IAQ Coordinator's Guide:
A Guide to Implementing
an IAQ Program
Indoor Air
Tools For Schools
SERA
United States
Environmental Protection
Agency
nea
NATIONAL
EDUCATION
ASSOCIATION
Great Public Schools for Every Child
National
PT/l f
every child, owe voice®
AMERICAN
LUNG
ASSOCIATION
-------
*>EPA
United States
Environmental Protection
Agency
U.S. Environmental Protection Agency
Indoor Environments Division, 6609J
1200 Pennsylvania Avenue, NW
Washington, DC 20460
(202) 564-9370
www.epa.gov/iaq
American Federation of Teachers
555 New Jersey Avenue, NW
Washington, DC 20001
(202) 879-4400
www.aft.org
Association of School Business Officials
11401 North Shore Drive
Reston, VA 22090
(703) 478-0405
www.asbointl.org
nea
Great Puft/ic Schools for Every Child
National Education Association
1201 16th Steet, NW
Washington, DC 20036-3290
(202) 833-4000
www.nea.org
National
pm
everychi Id. one voiced
t
AMERICAN
LUNG
ASSOCIATION
National Parent Teachers Association
330 North Wabash Avenue, Suite 2100
Chicago, IL 60611-3690
(312) 670-6782
www.pta.org
American Lung Association
1740 Broadway
New York, NY 10019
(212)315-8700
www.lungusa.org
EPA 402-K-95-001 (Third Edition)
January 2005
-------
Contents
Acknowledgments
11
BASICS
Section 1
Section 2
Section 3
IAQ Tools for Schools Program and Kit Overview
Implementing the I AO TfS Program
The IAQ TJS Kit
Develop an IAQ TfS Program
Familiarize Yourself with IAQ Issues and the IAQ Program
Commit to and Gain Support for an IAQ Program
Select an IAQ Coordinator
Form an IAQ Team
Gather Information on IAQ and the School
Distribute IAQ Checklists
Review the Checklists
Complete the Walkthrough
Identify, Prioritize, and Resolve Problems
Establish IAQ Policies and Management Plan
Assess Results and Communicate Success
Model IAQ Management Plan
Mission Statement
Role of IAQ Coordinator and IAQ Team
Background and IAQ Findings
IAQ Policies and Plans
Procedures
Staff Responsibilities for Maintaining Good IAQ
Applicable Local and State Requirements/Regulations
Emergency Response
Steps to Prevention
1
1
3
5
6
6
7
8
9
12
13
13
14
15
16
19
20
20
21
22
24
28
28
29
30
APPENDICES
Note: Separate
pieces in this Kit
include:
• IAQ Reference
Guide;
• IAQ Road Map;
• IAQ Backgrounder;
• IAQ Checklists;
• Fact Sheet on
District-wide
Implementation;
• Awards Program;
• Managing Asthma
in the School
Environment;
• Two Videos; and
• IAQ Problem
Solving Wheel.
Appendix A IAQ Coordinator's Forms
Appendix B Developing Indoor Air Policies
Appendix C Glossary and Acronyms
31
47
59
-------
DISCLAIMER
REPRODUCTION
Any information gathered using this Kit is
for the benefit and use of schools and
school districts. EPA does not require
retention or submission of any information
gathered and EPA has no regulatory or
enforcement authority regarding general
indoor air quality in schools. This Kit has
been reviewed in accordance with EPA's
policies. Information provides the current
scientific and technical understanding of
the issues presented. Following the advice
given will not necessarily provide
complete protection in all situations or
against all health hazards that may be
caused by indoor air pollution.
Mention of any trade names or
commercial products does not constitute
endorsement or recommendation for use.
WARNING
Please note the following as you prepare to
use this Kit:
• This Kit is not intended as a substitute
for appropriate emergency action in a
hazardous situation that may be
immediately threatening to life or
safety.
• Modification of building functions,
equipment, or structure to remedy air
quality complaints may create other
indoor air quality problems and may
impact life-safety systems and energy
use. A thorough understanding of all the
factors that interact to create indoor air
quality problems can help avoid this
undesirable outcome. Consult with
professionals as necessary.
• In the event that medical records are
used while evaluating an IAQ problem,
maintain confidentiality.
This Kit contains public information that
may be reproduced or modified in whole
or in part without permission. If the Kit or
its contents are reproduced or modified
EPA would appreciate knowing how it is
used. Please write:
IAQ Tools for Schools
Indoor Environments Division, #6609J
U.S. Environmental Protection Agency
1200 Pennsylvania Avenue, NW
Washington, DC 20460
For more information, see EPA's Web site:
www.epa.gov/iaq.
-------
Section 1 - IAQ Tools for Schools
Program and Kit Overview
U.S. Environmental Protection
Agency (EPA) created the Indoor Air
Quality Tools for Schools (IAQ TfS)
Program to help schools assess and
improve indoor air quality (IAQ). IAQ is
becoming an increasingly important issue
in our nation's schools. Approximately 20
percent of the U.S. population—nearly 56
million people—spend their days inside
elementary and secondary schools. Good
IAQ assists schools with their core
mission—educating children. The
background information and activities in
this voluntary program are directed
toward existing schools in the
kindergarten through twelfth grade range,
but colleges, universities, preschool, and
day-care centers could benefit by applying
the principles and activities presented. In
addition, architects and engineers could
apply many of these principles when
planning new schools or major
renovations. For additional information on
designing healthy learning environments
for the next generation, visit EPA's Indoor
Air Quality Design Tools for Schools
(IAQDTfS) Web site at www.epa.gov/iaq/
schooldesign.
The IAQ TfS Program, which can be
implemented at a school or district level,
provides a variety of resources including
this IAQ TfS Kit, a technical hotline, an
Awards Program, the annual IAQ TfS
National Symposium, and a variety of
publications and brochures on the
program and various IAQ-related topics.
The annual IAQ TfS National Symposium
brings together school board officials,
administrators, school nurses, teachers,
facility managers, school and health
association members, parents, and others
to learn how to develop and implement
good IAQ practices in schools. As part of
the Awards Program, EPA holds a
ceremony at the Symposium to provide
national recognition to schools and
districts committed to improving IAQ and
implementing an IAQ Management Plan.
This Kit provides clear and easily-applied
guidance that will help schools develop
and implement an IAQ Management Plan,
identify and resolve existing IAQ issues,
and prevent future IAQ problems. For
questions on indoor air quality, schools
should call the IAQ Information
Clearinghouse at (800) 438-4318. Schools
can call the toll free IAQ Technical
Hotline at (866) 837-3721 for technical
assistance with this Kit. A number of
resources and publications, available on
EPA's Web site at www.epa.gov/iaq,
provide additional guidance and
information for schools interested in
improving their IAQ.
IMPLEMENTING THE IAQ TfS
PROGRAM
Individual schools and school districts can
implement an IAQ TfS Program. Although
many of the steps are similar, there are a
few notable differences.
Individual Schools. To develop and
implement an IAQ TfS Program, individual
schools should take the following 11 steps:
1) Familiarize yourself with IAQ issues
and the IAQ program. Review the IAQ
TfS Kit and watch the Taking Action &
Ventilation Basics Video and the IAQ
Walkthrough Video.
2) Commit to and gain support for your
program from school officials. Apply
for a Great Start Award.
3) Select an IAQ Coordinator to oversee
your school's IAQ program.
4) Form an IAQ Team with
representatives from various groups
within the school.
5) Gather information on IAQ in the
school through research.
6) Distribute and complete the IAQ TfS
checklists.
7) Review the IAQ TfS checklists and list
identified problems.
8) Complete a walkthrough inspection of
the school.
9) Identify, prioritize, and resolve
problems, focusing first on health and
safety and low-cost solutions.
-------
10) Establish appropriate IAQ policies
and develop an IAQ Management
Plan for your school (see Section 3
of this Guide for a model plan).
11) Follow-up with inspections and
assess your problem-solving
performance. Develop a schedule for
IAQ events and file all IAQ
information. Also, communicate
success of your IAQ efforts, apply for
a Leadership or Excellence Award
and serve as a mentor for other
schools.
School Districts. Districts interested in
implementing an IAQ TfS Program need
to follow the same general steps as
individual schools, with the following
variations:
• When the district selects an IAQ
Coordinator to function at the district
level, it is important to designate IAQ
contacts for each school within the
district. (Larger districts with
numerous schools may prefer to have
regional contacts.)
• The district IAQ Coordinator should
meet regularly with the school or
regional contacts to keep everyone up
to date on the progress of the IAQ
program.
• The IAQ Team is also at the district
level and should represent a wide
variety of backgrounds, including at
least one individual with the authority
to make district-wide decisions. In
addition, individual schools can form
IAQ teams.
• When assessing school buildings
throughout the district, the IAQ Team
will prioritize schools, completing
walkthroughs at schools with more
pressing IAQ problems first.
• The Team should ensure that IAQ
policies and improvements are
implemented consistently throughout
the district and should also
communicate the importance and
successes of the district's IAQ efforts.
Districts can successfully implement the
Kit in many ways. Case studies of
successful programs are available on
EPA's Web site (www.epa.gov/iaq/
schools). Districts, like individual
schools, are eligible to receive EPA's
Great Start, Leadership, and Excellence
Awards.
Importance of an IAQ
Management Plan
A well-designed IAQ Management Plan
yields substantial benefits for schools,
employees, and students. Using this plan
can also reduce or avoid the expensive
process of investigating and mitigating
suspected IAQ problems.
A typical school contains a variety of
special use areas (such as kitchens,
locker rooms, science laboratories,
technology education rooms, darkrooms,
art rooms, cleaning storage areas, and
grounds maintenance storage areas),
each with pollutant sources that can
cause discomfort and health problems.
Under detailed inspection, most schools
will reveal some inadequacies of design,
construction, operation, and
maintenance.
Significant IAQ problems often arise
from a combination of common minor
problems, rather than from unique
circumstances. For example:
• A school is not getting enough
outdoor air because a fan belt is
broken or slipping and a seldom used
drain trap dries out, resulting in sewer
gases being drawn into the school.
• The design of the school ceiling/roof
allows significant air leakage through
unintentional openings and stack
effect (warm air rising) pushes indoor
air out through these openings,
causing radon to be drawn into the
school through cracks and utility
penetrations in the floor.
• A housekeeping product is mixed at
twice the recommended strength so it
"does a better job" and the unused
mix is placed in an inappropriate
2
-------
container and stored in a utility closet
that is connected to the return air
ductwork, which carries pollutants to
other parts of the school.
IAQ problems may occur even in schools
where a conscientious effort is being
made to avoid such problems. Schools
that can demonstrate ongoing efforts to
provide a safe indoor environment,
however, are in a strong legal and ethical
position if problems do arise. Further
considerations for instituting an IAQ
Management Plan include:
• Quick, cost-effective response if
problems occur.
