What do
you think?
sr.
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8-6
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Cleanup, Disposal, & Clearance
Lecture/Slides
Purpose: To provide information on daily and final cleanup, the use of dust levels for
final clearance and how to dispose of waste safely.
Materials: Slide projector, slides, flip chart and markers
Directions: Before starting the slides on a flip chart, write the question, "What are the
characteristics of lead dust?" Let the class brainstorm answers with you writing them
down. (Responses include: very fine, may not be visible, sticks to surfaces, needs to be
rubbed off, and collects and packs into cracks.)
Another question you can write on the flip chart is "What materials are needed for
cleanup?" (Answers are listed in the Student Manual on page 8-6.) Review what cleaning
is done before, during, and after abatement.
Make sure you involve the class in the slide presentation. Ask questions of the class to
keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
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Cleanup, Disposal, & Clearance
Hands-on: final cleanup
Preparation
Final cleanup is the most important part of the lead abatement job. Time must be
provided for the students to practice final cleanup.
Setup
1. The hands-on area, including the decontamination areas
2. Table
3. Tools, equipment, and materials
Tools and equipment
Whatever remains in the hands-on area after the daily cleanup will be there for this
exercise. Removing these objects will be a part of the set up for final cleanup.
HEPA vacuum
3 Buckets
all-purpose cleaner (or lead-specific cleaner) and wash container
Rags
Mops
Resealing materials
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Hands-on practice
Objectives
By the end of this rotation, trainees will
state why final cleanup is so important;
choose the most appropriate method for final cleanup and identify how tracking; of
lead dust will be minimized;
identify and put on the proper protective gear;
demonstrate appropriate set up for the clean up;
demonstrate appropriate sequence of HEPA vacuuming;
demonstrate proper wet wash sequence;
demonstrate second HEPA vacuum sequence;
demonstrate appropriate waste disposal;
state the clearance levels required.
Directions
1. Have trainees state why the final cleanup is important.
2. Have the trainees design a plan for final cleanup.
Make sure that they address the problem of tracking lead dust in the plan. Have the
trainees discuss the plan which they have designed. Make sure that their plan
coincides with Chapters 5 and 8 in the student manual.
3. Provide MSDSs for the cleaning product used and have the students choose the
required protective gear for lead and the cleaning agent.
4. Have the trainees break into two groups.
Each group should pick a foreman. Have one group be responsible for cleaning the
tools and station areas while the other group sets up for the final cleanup. Any waste
that remains is to be separated and thrown out in sealed poly bags or wrapped in
poly.
5. Stage 1 of final cleanup: special cleaning
Have trainees demonstrate the appropriate sequence of using a HEPA vacuum.
They should vacuum all surfaces.
Have the trainees wash all surfaces with lead cleaner and then rinse them. Have
them use the four-step system. Make sure trainees follow the proper sequence of
steps. (See Chapter 5 in the student manual on "Special Cleaning.")
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Cleanup, Disposal, & Clearance
Tell the trainees that the washed surfaces would need to dry before the next step of
final cleanup. Ask the trainees what the next step would be. (Answer: A second
round of HEPA-vacuuming all surfaces.) Have the trainees do the final HEPA
vacuuming in the proper sequence of areas.
Have trainees throw away cleaning items in sealed poly bags. This completes stage 1.
After the first stage of final cleanup, you may have to perform dust wipe clearance tests.
6. Stage 2 of Final Cleanup: Painting and resealing
Discuss "visual inspections." Discuss the materials used for resealing abated areas.
7. Stage 3 of Final Cleanup: Repeat special cleaning
Discuss the need to repeat the "HEPA-vacuum, wet wash with cleaner, HEPA
vacuum" process after all abated areas are resealed.
8. Discuss final inspections and clearance dust wipe tests.
Ask them what are the acceptable dust levels for job clearance after final cleanup is
completed. (See student manual, Chapter 8, page 8-13.) Remind students that final
cleanup is the most important part of an abatement job. Many abatement jobs fail
because final cleanup was done poorly. If lead dust is left behind, the families who
return to their homes can be lead poisoned. Doing final cleanup well is crucial to
preventing lead poisoning.
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Lead Abatement for Workers
Invisible dust/black light demonstration
There are products on the market that are usually used by police departments to train
staff how not to disturb the scene of a crime. It is a dust that can be sprayed or dusted on
objects and cannot be seen unless the object is under a black, fluorescent light.
Purpose: These products can be used to demonstrate how lead dust can contaminate our
clothes and be brought everywhere without our knowledge. It illustrates how easily lead
dust can travel and the importance of protective clothing and proper decontamination
procedures.
Materials
"Clue-Spray" (Product # UVA-201) the invisible dust can be ordered from
Sirchie Finger Print Laboratories
100 Hunter Place
Youngsville NC 27596
Phone: (919) 554-2244 or (800) 356-7311
Fax(800) 899-8181
email: Sirchie@mindspring.com
website: www.sirchie.com
MSDS for "Clue-Spray"
Fluorescent black light (available in some hardware stores)
Directions:
Spray the product on all hand tools such as scrapers. (Do not apply it to the heat
gun.) You can also sprinkle the product on the surfaces that are abated during the
hands-on exercises and on the poly laid on the floor during setup. Do not let the
class see you do this. If possible, have it on the tools at each work station.
Each instructor should be aware of the work practices of the trainees and note if
anyone takes off his or her gloves.