• Peace of mind for parents, students,
and staff.
• Occupant comfort, efficiency, and
durability of the physical plant and
equipment.
• Reduced need for crisis intervention
involving upper-level management.
THE IAQ TfS KIT
This Kit (see diagram on page 4)
consists of a Road Map, two guides,
various checklists, a problem-solving
wheel, background information on IAQ,
a fact sheet on district-wide
implementation, a summary of the
Awards Program, videos, and a
companion piece on managing asthma in
schools.
This Guide, the I AO Coordinator's
Guide: A Guide to Implementing an
IAQ Program, provides in-depth
guidance for schools and districts just
beginning their IAQ programs. This
Guide describes how to launch, develop,
and implement a comprehensive IAQ
program and highlights tips for schools
and school districts. The IAQ
Coordinator may find the simple steps
presented in the Road Map helpful for
implementing an IAQ program. The IAQ
Reference Guide contains useful
background information on the
importance of IAQ as well as guidance
on diagnosing and solving IAQ
problems, effective communication, and
several important IAQ topics (including
radon, asthma, mold and secondhand
smoke ). In addition, there is a list of useful
resources included in Appendix L of the
IAQ Reference Guide, including resources
available through states, regions, non-
profit organizations, associations, unions,
as well as a list of publications for various
IAQ topics.
The various checklists, accompanied by
the IAQ Backgrounder, should be
distributed to and completed by various
school staff. Schools will find the
problem-solving wheel, videos, asthma
companion piece, and fact sheet helpful in
solving IAQ problems and learning more
about the IAQ program and its benefits.
(Although not included in this Kit, other
valuable resources include the IAQ TfS
Communications Guide and IAQ Design
Tools for Schools (DTfS), available on
EPA's Web site at www.epa.gov/iaq.)
Why Follow This Guidance?
There are many important reasons to
implement this guidance:
• Save Money—The expense and effort
to prevent most IAQ problems are
typically much less than the expense
and effort to resolve problems after they
develop.
• Utilize in-house staff—Schools can
prevent many IAQ problems by
educating staff and students about the
factors that create them. When IAQ
problems do arise, they can often be
resolved using skills available in-house.
• Work effectively with contractors or
professionals—If you need outside
assistance to solve an IAQ problem,
being an informed customer will
achieve the best results.
• Improve IAQ—Some of the suggested
practices and policies will not only help
prevent problems but will also result in
improved air quality in and around the
school.
Refer to the IAQ Reference Guide,
included in the Kit, for more information
on the benefits of maintaining good IAQ.
3
-------
IAQ Tools for Schools Kit
*
IAQ Coordinator
The IAQ Coordinator
guides the Team using
the many resources
IAQ
Videos
IAQ
Problem
Solving
Wheel
Asthma Companion
Piece
IAQ
Checklists
IAQ
Backgrounder
IAQ
Coordinator's
Forms
Handouts for
Team Members
IAQ Coordinator's Guide
and Reference Guide
IAQ
Road Map
fitMf
IAQ Checklists
wtHt.u nfyv * m
pC
J
IAQ TEAM
WALKTHROUGH
Look, smell, feel and listen
for existing or potential
IAQ problems as you
tour your school facilities.
TEACHERS
Improve comfort, health,
and performance for you
and your students by
preventing IAQ problems
in the classroom.
SCHOOL OFFICIALS
Provide support, promote
communication, and gain
recognition for the school's
IAQ program.
ADMINISTRATIVE
STAFF
Promote cleanliness and
maintain good IAQ in offices
and rooms with printing and
duplicating equipment.
HEALTH OFFICERS
Recognize and monitor
trends in reported illnesses
that may give early warning
of IAQ problems.
FOOD SERVICE
STAFF
Reduce odors, moisture,
and food waste, thereby
lowering the risk of
short- or long-term health
problems linked to poor IAQ.
FACILITIES AND MAINTENANCE STAFF
VENTILATION
Be sure the ventilation system
is clean and that an adequate
amount of outside air is supplied
to the school.
BUILDING & GROUNDS
MAINTENANCE
Review supplies and follow label
instructions; select the safest, most
effective products; handle and
dispose of supplies safely.
WASTE
MANAGMENT
Use proper waste disposal practices
to control odors, contaminants,
and pests.
RENOVATION AND
REPAIRS
During repairs, minimize dust,
fumes, and off-gassing
from building materials. Avoid designs
that interfere with ventilation.
INTEGRATED PEST
MANAGEMENT
Use a comprehensive approach to
manage and prevent pest problems
with minimal use of pesticides.
}f
& i
li
-------
2
Section 2 - Develop an
Program
effective IAQ program can
Sip schools and districts address IAQ
issues quickly and efficiently and create
a healthier learning environment for
staff and students. The program should
be tailored to the specific needs of your
school or school district, as the
organizational and physical structures
of schools vary Although the
administrative process of "who" and
"when" is flexible, it is important that the
major individual activities be completed.
Start-Up Hints
In addition to completing the coordinator's forms provided in Appendix:
• Obtain a map/blueprint of the school. This will be an invaluable resource as you implement your IAQ program.
• Make a copy of any existing school policies and building specifications/codes, such as anti-idling policies or rules about
where the school buses must park for student drop-off/pick-up.
• Count the number of staff and their job categories (for example, the number of teachers and the number of maintenance
staff). You'll need this information to distribute checklists.
• Gather names and contact information for any of the school's outside contractors, such as maintenance staff; heating,
ventilation, and air-conditioning contractors; or bus fleet operators.
• Secure support from the school and/or school district administration.
• Read the I AO Coordinator's Guide, especially this section: "Develop an IAQ TfS Program."
• Meet with your school's heating, ventilation, and air-conditioning technician to acquire a working knowledge of the
various ventilation units at your school. Learn which systems serve which rooms.
• Meet with the custodial staff to form a better understanding of their tasks, maintenance schedules, equipment inventory,
and resources (budgets).
• Meet with school bus fleet administrators/operators to learn about the buses in the fleet (e.g., model year, mileage, safety
features, replacement schedules).
• Set up a location for turning in checklists and a filing system for all the paperwork you will generate. Keep it in a
convenient location. (Portable file boxes work nicely.)
• Set up an IAQ Resource Center at your school in an area where staff members can access information at their leisure.
This is also a great place to post important reminders and communicate with staff.
5
-------
By following the 11 steps presented below,
schools and districts can implement a
successful IAQ TfS Program.
1. FAMILIARIZE YOURSELF WITH IAQ
ISSUES AND THE IAQ TfS PROGRAM
It is essential for schools and districts to
recognize good IAQ as a top priority and
commit to improving IAQ and ensuring a
safe and healthy learning environment for
students and staff.
Review the IAQ TfS Kit. The first step
for schools interested in launching an IAQ
program is to review the contents of the
IAQ TfS Kit. The Kit will help you
understand basic IAQ issues in schools,
how the program works, and how everyone
can play a role.
Watch the Videos. The Taking Action &
Ventilation Basics video included in the
Kit provides information on why IAQ is
important, the IAQ TfS Program, how to
begin a program, and how school
ventilation systems (which are integral to
IAQ issues) operate. The IAQ Walkthrough
Video (included in the Kit) illustrates
some of the most common IAQ problems
found in schools, and is ideal for schools
that are beginning to implement an IAQ
program.
Find a Mentor. Obtain firsthand
knowledge from other schools and
districts experienced with the IAQ TfS
Program. They may be able to help you
design and implement a program that
meets your school's specific needs. EPA
formed the IAQ TfS Mentor Network to
provide a collaborative network for IAQ
advocates to share their experiences and
successes and to offer advice to schools
involved or interested in the IAQ TfS
Program. Visit EPA's Web site to learn
more about how to join the Mentor
Network (www.epa.gov/iaq/schools/).
Apply for a Great Start Award. Once
your school or school district decides to
address IAQ issues through the IAQ TfS
Program, inform EPA of your commitment
in a letter. This notification will qualify
the school or district for EPA's Great Start
Award which can help you gain support
for your IAQ program from
administrators, school staff, and
community members. Great Start Award
recipients are given a certificate, a
welcome letter, and information about
how to access other IAQ TfS resources.
Refer to the AM'ards Program tab of the
Kit for more information.
After reviewing the Kit and videos, you
should be ready to kick off your IAQ
program. This Guide, along with the
sample memos and checklists included in
Appendix A, provide you with the
organizational tools necessary to
implement a successful IAQ program.
Gaining support or "buy in" from school
officials and committees, choosing an IAQ
Coordinator, and assembling an IAQ Team
are key components of this program.
*DISTRICTS: It is important to develop
active IAQ management programs for all
district schools. Make Kits available to
each school and encourage everyone to
become familiar with the IAQ TfS
resources. Begin to organize how the
district Mill handle and respond to IAQ
problems.
2. COMMIT TO AND GAIN SUPPORT
FOR YOUR IAQ PROGRAM
Schools often need the support of
superintendents, school boards, facility
management directors, and business or
financial officers to implement an
effective IAQ program. In fact, obtaining
buy-in from highest levels of school
district administration is often essential
to secure the funds necessary to the
long-term success of an IAQ program. The
top levels of administration have the
authority to ensure that the school staff
have the proper incentive and resources to
carry out an IAQ program.
Most IAQ TfS activities have specifically
been designed to have minimal impact on
the school budget and time resources of
6
-------
school staff. Some of the actions
associated with implementing this
guidance, however, may need to be
coordinated with specific school
committees (such as health and safety
committee ) or groups (such as unions or
the local PTA). It may be useful to provide
a briefing to these committees and groups
as well as to the highest levels of school or
district administration using information
from this Kit (e.g., the IAQ Backgrounder,
Sections 1 and 3 of the IAQ Reference
Guide).
All school personnel can potentially be
affected by IAQ and will be better
advocates of the school's IAQ program if
they understand the health effects
associated with poor IAQ. Therefore, it is
advisable to conduct a training session for
all school employees to familiarize them
with the IAQ TfS Kit and their role in
improving IAQ.
Remember that implementing an IAQ
management program is an on-going
process, not an overnight miracle. Be
patient, consistent, organized and never
forget that you are doing something
important for staff and students at your
school.
*DISTRICTS: Identify interested
principals and building managers in-
individual schools who would be Milling to
initiate and/or lead IAQ improvements.
Conduct training sessions for all IAQ
contacts as well as school faculty and staff'
to familiarize them with the IAQ TfS Kit.
Districts may find it easier to incorporate
these training sessions into scheduled
general staff or district meetings.
3. SELECT AN IAQ COORDINATOR
can assist with copying and distributing
the IAQ Backgrounder and IAQ checklists
and summarizing checklist responses.