After a third of the class has gone through the decontamination process, take them
into a separate room. With the lights out, turn on the black, fluorescent light. It will
show if any "invisible dust" is on a trainee. It shows up as a color—green, blue, or
orange. Places to look are on trainees' faces, hands, and hair.
Discuss with the trainees how the "invisible dust" could have gotten there and how
lead dust can travel in the same manner.
If trainees ask what is in the "invisible dust," be prepared to share the information
on the MSDS.
1.
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Cleanup, Disposal, & Clearance
For more information
These publications have more information on the topics covered in this chapter. You
should have a copy of the publications marked with a star (*). You can order your own
copies by calling 1-800-424-LEAD.
*EPA, Lead: Identification of Dangerous Levels of Lead; Final Rule, 40 CFR Part 745,
(January 2001).
*EPA, Regulatory Status of Waste Generated by Contractors and Residents from Lead-Based
Paint Activities Conducted in Households, Interpretive Memorandum (July 2000).
EPA, Temporary Suspension of Toxicity Characteristic Rule for Specified Lead-Based Paint
Debris; Proposed Rule; 40 CFR Part 745, Subpart P (December 1998).
*HUD, Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in
Housing (June 1995).
RCRA Hotline for information on waste disposal: 1-800-424-9346.
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CHAPTER 9
Soil Abatement and Exterior Dust Cleanup
Learning objectives 9-3
Instructor's notes 9-3
Training methods 9-3
Lecture/Slides 9-5
Class discussion 9-7
For more information 9-8
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Soil Abatement and Exterior Dust Cleanup
Learning objectives
In this chapter you will learn
• why lead in soil and exterior dust is a health hazard;
• what levels of lead in residential bare soil are considered hazards;
• how lead exposure from soil and exterior dust can be controlled.
Instructor's notes
This chapter follows the appropriate work rules you went over in Chapter 6—Setup.
The challenge of this chapter is to make it as realistic and practical as possible and, at the
same time, integrate work controls and safe work practices. It should be emphasized that
with exterior lead work, the containment setup may be dramatically different than when
doing interior lead work, but the same concerns regarding worker exposure, tracking,
and spreading the contamination apply.
This section should be taught by someone who has practical experience—an individual
who has done the work and has seen the results of choices made or methods used. If you
yourself do not have this experience, you may still be able to teach this section with
backup assistance from someone who does.
On the next page is a menu of options for teaching this section. It is suggested that you
allow 30 minutes to teach this chapter.
Training methods
A. Lecture/Slides 15 minutes
B. Class discussion 15 minutes
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Soil Abatement and Exterior Dust Cleanup
Lecture/Slides (15 minutes)
Purpose: To provide information on the different soil and exterior abatement methods
and to identify EPA's definition of soil-lead hazards and the control options to address
them.
Materials: Slide projector, slides
Directions: Make sure you involve the class in the slide presentation. Ask questions of
the class to keep them involved.
Try not to read from the supplied notes about each slide. Using your own words will
make it more interesting for the class. You can add any personal experience that you may
have that is relevant. Notes are supplied for slides that are a part of this training kit. The
notes include a copy or description of each slide.
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9-6
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Soil Abatement and Exterior Dust Cleanup
Class discussion (15 minutes)
Purpose: To discuss the different issues related to soil abatement and exterior dust
cleanup as compared to lead-based paint abatement.
Materials: Flip chart and markers
Directions: Ask the class the following open-ended questions and write down their
answers on the flip chart.
1. What are some differences between soil abatement and exterior dust cleanup as
compared to paint abatement?
The source of the lead contamination may not be lead-based paint, so some of the
abatement issues addressed in the abatement chapter may not apply. Less
containment used (poly or erosion control fences, but no airlocks or critical barriers
generally used), so harder to control emissions. Tracking of dirt/dust more of a
problem. More visible to public.
2. What additional environmental or safety and health concerns would you have
during a soil abatement/exterior dust cleanup project?
Wind; rain; underground cables; power lines (above and below ground); urban
wildlife (stray dogs, cats, rats); landscaping (bushes, trees).
3. How do you determine if the soil abatement/exterior dust cleanup was
conducted properly?
Sample replacement soil (if applicable) before using; visible examination for paint
chips; wipe exterior hard surfaces (e.g., driveway, sidewalk, porch stoop, steps);
sampling of pathways used by crews when loading or unloading vehicles or
equipment; integrity of permanent covering (e.g., asphalt or concrete); active onsite
supervision during project.
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For more information
These publications have more information on the topics covered in this chapter. You
should have a copy of the publications marked with a star (*). You can order your own
copies by calling 1-800-424-LEAD.
*EPA, Lead: Identification of Dangerous Levels ofLead; Final Rule; 40 CFR Part 745
Oan 2001).
*EPA, Regulatory Status of Waste Generated by Contractors and Residents from Lead-Based
Paint Activities Conducted in Households, Interpretive Memorandum (July 2000).
*EPA, Lead: Requirements for Lead-Based Paint Activities in Target Housing and Child-
Occupied Facilities; 40 CFR Part 745 (August 1996).
*HUD, Guidelines for the Evaluation and Control of Lead-Based Paint Hazards in
Housing (June 1995).
*OSHA, Interim Final Lead in Construction Standard, 29 CFR 1926.62 (May 1993).
Instructor's
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