Delegation of activities to the IAQ Team
members helps ensure that people in the
school understand their role. Because no
one person is overly burdened the
program is more likely to take off and
succeed.
The primary IAQ Coordinator functions
include:
Team Leadership: Coordinates an "IAQ
Team," as shown in the figure below, and
encourages a sense of shared responsibility
and cooperative effort. Provides the Team
with information and educational
opportunities and in coordination with the
IAQ Team, implements the IAQ
Management Plan (Section 3).
The primary role of the IAQ Coordinator
is team management and leadership.
Leading people is an important function
of the IAQ Coordinator because people
both affect and are affected by the quality
of indoor air. IAQ Team members and the
rest of the school staff can share most of
the day-to-day work. For example, others
Health
Officer
Custodians
School
Board
Facility
Operators
/ School \
Transportation
V Officials /
IAQ
Coordinator
Administrative
V Staff J
Contract
Service
Providers
Teachers
Parents
Students
7
-------
Emergency Response: Ensures that
the school is prepared for emergency
response, as outlined in the IAQ
Management Plan. Follows the guidance
and makes decisions as outlined in
"Resolving IAQ Problems" (Sections 4-6
of the IAQ Reference Guide). Determines
if and when outside professional
assistance is needed and coordinates
activities.
Key Authority: Disseminates IAQ
information, registers IAQ complaints and
directs responses, and communicates IAQ
issues and status to school administration,
staff, students, parents, and the press. The
IAQ Coordinator should therefore, be
familiar with the importance of good IAQ
and the IAQ issues facing the school
(Sections 1-2 of the IAQ Reference
Guide).
The selection of an IAQ Coordinator
depends on the organizational structure of
your school system. Often, the IAQ
Coordinator is a principal, school nurse,
teacher, facility manager, or another staff
member. Since most school staff have
busy schedules, providing an incentive
(such as a stipend) may help schools
recruit the most qualified person.
The ability to carry out necessary
functions, level of leadership, and genuine
interest in improving the indoor
environment in the school(s) should drive
the choice of the IAQ Coordinator. In any
event, success depends on selecting
someone who can manage the Team and
who is empowered to take action. This
includes authority to interact with district-
level administration, school staff,
students, and parents, and to make budget
recommendations. The IAQ Coordinator
does not have to be an "expert" in IAQ
issues. By using the information in this
Kit, the IAQ Coordinator and all team
members will learn about IAQ as the work
progresses. The IAQ Reference Guide and
the IAQ Coordinator's Guide, in
particular, will help the IAQ Coordinator
become familiar with IAQ issues in
schools and provide a basic understanding
of the IAQ management plan process and
effective communication.
Some schools and districts share the
responsibilities of the IAQ Coordinator by
having a co-coordinator or by delegating
many of the administrative tasks to an IAQ
Team or an existing health and safety
committee. Independent of who is acting
as the team leader, it is fundamentally
important that staff and students have the
opportunity to learn about the basics of
indoor air quality (IAQ Backgrounder) so
that their daily decisions and activities
(IAQ checklists) will prevent and not
cause indoor air problems.
*DISTRICTS: The IAQ Coordinator in
school districts may be a district-level
administrative person, such as the
business official, a health and safety
officer, or the facilities manager. The IAQ
Coordinator should designate IAQ
contacts at each school in the district (or
regional contacts) to enable the district s
IAQ Team to have an on-site manager for
IAQ concerns at each school (or region).
The contacts may choose to create IAQ
Teams in their respective schools to
support their IAQ efforts.
4. FORM AN IAQ TEAM
In most schools using this Kit, a
committed team works with the IAQ
Coordinator to implement the IAQ TfS
Program. This team, which is led by the
IAQ Coordinator, can (and probably
should) include representatives from nine
distinct groups:
Teachers and Principals play a strong
role because they have daily interaction
with students, access to parents, and
knowledge of classroom issues. These staff
members are the eyes and the ears of the
school and therefore, are invaluable for
identifying and monitoring IAQ issues.
Administrative and Support Staff
have knowledge about unique pollutant
sources, such as printing areas, and any
ventilation problems in areas with
pollutant sources.
-------
Facility Operators have knowledge
about ventilation systems and their
requirements. Their specific expertise is
essential to develop a good IAQ plan and
to prevent and resolve IAQ problems.
Custodians see the day-to-day condition
of the school. Their involvement with the
IAQ Team is crucial, as they play such an
important role in maintaining the school's
buildings and grounds.
Health Officers/School Nurses know
the status of student health. Their
knowledge of specific health problems
and their ability to track health problems
and use of medication allows them to
monitor and recognize trends in reported
illnesses. These trends may provide an
early warning of IAQ problems. In
addition, they can educate students and
staff about asthma triggers and provide
validation that IAQ can affect the health of
students and staff.
School Board Representatives can
help obtain the authority and funding
necessary to support IAQ efforts.
School Transportation Officials can
ensure that anti-idling policies are
enforced and that school bus fleets meet
current pollution control standards.
Contract Service Providers have
specific areas of expertise that can help
schools complete necessary activities
without degrading IAQ. Examples of these
activities include pesticide application,
bus fleet management and operation,
renovation work (such as roofing), and
maintenance of ventilation equipment and
air filters.
Students are exposed to and spend time
in many areas of the school on a daily
basis. They can help identify problems in
the school that affect their health and
safety and research solutions. In one
school, for example, students researched
the impact of various floor coverings on
IAQ and raised funds to purchase high-
performance carpet and linoleum for their
classroom.
Parents have various areas of expertise
and skills that can help improve the
learning environment of their children and
promote the school's IAQ efforts.
The Team can also include individuals
from the community, such as local
environmental or health department staff;
volunteers from local businesses who have
special skills, such as commercial building
engineers; or organizations that have a
strong interest in securing proper IAQ in
the school system (refer to the IAQ
Reference Guide, Section L: "Resources").
Each team member may want to read the
IAQ Coordinator's Guide and the IAQ
Reference Guide for more detailed
information on IAQ and on the process of
using this Kit to prevent, identify, and
resolve IAQ problems in the school.
*DISTRICTS: Ensure that members of the
IAQ Team adequately represent the entire
district. Ideally, individuals who are part
of this Team should be key players in the
implementation of the IAQ TfS Program.
IAQ Team members should include at least-
one individual with the authority to make
district-wide decisions.
5. GATHER INFORMATION ON IAQ
AND THE SCHOOL
Researching the school's history with
important IAQ topics in mind including
asbestos, radon, integrated pest
management (IPM), lead and mobile
sources of pollutants, will help to focus
your IAQ efforts. After establishing the
history, the next step involves assessing
the current status of these issues in the
school.
Developing and implementing standard
procedures to gather and track information
will ensure consistency in the data, and
keeping the information organized in a
central, stable location (such as in the
building manager's office) will make it
easier to locate data in the future. There
are many methods available to schools for
gathering information about IAQ in your
9
-------
buildings. For example, schools should
consider impacts on IAQ from any recent
changes to the school building or areas
near the building (for example,
construction of highways or other
buildings), the school schedule or
activities, or to occupants. Sample
considerations include:
• Has flooding occurred? Look and smell
for mold growth and an increase in
IAQ complaints in flooded areas.
• Are there night or weekend classes?
Check time clock settings on the
ventilation system(s) for areas where
these classes are held.
• Have new staff been added? Update
them on your IAQ program and
activities.
• Has enrollment increased or decreased?
• Have ventilation systems been
modified? Did this result in proper
fresh air intake?
Asbestos. Asbestos is a naturally
occurring mineral fiber commonly used in
building construction materials for
insulation and as a fire-retardant. If
undamaged and unlikely to be disturbed
asbestos should be left alone. Disturbing
asbestos materials through building
renovations or asbestos removal can
release asbestos fibers into the air,
potentially leading to inhalation and
accumulation within the lungs. Over time,
a buildup of asbestos fibers embedded
within the lung tissue may lead to serious
lung diseases including asbestosis
(irreversible lung scarring that can be
fatal), lung cancer, and mesothelioma (a
cancer of the chest and abdominal
linings). Under the 1986 Asbestos Hazard
Emergency Response Act (AHERA), all
public primary and secondary schools are
required to re-inspect their buildings for
asbestos-containing building materials
every 3 years. Inspections must be
conducted by EPA-certified asbestos
inspectors. For more information on
AHERA or asbestos, visit EPA's Web site
at www.epa.gov.iaq/asbestos/ or see
Appendix L: "Resources" in the IAQ
Reference Guide.
Consider the following questions
regarding your asbestos status:
• Is there a blueprint available that clearly
identifies the location of asbestos-
containing materials within the school?
• Has a responsible party been designated
by the school district to perform and
delegate, if necessary, the management
of asbestos in the school building?
• Is a copy of the school's asbestos
management plan kept in the school's
administrative office?
Radon. Radon is a colorless, odorless,
and tasteless radioactive gas that occurs
naturally in almost all soil and rock.
Radon can enter schools through cracks
or other openings in their foundations.
Radon is second only to smoking as the
main cause of lung cancer in America.
EPA provides free guidance on how to
perform testing and recommends that all
schools test for the presence of radon. For
information on how to test for radon and
how to reduce radon within your school,
see Appendices G and L in the IAQ
Reference Guide and visit EPA's radon
Web site at www.epa.gov/iaq/radon/.
Consider the following questions
regarding your current radon status:
• Has testing for radon been completed?
• If needed has a radon mitigation
system been installed?
• Are all radon mitigation systems
operating properly?
Integrated Pest Management (IPM).
Several of the activities in the checklists
affect the number of pests in your school
by restricting the availability of food and
water. EPA recommends that schools use
IPM, an effective and environmentally
sensitive approach to pest management
that uses a combination of common-sense
practices. IPM can reduce the use of
10
-------
chemicals and provide economical and
effective pest suppression. For details on
IPM, see Appendix K: "Integrated Pest
Management" in the I AO Reference
Guide, and Pest Control in the School
Environment: Adopting Integrated Pest
Management (EPA 735-F-93-012).
Contact the National Pesticide
Telecommunication Network Hotline (1-
800-858-7378), or visit schoolipm.ifas.ufl/
edu/ for more information.
Consider the following questions
regarding your current pest control
program:
• Are IPM principles being applied in all
areas of your school or district?
• Are staff using pest control chemicals
in accordance with instructions?
• Are spot-treatments of pesticides used
to control obviously infested areas
instead of widespread indiscriminate
applications?
Lead. Lead causes various problems,
particularly for children and pregnant
women. Contact with lead-containing dust
particles is a potential concern during
renovation or repair of surfaces with lead-
based paint. Lead poisoning can affect
children's developing nervous systems,
causing learning disabilities and reduced
IQ. Guidelines for proper removal of lead
are available from the Occupational Safety
and Health Administration (OSHA) (see
Appendix L: "Resources" in the IAQ
Reference Guide).
Consider the following questions
regarding your school's current lead
status:
• Has lead contamination been assessed
in your school?
• Is a lead control or removal program in
place?
• Will any upcoming renovation work
affect surfaces painted with lead-based
paint?
Lab Chemicals and Other Toxics.
Mercury. Mercury is found in products
such as fluorescent light bulbs,
thermostats, thermometers, barometers,
batteries, and electrical switches and
relays. Mercury can permanently damage
the brain and kidneys, especially in
developing fetuses. Exposure can occur
through inhalation of vapors, skin contact
(if mercury is accidentally spilled or
leaked), or while using chemicals
containing mercury. There are now non-
mercury or low-mercury product
substitutes. If a mercury spill or leak
occurs, contact your local health
department immediately.
Consider the following questions
regarding your school's current mercury
status:
• Does your school have an emergency
plan in case of a mercury spill?
• Will you conduct a mercury
identification and removal effort?
• Have you checked your chemical
storage areas and science rooms to
remove unnecessary bulk mercury or
mercury containing chemicals? Are
those areas secure?
PCBs. PCBs were widely used as coolants
and lubricants in such devices as
transformers, capacitors, and ballasts (a
component of fluorescent light fixtures)
until PCBs were banned in 1978. PCBs
may cause cancer and immunological,
reproductive, neurological, liver, and
kidney damage. Exposures in schools are
most likely to come from leaky fluorescent
lighting fixtures installed prior to 1980.
PCBs and associated wastes are regulated
under the Toxics Substance and Control
Act as well as various state laws.
Consider the following questions
regarding your school's current PCB
status:
• Were your fluorescent light fixtures
installed prior to 1980?
Checklist
Packets
11
-------
• Are there any signs of leaks around the
fluorescent light fixtures?
Chemicals. A high diversity of
hazardous chemicals (toxic, reactive,
corrosive, and explosive) can be found in
science classrooms, labs, art classrooms,
and storage rooms, as well as used in
building and grounds maintenance (e.g.,
cleaning and pest control). Many are often
outdated or unknown, posing a
particularly dangerous situation in the
event of a fire. Schools may inadvertently
purchase chemicals in excessive amounts,
store them incorrectly, and dispose of
them improperly. Exposure to these
chemicals can occur during normal use
and when they spill or leak.
Consider the following questions
regarding your school's current chemical
status:
• Has your school conducted a chemical
inventory and clean-out recently?
• Does your school have a chemical
management plan in place?
Motor Vehicles and Equipment.
Mobile sources, such as buses, cars, and
lawnmowers, emit air pollutants that
penetrate indoors through air intakes and
open windows. Mobile source pollution is
also a potential problem outdoors on
school grounds and for children traveling
on school buses. Several studies suggest
that exposure to vehicle emissions—
especially diesel exhaust—can aggravate
asthma and cause other serious respiratory
problems. Idling of buses during pick-up
and drop-off is particularly problematic.
Detailed information about reducing
mobile source emissions in and around
schools is presented in Appendix I:
"Mobile Sources" in the I AO Reference
Guide.
Consider all aspects of transportation on
your school grounds, including:
• How many buses are in your school's
bus fleet? How old are the buses? What
is the replacement schedule for old
buses?
• How many people drive to school? Is
there a public bus stop or commuter
train nearby?
• Do buses or other vehicles (e.g.,
delivery trucks) idle near the school? Is
there a policy in place and enforced that
prohibits buses and cars from idling
near doors, windows, and air intakes?
6. DISTRIBUTE IAQ CHECKLISTS
This Kit provides various checklists to
help the IAQ Team develop a profile of the
school's current IAQ (including known or
potential indoor and outdoor sources),
prevent potential IAQ problems, and
resolve problems as they arise.
The IAQ Team may wish to introduce the
checklist packets during a meeting with
school faculty and staff. The Team should
copy and distribute the following
information to the appropriate staff
members:
IAQ Backgrounder. This backgrounder
will provide all IAQ Team and staff
members with a summary of important
issues regarding IAQ. It includes a
definition of IAQ, why IAQ is important,
basic problems and control methods, the
team approach, and strategies for
communication. Graphics are included to
clarify ventilation issues in classrooms.
IAQ Checklists. The checklists provide
detailed yet simple, IAQ activities for
each type of space in the school. These
activities are based on the unique
functions and locations of teachers,
administrative staff, school officials,
facility operators, custodians, health
officers, school nurses, and contract
service providers. Each activity deals with
a specific pollutant source or ventilation
issue. A Checklist Log, located in
Appendix A, is provided to assist in
summarizing the data from the completed
checklists. All checklists can be revised to
address the specific needs of your school
or district.
12
-------
School Memo (optional). For school
staff, the memo or letter carries the school
administration's request that staff
members perform the activities as
specified in their individual information
packets. For the school board contract
service providers, students and parents,
the memo introduces the IAQ
Backgrounder and notifies recipients that
the school has undertaken an IAQ
management program. Several sample
memos that can be adapted to your
school's needs are included in
Appendix A: "IAQ Coordinator's Forms."
Information packets for parents and local
media may contain the memo and IAQ
Backgrounder.
Checklist Interval. To help maintain
good IAQ, it is important to establish a
checklist interval. The IAQ Coordinator's
Checklist should be completed twice each
year, starting with the beginning of the
school year. Midway through the school
year, such as during winter break, is an
appropriate time for the second checkup.
7. REVIEW THE CHECKLISTS
The information provided by the
checklists is essential to the success of the
IAQ program and can help schools focus
their efforts during their walkthrough.
While all the checklists provide useful
information on IAQ in schools, the
checklists that are essential for building an
effective IAQ management plan include:
walkthrough, ventilation, teachers, and
building and grounds maintenance.
The IAQ Coordinator should record all
completed checklists on the Checklist Log
and review all information. Make a list of
irregularities for review during the
walkthrough inspection. A blueprint/layout
of the school may be useful for tracking
the location of health problems and
determining where pollutant sources exist.
Some schools share the results of the
checklists by presenting them at school
PTA meetings or by placing them on the
school's Intranet or Web site.
*DISTRICTS: The checklist results will
help districts prioritize schools for
walkthroughs. Address schools with more
pressing IAQ problems first.
8. COMPLETE THE WALKTHROUGH
Completing the Walkthrough Checklist is
an essential component for identifying
IAQ problems in a school. Watch the IAQ
Walkthrough Video included in the Kit
before conducting an inspection. The
video demonstrates how to conduct a
walkthrough and complete the
Walkthrough Checklist. For technical
assistance, call EPA's toll free IAQ
Technical Hotline at (866) 837-3721.
The walkthrough is not intended to be an
intensive and detailed inspection, but
rather a quick overview of the conditions
that affect the quality of air within the
school. It is valuable for the entire IAQ
Team to participate in the walkthrough. At
a minimum, have someone who is familiar
with the operation of the building, such as
a facility operator or custodian,
accompany you during the inspection.
During your walkthrough, you can learn a
lot about a school's IAQ status by using
your senses:
• Observe the general level of cleanliness
in classrooms and mechanical rooms.
Look for pollutant sources such as
mold improperly stored chemicals,
dirty air filters or ducts, and blocked
airflow pathways (e.g., books or papers
on top of unit ventilators or plywood
covering outdoor air intakes).
Determine whether vehicles idle for
long periods and whether the idling is
in close proximity to the building's air
intakes or to students and staff.
• Smell for unique or objectionable odors
as you move from room to room.
• Feel for uncomfortable air
temperatures, drafts, high or low
humidity, and air flowing into and out
of grilles and air vents.
Use the
Walkthrough Checklist
provided with this Kit to
guide you during the
walkthrough.
You can learn a lot by
using your senses of
sight, smell, touch, and
hearing to gather
information on factors
that affect IAQ.
13
-------
• Listen to the concerns of school
occupants regarding IAQ. Do they
provide clues to problems (such as
using their own pest spray to control
pests, or turning off the unit ventilator
because it is too noisy during class-
time)? Do you hear unusual equipment
noises that may indicate potential
problems? Do you hear air blowing out
of supply vents?
Extend your walkthrough inspection to
all special-use areas including the
cafeteria, art rooms, industrial arts areas,
science laboratories, and maintenance
equipment storage areas. Where possible,
resolve IAQ issues as you go, particularly
low-cost and no-cost changes.
PREVENTION SAVES
If minor problems are allowed to develop into a serious IAQ problem, a variety of
deficiencies may be identified, but the one that caused the problem often cannot
be easily determined. As a result, schools can be confronted with an expensive list
of potential explanations of their problem. The crisis atmosphere surrounding a
serious IAQ problem creates pressure to remedy every deficiency immediately
instead of establishing a prioritized approach to IAQ improvement. By contrast,
many of the preventive measures recommended in this guidance can be
accomplished with in-house effort, following a schedule that is consistent with
your resources.
*DISTRICTS: A district IAQ Team
member should lead a walkthrough in
each school building with the school s IAQ
contact or Team, principal, maintenance
staff, a health official, or others directly
involved in IAQ efforts. Districts may
choose to have the same individuals or
groups conduct the walkthroughs in all of
their schools. Forward the findings to the
district IAQ Team for review.
9. IDENTIFY, PRIORITIZE, AND
RESOLVE PROBLEMS
In all likelihood the checklists and your
walkthrough inspection will reveal some
IAQ problems. The Problem Solving
Wheel, provided in the Kit, can help
schools identify potential sources of IAQ
problems based on health symptoms.
Sections 5 and 6 in the IAQ Reference
Guide also provide assistance with
diagnosing and solving IAQ problems. In
addition, Section 6 provides basic criteria
for determining the practicality of
proposed solutions.
Once identified prioritize projects for
each school into short-term and long-term
categories, considering health-related and
financial issues. Implement solutions that
impact health or safety first. Then focus
on problems that can be resolved by low-
cost and/or in-house measures. Many IAQ
hazards may be remediated by simply
educating school staff and changing the
current habits of school occupants (e.g.,
explaining to teachers that placing books
on unit-ventilators or posters on air-return
grilles prevents fresh air from circulating).
Make a "to-do" list and include any
unresolved problems from previous
checklists. This list can be incorporated
into the school's plan for implementing
long-term IAQ improvements. Because of
the potential complexities involved in
setting priorities for repairs and upgrades
and for committing school resources, an
agreement from top school management
and appropriate committees will probably
be necessary. As repairs and upgrades are
completed ensure that you are still
meeting your priorities.
Investigating Financing Options.
Sometimes repairs that require funding
may be necessary. Various finance
vehicles are available for funding the
longer term, more expensive IAQ
improvements (e.g., roofs, HVAC
improvements). Many options are
available to schools and states (e.g., low-
14
-------
interest loans, bonds, grants, performance
contracts). Initiate a meeting with the
Chief Financial Officer and business
officials for the district. These individuals
are essential to understanding the funding
options available for schools. EPA offers
finance training for school personnel and
finance officers. For more information,
visit EPA's Web site at www.epa.gov/iaq.
*DISTRICTS: Prioritize IAQ
improvements and repairs within your
school district. School-wide problems that
impact health or safety should be
corrected first. Create a district IAQ
budget and investigate additional
financing options for larger projects.
10. ESTABLISH IAQ POLICIES &
MANAGEMENT PLAN
Once problems have been identified and
resolved it is important to develop IAQ
policies and a comprehensive, proactive
management plan. The plan will help to
prevent IAQ problems and prepare the
school to deal with any new IAQ issues
that arise.
IAQ Management Plan. Develop an
ongoing, active IAQ Management Plan
supported by district-wide decision
makers. The IAQ Management Plan
should prioritize activities and identify
areas needing special funding or attention.
Emergency response and IAQ school
policies, discussed below, should also be
incorporated into the Plan. See Section 3
of this Guide for a model IAQ
Management Plan and use the checklist
provided in Appendix A to guide and log
the development of the Plan.
IAQ Policies. Based on the problems
uncovered as a result of the checklists and
walkthrough, schools may want to develop
various school policies regarding:
• Integrated pest management.
• Animals in the classroom.
• Location of idling motor vehicles (for
example, buses and delivery trucks).
• Painting (for example, use low volatile
organic compound paints and paint only
when the building is unoccupied).
• Carpet (installation and/or cleaning).
• Cleaning procedures and products.
Proactive IAQ policies can prevent IAQ
problems from developing and recurring.
Ensure that all existing IAQ policies are
being properly followed and are updated
as necessary. Appendix B: "Developing
Indoor Air Policies" provides more
detailed information on establishing IAQ
policies.
Emergency Response Plan. Acute
IAQ problems—such as a chemical spill,
unintentional shutdown of ventilation
systems, or a flooded carpet—require an
immediate response. Preparing for such
events in advance will help ensure timely
and cost-effective actions. Preparations
may include developing a cooperative
agreement or contract with a health and
safety agency or private contractor to
assist with acute IAQ problems that are
beyond the capabilities of your IAQ Team.
(See Appendix A: "Hiring Professional
Assistance" in the IAQ Reference Guide.)
Proper preparation can also mean having
the appropriate equipment on hand. For
example, stocking the equipment needed
to immediately clean and dry wet carpets
or having a pre-established agreement
with a professional cleaning firm that can
provide immediate service on a 24-hour,
7-day-a-week basis.
• DISTRICTS: Implement a district-wide
IAQ Management Plan, IAQ policies, and
emergency response plans. Ensure that all
schools in the district are aware and
familiar with the policies and plans.
• Food in the classroom.
15
-------
Develop and maintain a
schedule of events,
such as building
renovation, major
repairs, summer
shutdown, and new
staff, that may affect
IAQ.
11. ASSESS RESULTS AND
COMMUNICATE SUCCESS
Follow-up. One of the final steps in
implementing an IAQ TfS Program
includes conducting follow-up
inspections. Determine whether the
repairs and upgrades were performed
according to plan or specifications,
whether the intended results were
obtained and whether areas are being
properly maintained. Refer to Section 6:
"Solving IAQ Problems" in the IAQ
Reference Guide for help evaluating your
solutions. Schools should also ensure that
newly implemented policies, if any, are
being followed.
To assess recent problem-solving
performance, determine if changes need
to be made in your ability to:
• Respond to IAQ complaints and
incidents quickly.
• Resolve IAQ problems.
• Communicate in a way that prevents or
reduces the concerns of school
occupants and others during an IAQ
problem or crisis.
For information on resolving IAQ
complaints, incidents, and how to
communicate when IAQ problems occur,
use the guidance in Sections 3-6 of the
IAQ Reference Guide.
Develop a Schedule of IAQ Events.
Develop and maintain a schedule of
events that may affect IAQ:
• Establish a specific date for the next
round of implementing the IAQ
Coordinator's Checklist, based on the
previously determined interval.
• Check weekly for mold growth if your
school is in a humid climate and will
be unoccupied over the summer. Take
preventive measures (such as cycling
the cooling system to keep relative
humidity below 60 percent) as needed.
• Mark your schedule in advance for
renovations or new construction to allow
enough lead time for you to provide
information packets or other materials to
the people performing the work and to
the occupants of the affected areas.
• Provide appropriate checklists to new
school staff so that they can become
part of the IAQ program.
• Conduct ongoing classes about IAQ or
incorporate IAQ trainings into general
staff meetings. Make sure that staff
understand how behavior can influence
IAQ in a school building. Address any
overall IAQ TfS implementation concerns
that school staff and faculty may have.
File Checklists, Reports, and Notes.
For future reference and for accountability
purposes, all completed paperwork should
be filed in a readily accessible manner in a
centralized location. Files should include:
• Completed checklists.
• IAQ Management Plan Checklist.
• IAQ Coordinator's Checklist.
• Checklists from IAQ Team members
who received an information packet.
• Checklist Log.
• IAQ Problem-Solving Checklist.
• Copies of memos, status reports, and
final reports.
• Copies of communications with school
or district administration.
• A copy of the school's floor plan.
• Personal notes, contracts, or other
paperwork as appropriate.
• Up-to-date contact information.
*DISTRICTS: The IAQ Coordinator
should have an opportunity to address and
explain all improvements in each school
through memos, meetings, or on the
school Web site. District-wide refresher
classes on IAQ TfS implementation are a
16
-------
great way to keep participants informed
about the progress of the program and can-
help address any concerns of school
faculty and staff.
Communicate Success. It is important
to keep school occupants and constituents
informed about the repairs and the general
status of IAQ in your school. Periodic
reports containing updates on the status
of the school's IAQ issues and a copy of
the IAQ Management Plan should be sent
to school staff, local unions, and
administrators. Additional guidance on
what to include in the report, as well as
principles for effective communication,
are presented in Section 3: "Effective
Communication" of the IAQ Reference
Guide and in EPA's IAQ TfS
Communications Guide
(EPA 402-K-02-008), available from
IAQ INFO at 800-438-4318 and EPA's
Web site.
When reporting to the school or district
administration, it may be desirable to
provide indicators of how successful the
IAQ program has been to date. Indicators
may include:
• All IAQ checklists completed and
returned.
• All IAQ problems identified by the
checklists corrected.
• Decreased absenteeism.
• Fewer IAQ complaints, visits to the
nurse's office, and use of medications.
• Establishment of good relations with
the local media.
• School memo and IAQ Backgrounder
mailed to all parents.
Apply for IAQ TfS Awards. EPA's IAQ
TfS Awards Program provides national
recognition for exemplary IAQ programs
in schools and districts. This recognition
can provide the positive publicity
necessary to ensure the long-term success
of an IAQ program.
Schools and districts that have shown
substantial progress implementing the IAQ
TfS Kit are eligible for the Leadership
Award. Award recipients receive a plaque
and a press kit and are recognized on
EPA's Web site. Refer to the Awards
Program tab of the Kit for more
information.
When a district IAQ Team has made
significant progress on IAQ TfS and has
demonstrated leadership in handling IAQ
issues, it is eligible to apply for the
Excellence Award. Excellence Award
recipients are recognized during an awards
ceremony in Washington, DC, and in a
national press release, are featured on
EPA's Web site, and receive a press kit.
Refer to the AM'ards Program tab of the Kit
for more information.
Serve as a Mentor. Share your
experience and IAQ knowledge by
mentoring other schools and districts. Visit
EPA's Web site to learn more about how to
join the Mentor Network.
It is important that
everyone affected—
students, parents,
teachers, staff, unions,
and administration—
receive a report
summarizing the status
of IAQ issues.
17
-------
18
-------
Section 3 - Model IAQ
Management Plan
eveloping a comprehensive and
effective IAQ Management Plan can help
schools organize and implement their IAQ
program. This chapter provides an
example of a model IAQ Management
Plan, based on several plans currently in
use by schools and school districts. While
all the sections below are useful and
important, each school and/or school
district should tailor the plan to meet their
needs. Not every section will be necessary
for every school or district. Consider
including the following components in a
comprehensive IAQ Management Plan:
1. Mission statement
2. Background and IAQ findings
3. IAQ policies and plans
4. Procedures
5. Role of the IAQ Coordinator and IAQ
Team
6. Staff responsibilities for maintaining
goodIAQ
7. Applicable local and state requirements/
regulations
8. Emergency response
9. Steps for prevention
Schools across the nation have used EPA's
IAQ TfS resources to develop and
implement successful IAQ programs. By
implementing EPA's IAQ TfS Program and
following the IAQ Management Plan in
your school or district, you can help
ensure a safe and healthy environment for
students and staff.
-------
IAQ Management Plan
^School District's Namel
Date
t.MISSION STATEMENT ^
The health, —ft* a°VS"i'W«k'°g W"h f* «• I* °f
^stacs - as ™tme
maintenance activi ie , ^ ventilation
• C:-^1£LtS2^—
srsr
Jte a
• narties.
effectively conu»^
r-COO—TEAM
I AO Coordii»ator e 0fperso«1 as the IAQ c°0,^^g &V1 necessary
=&=r-=----::r:r
• isH=SSiHS£S:s.
investigations of report*^ needs and objectives.
Plan to fit the district „« that are discussed or reported.
. Responding to IAQ concerns an ® ^ ^ dlstrlbut,on
checklists. ^ ofcr parties regardu g
• c»rf'ranSdtng"««—io°s-and rev,s"18
inspections, building y fter every major revision.
information. Management Plan after evey^^^^
20
-------
IAQ Team
tS an IAQ Te,
pP°rtmg the iAn n s 1DV°lved in th <¦
s IAQ Coordinator ,n,, the f°Uowim Pff
Contributing tn t, ,, ensilre good TAn ¦ lnS efforts.
-"Mime ,£»>«,„, PiM * AQa,i and areas
fkm, ZUlT/t"'¦ • ««*« ,w ''° revi« and
building
'Kf<.IIowlngilK|i
*"« remembW°f^'AQTeam:
'"cl,,.,- ^'Jl.«Ji,jJ1ImilIJM
Room 10A LiS-fiutigs
Joe Doe
Jane D0e
^utilities Manager
123-4567
Health Office
^7-6543 '
D°nnaDoe « i.
School Nurse
Hea
3BACKGR0imn^ 987'
--S^alrr " ",35r"'
SSL'?*'*"*'*
'kufion a
Conduct facility
thMvenmati *"d C"SUrc
°Peratingpro0pne^tenisare
a sch^map Symptoms 0n
r^^=SSSiSS5|S:
;;»y Sc 'nTT *"** concenSSSr
^—_ ''• unions, and
21
-------
1 t ao issues affecting the
s&es ei. a„„ *«- «—Tjg« ri®«.
During me >to"f,eS f,"£S >s»es Me
Coordinator, or const 1 ast important. Urg aT,propriately.
Jriontod «n.ton "re SdKd „ L concerns, performs
first and issues coordinator, who documents t0 a\\ interested
Problems are reP°f ^^documents and ^m*a^ever, professionals, experts, and
an initial investigate , vedusing in-house sta . ugs The distnct
The 1AQ Coord.na.ot lor T«.*\uses |» - ^ V ^ iaq efforts to
Wlen a problem ^e°,^ ^,,es. document* actionsthe 1AQ
Coordinator organizes a. mee g policy changes a P ^ addgd tQ the
^^SSemandaUpoHcvch^es.
[See Appendix B for mor
gathered from walkthrougn ^
and staff meetings. possible and should be kept^Y stricted from the
students. C^r°g®or asthma problems,
with known allergy
-------
in theCJassi»0ln
^°0d shnnlrl ,
Pood Jj ^ + olicy
n,m,2e •<* <»>•»« t" r:rooms- ¦'
**«. ' ors"",d
, respoD;
vocation]
J * -
pEsssF^sr*****.,,
fcas4S^SS5£®=r
Lead Policy Tbe xho
Lead can adversely a/f
•"h »-** ¦ e*ca"M- - "Ssc^sses'
23
-------
Radon Gas Policy school cancel Radon
^ss^s^ssess^^s^
.. .
Non-Smoking Policy u?,e ,n all P«Wlt sdM,0' faC1"'"5S *°
*S£S£S3Z3C^'~^~*
^^-«iTrJr^SSS;
's1,11,0 ¦
degrees Fahrenheit. The sen
5. PROCEDURES
Cleaning and Chemicals
S.PROCEDUK*®
Cleaning and Chemicals ^ for the
jces. Howevti, tices remove ponuu^v
ensure that cle^n g ^, feeen created. school use. All
propriately, guide m approved by the: disn ageQts
Custod»l -"deSSSyed m . «« ^ B°,te
A1, Sussed in die district's • Emp
location of th surf"""
annual training- . , to remove dust
r„;;>on <* «* **«*» - ftom surfates
atmnal training. damp clotbs are »sf '° '™°id periods of time,
Rooms must b<»top slionld not be left damp or wet
S"canse moldgrow.lt. cleaners (snch as bieacli) n~
-i anrPiYYtS i
SXsZCSd"= 4 dilorme.tMlalI« cleaners (snclt as bleach, m»,
-
24
-------
wiiefcreisco, '
m°»i* 'wei:,~ - <« -X: js s a^- «-<*««a"
te„anc<::r°2«-:
'""'"enance and n» nn§ Sl»
Preventive main. Nations
structures anrl "1Ce involves m,,r ¦
m*C>; ^ v7S rUdl^SeCtWn< •*"— and
™;me„,ncep,local and
Ang sysfems are ooer7°^ mai,1tainine fh Infal:es; and flooring ,,'""m- sysfem
^Amencan
; met, the
' and humidity
-------
action and ^ plsmnl»g cons™®"
3ard discuss major
[School district's name] ftJ and
1 tc The 1AQ Coordinator, " ^ The findings from walktnro & iAO Design
Sd,n, systems =»'de t0; eS««e S k- H school fac,lines
Tools for ""''^f^vation. operation, and are Mmma„zed m Vocal**!
MfcnUd Managen.cn. ^
MKWbia,S' SdSo^ti SLo. staff should be aware
S&-. should be
Sisns of water intrusion and mc ^eva)—iolB, andotl>" m„ls that cause water
i£-5:5^
or wet materials must shoukl be promptly cleane^° hPand non-ammonia
Materials contaminated w^®C™n.porous surfaces with^a strong^ ^ handledby
growth should be re™°^ ugh drying. Remediation p j remediation projects may
containing f f ^"^tracted to a P^^^Sitional information on mold
Staff Education „ortantrole in maintaining a"^^|^''^pk.
-------
Com ,Un,Cati0« ™ ««"** be c0mpJe;:daC^r^ Ventilation] Z
otter dSric/5 3 Cn"ca' element to
m«®»« taken aM«l M M*Woni".it® »n °f'<* Sfie7 ,£,
students na nt of an IAO em d concern to the arm houldrep(
"#* *IZT 3Dd Staff- oiTTCy'the district will a PProPnate parties.
. 0nvnunit\,w,,...- more cornet... , ,. accommr>w.,. ,
¦wEXST ae Ota*. a aWr°W"te ^ '
di«« IAQ°2™dn"y """"S » dT® s'»" <* eleS??* ,be of
Tie'AQ Team , "S soon »» » CL"1'"t
• a <
" "«• «w
27
-------
*•*» r -i ^^xs£.«-. -
«r3te»s^ -
;SS *0P"^ HVAC systems are oPe»« P"*"* ^'"
• ««s»£5S~^-^
. Health Offxcers/Sch0 obiems This approval shall
an early warning Management Plan. must be
- vsssssgg&s&x^
S*v« coSS «¦ KEODWEMENTSmEGBLATXONS
' 7o / W »<¦* "2 «"'""
. Non-smoking laws
. Asbestos regulations
-------
gency ReSponse PoJ.
An emcr,,J
l^,S5sS»cw»4£rT«--
be ^lized to warn l ? 3reas must be JS ""'ned'a'e health i g" °°al hea^h
'«¦> «.p»«,„8 a ;d 'nfo™—«
* Respons
-------
in
• tj at al) iaQ efforts are coordinated and completed i
• SSP----
review involves:
\f involves.
. Building systems evaluations;
. Walkthrough inspections;
• • „ i AO concerns and other
• ReV,W .ilues^thfclAQTe^a-
: «teiAQMaM^
policies and procedures that w
1AQ program.
-------
Appendix A - IAQ Coordinator
Forms
IATHake copies of the checklists and forms
in this section so that the originals will be
available for future use. The checklists
and forms may be copied or modified
according to your specific needs.
An electronic version is available at
www.epa.gov/iaq/ schools.
The IAQ Coordinator's forms in this
appendix include:
• Sample Memo for School Staff
• Sample Memo for Parents
• Sample Memo for Contract Service
Providers
• Sample Memo for Local News Media
• IAQ Management Plan Checklist
(2 pages)
• IAQ Coordinator's Checklist (2 pages)
• Checklist Log
• Local IAQ Service Providers List
• Problem Solving Checklist (4 pages)
-------
Forest Lake School
[Date]
Dear Staff Member,
[Fores.Lake] isP'»»^» *^"S)T
preventing as many school We all
arise' nine commitment from everyone m ^ ^ breathe. You
Good air quality requires an ong^ ^ affect the qua ity ^
(attached)- ^ ^ completed the checklist.
The school newslettei an
Plan.
Sincerely,
[Name]
[Principal or Superintendent]
Enclosures
; IAQ Backgrounder, [Appropriate title] Checklist
-------
[Date]
Dear [Parent]:
F°™'Lzke Schooi
cy^2SS We lbeS™ '»«Pr„gram ,0
'''¦ ""iiriK'/K;,! '¦"hl'-iii:, 0(1 . rs"rdents and staff i. '"'L'
spond to any iaq issues
s Jn our school \w , grounder «,h; l •
,,di'
T|* «»o, M„et, c ^" Wo«.
«">»rscb„0 J, er a"d Web site wjj[ ca 'a,K,r0<™
rry Progress reports as ive learn
e 'earn more about JAQ
Sincere ifv
Sincerely,
[Name]
(Principal or Superim^^,
ent]
Encl
°*™-iaq nac
-------
Forest Lake School
[Date]
Dear [Name of Contract Service Provider],
¦a- cafe comfortable, and
students. ^ . lementing a program tcon the quality of the
school's air. 1 have enclo P make this effort a success.
Agency that stiotvs how you can help Backgrmn
-------
[Date]
Fon»U Kesck<,0,
Dear [Local
News Media Per;
'SOnj;
FOre>1 ialeJ . „
assuring that tim^f lnformation 0n ev P*mS; and
paren fs 0f sf , - anc' accurate in en's in our loca /
ourJAo r any<3ue^tionsre£fard. r 8 danCethWe are Usi^.0pyof the fAQ
S»cerely, ** C0Ma««< a. fpi^' "«
[Name]
'WnCiM»S„peri»teDd(
Enclosure:
ent]
¦ IAQ Backgrou„der
-------
IAQ Management Plan Checklist
IAQ Coordinator School Date Completed
Use the checklist below to record and monitor the steps you have taken to activate the IAQ Management Plan.
Steps Taken
Date
Comments/Notes
1. Selected IAQ Coordinator
Name:
2. Read Guidance
3. Obtained Administrative Support
4. Indicated Problems with:
~ Radon
~ Hazardous Materials
~ Asbestos
~ Pest Managment
~ Lead
~ Idling Vehicles
~ Smoking
5. Established IAQ Checklist Interval
Number of times each year:
6. Prepared Emergency Response
~ Contacted local health agency
~ Identified and contacted IAQ professional(s)
36
-------
Steps Taken
Date
Comments/Notes
6.
Prepared Emergency Response (cont.)
~
Prepared or identified equipment and
supplies for wet carpets or contacted local
professional cleaning firm
~
Completed local IAQ Service Providers form
7.
Procedures Established for:
~
Cleaning and Chemicals
~
Flooring and Furnishings
~
Preventive Maintenance and Operations
~
Construction and Renovation
~
Microbial Management
~
Staff Education
~
Communication
~
Others:
8.
Prepared and Distributed IAQ Policies
~
Nonsmoking
~
Integrated Pest Management
~
Asbestos
~
Painting
~
Lead
~
Radon
~
Anti-Idling
~
Others:
37
-------
Checklist Log
IAQ Coordinator
School
Use this log to keep track of who has received a checklist, returned checklist(s), unresolved problem(s), problems resolved
and corresponding dates.
Also, this log can be used to record distribution of information to parents, school board members, contract service provid-
ers, unions, and local media.
38
-------
Local IAQ Service Providers List
Hazardous
Materials
Hotline
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
Local
Health
Department
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
State
Health
Department
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
Carpet
Cleaner
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
IAQ
Consultant
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
Mechanical
Systems
Operator
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
FIRM
CONTACT
PHONE
ADDRESS
TITLE
EMERGENCY
39
-------
Problem Solving Checklist
Use this checklist with the IAQ Problem Solving Wheel to resolve a single IAQ
complaint or several complaints occurring at the same time that seem related.
Mark a copy of the fire escape floorplan or use other means of recording and
reviewing information. Since this checklist becomes a record of your activities
in resolving IAQ complaint(s), date it and file if for future reference. Involve
additional staff, such as engineers, during the problem-solving process.
Reports of IAQ Problems
Record complaints below at the beginning of your problem-solving process. Interview the complainant(s) to get a complete and accurate
description of any symptoms, times, and locations.
Complainant
Date Description of Complaint
Location(s) or
Is Problem
Occurrence
Name
Received (symptoms or explanation)
Room Number(s)
Ongoing?
Date(s) & Time(s)
~ Yes
G No
~ Yes
G No
~ Yes
G No
~ Yes
G No
~ Yes
G No
~ Yes
G No
~ Yes
G No
~ Yes
G No
~ Yes
G No
Problem Solving Steps
Follow the directions on the IAQ Problem Solving Wheel to investigate potential causes of the symptoms recorded
above. Use the step below to help keep your investigation organized and documented.
Step
Date Completed
Notes
j Relate the symptoms from the complaint data
box to a group of symptoms in the Notes
column to the right.
~ Odors
~ Temperature or humidity problems (occupant
discomfort)
~ Headaches, lethargy, nausea, drowsiness, and
dizziness
~ Swelling, itching, or irritated eyes, nose, or
throat; congestion
~ Cough, chest tightness, shortness of breath,
fever, chills, fatigue
~ Diagnosed infection or clusters of serious
health problems
IAQ Coordinator
School
40
-------
Step
Date Completed
Notes
2 Is this an emergency? ~ Yes ~ No
See the Problem Solving Wheel's sectors
"Identifying an emergency" and "What to do
in an emergency."
Actions Taken: ~ Evacuation ~ Notification
~ Other:
2 Place a checkmark next to the potential causes in
Step 4 below that are shown at 2 on the Wheel.
Each section below corresponds to a section of the IAQ Problem Solving Wheel. Use this area to record diagnostics
you perform. Three spaces are provided below for each diagnostic step to allow you to record information for more
than one location or piece of equipment. Make extra copies of this form as necessary. Please note that some of the
steps may not apply to your building.
Step
~ Temperature & Humidity
¦ Is thermostat properly set?
¦ Is air flowing from the vent warm (for heat )
or cool (for air conditioning)?
¦ Are drafts or direct sunlight causing
discomfort?
¦ Is humidity between 30-60% relative
humidity (recommended)?
¦ Is condensation often present on windows or
other cold surfaces?
¦ Is there an objectionable odor?
Date Completed (for each
location if more than one-
location or piece of
equipment is involved)
Notes
1
2
3
~ Outdoor Air Supply
¦ Is the ventilation system turned on?
¦ Is the outdoor intake blocked?
¦ Are supply vent(s) blocked?
¦ Is air flowing from supply vent(s)?
¦ Is air flowing into outdoor intake?
¦ Are outdoor air or supply ducts blocked?
¦ Is outdoor air supply at least 15 cfm per
occupant?
¦ Is C02 in the area higher than 1000 ppm?
~ Air Handling Unit
¦ Is the system turned on?
¦ Is the air flowing from vent(s)?
¦ Is the fan operating?
¦ Is the filter(s) clean & properly installed?
¦ Are dampers operating properly?
¦ Is there moisture, debris or microbial growth
in or around the unit?
¦ Is the drain pan clean & draining?
¦ Are the coils clean?
¦ Is combustion equipment properly vented
(no flue leaks, spillage, or backdrafting)?
41
-------
Step
~ Local Exhaust
¦ Does the exhaust system turn on?
¦ Is the exhaust used consistently?
¦ Is air flowing from the exhaust vent?
¦ Is exhaust duct work blocked?
¦ Is a sufficient amount of air being exhausted?
¦ If everything works, but not enough air is
being exhaused can make-up air easily enter
the room (e.g., through spaces under doors)?
Date Completed (for each
location if more than on«-
location or piece of
equipment is involved)
Notes
1
2
3
~ Biological Sources
¦ Are animals or fungi (mold) present?
¦ Is there an odor of mold or mildew?
¦ Are supply vent(s) blocked?
¦ Is there standing water near the complaint
area or in the air handling unit?
¦ Is condensation often present on windows or
cold surfaces?
¦ Is indoor relative humidity above 60%?
¦ Are contagious occupants present?
~ Housekeeping Sources
¦ Do complaints occur during or just after
housekeeping activities?
¦ Do housekeeping activities take place near
the complainants?
¦ Are any new products in use?
¦ Are housekeeping products being used
according to directions?
¦ Are products stored in sealed containers or in
a vented room(s)?
~ Outdoor Sources
¦ Are sources of odor or pollutants (e.g., vehicles,
stored chemicals, trash, plumbing vents)
located near outdoor air intakes?
¦ Are there sources nearby or upwind:
• Combustion byproducts from traffic,
loading docks or flue exhausts?
• Industrial, agricultural or lawn care activity?
• Construction activity?
¦ Are pollen levels high?
~ Building Sources
¦ Has there been recent painting, roofing, or
other remodeling or construction?
¦ Were pesticides applied recently near the
complaint area?
¦ Are new furnishing or equipment in place?
¦ Are drain traps dry?
¦ Are chemicals stored in properly sealed
containers?
¦ Is the building overly dusty?
42
-------
Step
Date Cc
mpleted Notes
^ Repeat all diagnostics for each potential ca
all affected locations.
ase in
£ If the diagnostics for the recommended
potential causes did not identify the proble
investigate remaining potential causes in
Step 4 until the cause(s) of the complaint(s
are identified and corrected.
n(s),
I
7 If problem remains unidentified or uncorre
obtain professional assistance.
cted
Company:
Person:
Phone:
g Provide notice if problem is not quickly res
olved.
~ Notice to occupants
~ Notice to parents of minors
9 Problem resolved and preventive measures
taken.
Describe solution:
~ Preventive measures taken:
j Q Provide a final report.
J J To prevent future problems, implement an
IAQ Management Plan.
j 2 File this Checklist and related information
43
-------
44
-------
Appendix B - Developing Indoor
Air Policies
^Jn IAQ policy statement demonstrates a
strong commitment by the school
administration to address the health and
comfort of staff and students, as well as
the environmental quality in the school. In
addition, an IAQ policy sets an overall
direction for efforts to prevent and correct
IAQ problems. General issues that may
require policies include, but are not
limited to: Painting, smoking, renovations
and repairs, pest management, ventilation
system operation, school supply and
purchasing, food or pets in the classroom,
disinfectants, vehicle idling, and
maintenance schedules.
This appendix presents general
considerations related to developing an
IAQ policy. In addition, it presents four
sample IAQ policies targeted to specific
indoor pollutant sources. The first sample
is a policy on integrated pest management
(IPM). The second sample is a memo and
letter to parents regarding painting. The
third sample is a policy that limits bus
idling on school grounds and includes a
sample memo to bus drivers about anti-
idling procedures. The final sample is a
nonsmoking policy, including a sample
letter to staff. The samples presented are
intended only as guides, and may be
modified in any way to meet the site-
specific needs and intent of individual
schools.
GENERAL CONSIDERATIONS
An IAQ policy should include the
following components:
• A statement indicating that the school
administration's commitment to good
IAQ and the health, safety, and comfort
of staff and students.
• A statement indicating the intent to
identify, prevent, and correct IAQ
problems.
• Authorization of an IAQ Coordinator
for each school or district and
delegation of authorities to the IAQ
Coordinator.
• Guidance on appropriate steps for
maintaining good IAQ (see specific
activities in the various IAQ
checklists for ideas).
• Guidance on appropriate actions for
correcting IAQ problems.
• Reporting requirements.
Developing an IAQ policy should be an
open process. A health and safety
committee is a good forum for
developing consensus
recommendations. In the absence of an
existing committee, consider
establishing an ad hoc committee
comprised of administrators, teachers,
support personnel, school health
officers, maintenance personnel,
physicians, union representatives, and
community leaders. Interested parents
may also wish to serve on this
committee.
-------
Sample Pest Management Policy Statement
Pests
, nssho„wb«^®.tes>-»'istouUmch'de
. Reduce any P°tentia ^
P"b" «ttof o, *»* ,o «*"> s,tu«es ^ ^ ^ pop,b„o»s
' of ««.0 S«*°K-"* a"d °tterS'
Pe0v,ronm«.. «> , activity ^ W •»— options attd a
.Bcceptabtele*^ V ^ aa ^^ J*
least possibl ;de will be based on or are not feasible. C trolagents,
pnnClplwili°be considered.
action, wm »
Continued.
46
-------
Education
Staff, students n«t
*" <«*», SSSfS ",e <"* «1 be „
keeping *"* " ~
Records of
Notification ,oven*'<»<.e«ifcr
SoHs~\s~\i _
[School name] will hP
any pesticide in Sponsible for •
f,pp,,ca"on.s. '°r no"/V'ng sch0o, staffa ,
a«oice'i!i°I, of pp™g 'S'ScT" '""'¦""z.'.l rc
^ ^PPl/cators ^" ¦"-2%^-
Pesticide cippliQ t
e ajnount and
-------
Sample Painting Memo
memorandum
T0: School Principal
•N-t-sssa^sassu-"^
SSiSssifesSSs^I--^
As it perta.® ® ^ly 2 » 3 ^ £ « o»P»,of *" ^ „„ A,1 pare.® most be
Lleng«t°f'»merX0,dbeteso\vedm»Ma ,;.™„ orocess,pl»s mee„„
m„n,tei..^'ss°e oncem>nE,hl!.™®
If you have- ,
[contact name].
me], or discuSS y
Source: Anne Arundel County Public Schools, Maryland
48
-------
Sample Parental Notification Letter for School Painting
Name
Address
Clty» State, Zip Code
Source: Anne Arundel County Public Schools, Maryland
-------
Anti-Idling Policy
This section includes a sample anti-idling
policy and memo. The announcement
letter should address the main issues
covered by the school's anti-idling policy:
• Explicitly state when/where/for how
long buses are allowed to idle.
• Define individuals and vehicles
covered by the policy.
• Outline the stages and dates of policy
implementation.
• State the enforcement procedures taken
when the policy is violated.
• Identify the appropriate contact for
questions and concerns.
The sample policy is intended to provide
a framework for developing an anti-idling
policy and highlights issues of emission
exposure and health concerns. The level
of detail and specificity of any policy will
depend on the type of school, the actions
to be taken, and the level of
communication required to reach all
affected individuals. A simple, clear-cut
policy, for example, will require few
specifics and will be easily monitored.
The anti-idling policy should be placed in
the personnel manual (including that of
bus drivers), employee handbook, school
by-laws, or another location that will
facilitate the distribution of this
information to all affected individuals.
Signs can also be posted in areas where
cars, buses, or delivery trucks wait to
remind drivers that their engines should
be turned off.
Following is a sample anti-idling policy
that reduces idling on school grounds.
For additional information on mobile
sources and anti-idling, see Appendix I:
"Mobile Sources" in the I AO Reference
Guide.
50
-------
Sample Anti-Idling Policy:
^'ZZT0011 «-»«««,,
^&^s§§§&
sr»S r;"'"^- fforesl Laired <"n'SSi°'"' " '° S<*»<» ««* &k '
«*« *-*1«, ,„ ¦.
B- P»"e.v G„Weli ^ ™°°eW; aM 0'^ZZelK""b of driirf S° SCio<"
Tiis «* applies, "Ce ^""re to s t "Mt ' S' a°d
rcr "* bus ^^
• Wh ',e eXteatpOSSlbh c/mi)na(c °°J' aCtlVlt^ or charter
* ^ ^nnJaf^passengers f° b^tlZT0fhms your destimti°a:
Proper o,,e,a,ln;. ton))"£^« should a " '"""t buses
r "s *°"'°^ *
BAb—*3mfflutes aeedsT6e-'S«Z™:;r
fieiow~jnop fflmu tes
Poi,Cj, Posted to remind all (car .
S°f0"'^,AntI_mmg
Source: Connecticut School Transportation Association
and State of Connecticut
-------
olicy at all school
i individual ^ *
_ ,. „mpnt of Policy „4Viprma to an<^ en
ttdWidualbu»^^tolde«gP»^^ n
Ml persons shar ^ sutyect
violatingthlS P° J poiicies including'-
infractions of our p
. oral reminder
. Written reprimand
. probation
-------
Sample Anti-Idling Letter:
School Bus
^support and
""»»»«-prac6ca)
JJ d11 engines
5 Practical.
State regular
minutes
suPport
ma co°peratj
Drivers
with this t
ln§ Their Shan
Clean Air!
'erely yours.
Source: New Hampshire School Bus Driver
53
-------
Nonsmoking Policy:
This section includes a sample
announcement for a nonsmoking policy
and memo. The announcement letter
should address the following main issues
covered by the school's nonsmoking
policy:
• Explicitly state where smoking is
prohibited and permitted (if permitted
at all).
• Define individuals who are covered by
the policy.
• Clarify exactly what constitutes
smoking.
• Outline the stages and dates of policy
implementation.
• State the enforcement procedures taken
when the policy is violated.
• Identify the appropriate contact for
questions and concerns.
The policy may also include information
on smoking cessation or other staff
education programs being offered or
covered by the school.
The sample policy is intended to provide a
framework for developing a nonsmoking
policy and highlights issues of particular
importance for both large and small
schools. The level of detail and specificity
of any policy will depend on the type of
school, the actions to be taken, and the
level of communication required to reach
all affected individuals. A simple, clear-
cut policy, for example, will require few
specifics and will be easily enforced.
The nonsmoking policy should be placed
in the personnel manual, employee
handbook, school by-laws, or another
location that will facilitate the distribution
of this information to all affected
individuals.
The following sample nonsmoking policy
eliminates smoking indoors. If separately
ventilated designated smoking rooms are
being provided this policy can be easily
revised by omitting the step about
eliminating smoking on all school
grounds. Add specifics regarding
additional enforcement procedures for
potential and repeated infractions.
For additional information on secondhand
smoke, see Appendix F: "Secondhand
Smoke" in the I AO Reference Guide.
54
-------
Sample Nonsmoking Policy:
[Forest Lake School] ' ' "
know" « Environment 'Blmmate Reduce! F„„„
Atf "°s" ^0te ,ETS< ,0 Seco"d"and Smoke, also
" .
P°SI"« to Secondhand Smoke, also
^3l(gj Will offe
r!°,0U',S"SSa'i°"——
SMMBtafe
»• """Wet Resolution
im n Jat m
¦^viuuon
^wipioyccs and * *
«Pmo,lss,larei ' ""ommmeej,
E*yee cwmseii " "company aily vi»'»«n8
' ^'reminder °"
• w™enrepriman(|
Probation
Termination
Source: Anne Arundel County Public Schools, Maryland
-------
Sample Nonsmoking Memo:
msmor^noVM
56
-------
Appendix C - Glossary and
Acronyms
Disinfectants - One of three groups of
antimicrobials registered by EPA for public
health concerns. A disinfectant destroys or
irreversibly inactivates undesirable (and
often infectious) organisms. EPA registers
three types of disinfectant products based
upon submitted efficacy data: limited
general/broad spectrum, and hospital
disinfectant.
Drain Trap - A dip in the drain pipe of
sinks, toilets, floor drains, etc., that is
designed to stay filled with water in order
to prevent sewer gases from escaping into
the room.
Emissions - Releases of pollutants into the
air from a source, such as a paints,
furniture, or cleaning agents.
EPA - United States Environmental
Protection Agency. See Appendix L:
"Resources" in the IAQ Reference Guide
for more information.
ETS - Environmental Tobacco Smoke.
Mixture of smoke from the burning end of
a cigarette, pipe, or cigar and smoke
exhaled by the smoker (also secondhand
smoke or passive smoking). See the
following appendices in the I AO
Reference Guide for more information:
Appendix E: "Typical Indoor Air
Pollutants," Appendix F: "Secondhand
Smoke," and Appendix L: "Resources."
IAQ - Indoor air quality.
IAQ Backgrounder - A general
introduction provided in the IAQ TfS Kit
that describes IAQ issues as well as IAQ
program implementation.
IAQ Checklists - Various lists provided in
the IAQ TfS Kit that contain simple
activities for school staff to improve or
maintain good indoor air quality. Each
focuses on topic areas and actions that are
targeted to particular school staff (e.g.,
teachers, administrators, kitchen staff,
maintenance staff) or specific building
functions (e.g., HVAC system, roofing,
renovation). The checklists are to be
completed by the staff and returned to the
IAQ Coordinator as a record of completed
activities and requested assistance.
IAQ Coordinator - An individual at
the school and/or school district level
who provides leadership and
coordination of IAQ activities. See
Section 2: "Role and Functions of the
IAQ Coordinator" for more information.
IAQ Management Plan - A set of
flexible and specific steps for
preventing and resolving IAQ problems.
See Section 4: "What is an IAQ
Management Plan?" for more
information.
IAQ Team - Individuals working
directly with the IAQ Coordinator to
address IAQ in the school(s). These
individuals may include school staff,
administrators, school board members,
students and parents. A district-wide
IAQ Team should ensure members
represent the entire district. The team
distributes the information packets (IAQ
Backgrounder, memo, and checklists) to
school staff. See Section 3:
"Assembling the IAQ Team," for more
information.
Indoor Air Pollutant - An indoor
contaminant such as particles, dust,
fibers, mists, bioaerosols, and gases.
See the following sections in the IAQ
Reference Guide for more information:
Section 2: "Understanding IAQ
Problems" and Appendix E: "Typical
Indoor Air Pollutants."
Indoor Pollutant Sources - Indoor air
pollutants can originate within the
building or be drawn in from outdoors.
Common sources include people,
carpets, photocopiers, art supplies,
furniture, vehicles, paints, etc. See
Section 2: "Understanding IAQ
Problems" in the IAQ Reference Guide
for more information.
IPM - Integrated Pest Management. A
comprehensive approach to eliminating
and preventing pest problems with an
emphasis on reducing pest habitat and
food sources. See Appendix K:
"Integrated Pest Management" in the
IAQ Reference Guide and Appendix B:
"Developing Indoor Air Policies," for
more information.
-------
Mobile Sources - Motor vehicles,
engines, and equipment that move, or can
be moved, from place to place. Mobile
sources include vehicles that operate on
roads and highways ("on-road" or
"highway" vehicles), as well as nonroad
vehicles, engines, and equipment.
Examples of mobile sources are cars,
trucks, buses, earth-moving equipment,
lawn and garden power tools, ships,
railroad locomotives, and airplanes.
Negative Pressure - Condition that exists
when less air is supplied to a space than is
exhausted from the space, so the air
pressure within that space is less than that
in surrounding areas. Under this
condition, if an opening exists, air will
flow from surrounding areas into the
negatively pressurized space.
Outdoor Air Supply - Air brought into a
building from the outdoors (often through
the ventilation system).
Pollutants (Pollution) - Unwanted
chemicals or contaminants found in the
environment. Pollutants can harm human
health, the environment, and property. Air
pollutants occur as gases, liquid droplets,
and solids. Once released into the
environment, many pollutants can persist,
travel long distances, and move from one
environmental medium (e.g., air, water,
soil) to another.
Pollutant Pathways - Avenues for
distribution of pollutants in a building.
HVAC systems are the primary pathways
in most buildings; however all building
components and occupants interact to
affect how pollutants are distributed. See
Section 2: "Understanding IAQ
Problems" in the IAQ Reference Guide
for more information.
Positive Pressure - Condition that exists
when more air is supplied to a space than
is exhausted so the air pressure within
that space is greater than that in
surrounding areas. Under this condition,
if an opening exists, air will flow from the
positively pressurized space into
surrounding areas.
Preventive Maintenance - Regular and
systematic inspection/tune-up, cleaning,
and replacement of worn parts, materials,
and systems. Preventive maintenance
helps to prevent parts, material, and
systems failure by ensuring that parts,
materials, and systems are in good
working order.
Radon - A colorless, odorless gas that
occurs naturally in almost all soil and
rock. Radon migrates through the soil and
groundwater and can enter buildings
through cracks or other openings in the
foundation. Radon can also enter through
well water. Exposure to radon can cause
lung cancer. See the following sections in
the IAQ Reference Guide for more
information: Appendix G: "Radon" and
Appendix E: "Typical Indoor Air
Pollutants."
Re-circulation - Situation that occurs
when the air exhausted from a building is
immediately brought back into the system
through the air intake and other openings
in the building envelope.
Secondhand Smoke - See Appendix F:
"Secondhand Smoke" in the IAQ
Reference Guide for more information.
Stack Effect - The flow of air that results
from warm air rising, creating a positive
pressure area at the top of a building and
a negative pressure area at the bottom of a
building. In some cases the stack effect
may overpower the mechanical system
and disrupt ventilation and circulation in
a building.
Unit Ventilator - A single fan-coil unit
designed to satisfy tempering and
ventilation requirements for individual
rooms.
Ventilation Air - The total air, which is a
combination of the air brought inside
from outdoors and the air that is being
recirculated within the building.
Sometimes, however, used in reference
only to the air brought into the system
from the outdoors, which this document
defines as "outdoor air ventilation."
58
-------
59
-------
------- |