United States Office of Pollution EPA-745-B-99-01
Environmental Protection Prevention and Toxics www.epa.gov
Agency
OPPT Programs, Resources, and
Grant Opportunities for
Indian Tribes
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Office of Pollution Prevention and Toxics
OPPT S Mission and Programs 3
Grant Opportunities ...........................17
Pollution Prevention Incentives for States ..............19
Environmental Justice 23
Tribal Lands Environmental Science Scholarship Program........... 33
Environmental Education 37
PETE-DFE............................................................................................43
Lead-Based Paint Professionals ..............................47
EMPACT. 53
FOSTTA 59
Reference 63
Glossary of Terms and Acronyms 63
EPA Regions 65
Contacts & Resources 67
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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ission
Programs
EPA's Office of Pollution Prevention and Toxics is responsible for a wide range
of programs to prevent pollution and reduce risks from toxic chemicals and
waste. In the last few years, OPPT has committed to working in partnership
with Native American Tribes to foster effective communication and to establish
a tribal environmental program that promotes pollution prevention and pro-
tects the environment and human health in Indian country. This section pro-
vides a brief overview of OPPT s mission, activities, and tribal program.
OPPT S Mission
OPPT's programs have four goals:
1. Promote pollution prevention.
Preventing pollution should be the top priority in environmental protection, to
prevent harm before it occurs. OPPT promotes pollution prevention through
voluntary pollution reduction programs, partnerships with industry, providing
technical assistance, funding demonstration projects, and incorporating cost-
effective pollution prevention alternatives into regulations and other initiatives.
2. Promote safer chemicals.
OPPT actively promotes the use of safer chemicals and processes in all basic
operations of the industrial sector. All new chemicals introduced into commerce
must be evaluated by OPPT before they can be manufactured or imported into
this country. Through a combination of regulatory and voluntary efforts, OPPT
requires, motivates, or assists industry to test chemicals in advance of introduc-
ing them into the marketplace, design them at the molecular level to be less
toxic to humans and the environment, and reengineer chemical processes to
make them safer and less wasteful. Green Chemistry awards are given out each
year for chemical methods that reduce or eliminate the use or generation of
toxic substances during the design, manufacture, and use of chemical products
and processes. Refer to page 11 for list of 1999 Green Chemistry Challenge
Awards Recipients.
3. Promote risk reduction.
OPPT is a leader in the identification and reduction of risks from chemicals,
and works with states, tribes, local communities, industry, federal agencies and
other interested and concerned partners, including the international communi-
ty, to ensure improved health and safety for workers and better environmental
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Newsletters
OPPT publishes several newsletters of
potential interest to the tribal com-
munity. Chemicals in Our Community
reports regularly on OPPT programs
and the latest chemical program
issues. OPPT Tribal Mews is a quarter-
ly update that highlights OPPT activi-
ties of specific interest to tribes.
Pollution Prevention Mews covers pol-
lution prevention activities within EPA
and around the nation. Access the
newsletters on the Internet at
http://www.epa.gov/opptintr/
opptpub.htm or contact OPPT at
U.S. EPA (MC-7409), Washington, DC
20460.
protection. OPPT has developed aggressive programs to minimize exposure to
such highly toxic substances such as lead, asbestos, dioxin, and polychlorinated
biphenyls. OPPT is also working to reduce risk to those who are most vulnera-
ble to toxic pollution, such as children. A new area of testing and study is
endocrine disruptors, chemicals that can behave as hormones and disrupt
endocrine systems.
4. Promote public understanding of risks.
For individuals and communities to take responsibility for the integrity of their
environment, they must have access to information and data. OPPT is commit-
ted to providing understandable, accessible, and complete information 011
chemical risks to the broadest audience possible. OPPT runs the Toxics Release
Inventory (TRI) program, which provides annual reports from industry and
government on the amounts of toxic materials that enter the environment.
OPPT S Tribal Program
Over the last several years, OPPT has undertaken several new activities for
building a more effective partnership with Indian tribes in protecting and safe-
guarding the environment. The fundamentals of EPA's Indian Policy are
straightforward. EPA is firmly committed to working together with federally-rec-
ognized Indian tribes on a "government-to-government" basis in protecting the
environment in Indian country. To guide OPPT "s efforts with tribes, the office
formed a Committee on Native American Tribal Issues and designated Mary
Lauterbach as Tribal Coordinator (202-260-9563 or lauterbach.maiy@epa.gov).
One of the main avenues of tribal participation in OPPT activities is through
the Forum on State and Tribal Toxics Actions (FOSTTA). Created in 1991,
FOSTTA encourages state and tribal officials to cooperate in addressing toxics-
related issues and to improve communications and coordination among states,
tribes, and EPA. The group is organized into the FOSTTA Coordinating
Committee; four issue-specific projects: pollution prevention, chemical manage-
ment, Toxics Release Inventory, and lead; and two work groups on tribal affaire
and community-based environment. Last year, to increase Native American
participation in FOSTTA, a tribal representative was named Chair of the Tribal
Affairs Workgroup. Tribal officials also participate in FOSTTA's Pollution
Prevention Project and rotate participation in the Lead Project.
OPPT's own tribal program for 1998 was developed with the advice of other
EPA offices in consultation with tribal representatives from the EPA Regional
Offices, the American Indian Environmental Office, the National Indian
Workgroup, EPA's Tribal Operations Committee, FOSTTA, and various mem-
bers of Indian tribes.
A major focus of OPPT's 1998 tribal program is to create better ways to com-
municate OPPT's program and activities to tribes. This grants package is one
component of the communications effort. Another is the newsletter, OPPT
liihal News, which is published quarterly. OPPT's home page 011 the Internet
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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will offer an easy-to-access link to EPA tribal information on the Web. Other
major activities include grants funding (see section on Grants below); training
of OPPT managers and staff 011 working effectively with tribal governments;
training of tribal environmental program managers to support key OPPT pro-
grams; and a brochure 011 childhood lead poisoning prevention developed for a
Native American audience.
OPPT's FY 1999 Tribal Program will focus on increasing tribal and indigenous
peoples' awareness of OPPT programs, increasing tribal capacity, and promot-
ing environmental education and outreach efforts with tribes. Tribal input will
be sought before the program is finalized.
OPPT is interested in obtaining feedback from tribal organizations and Indian
tribes on OPPT's tribal efforts and other programs of interest. OPPT is looking
forward to working together With tribal governments and indigenous peoples to
bring about a clean and heal thy environment into the next millennium.
Other OPPT Programs
Asbestos
The use of asbestos for insulation may have seemed like a good idea at the
time, but we know now how harmful exposure to asbestos can be. Asbestos
removal projects in schools and public and commercial buildings are subject to
federal regulation by the Occupational Safety and Health Administration
(OSHA), OPPT, and EPA's Office of Air and Radiation. OPPT requires schools
to inspect their buildings for asbestos, prepare management plans, and ensure
that asbestos abatement projects are conducted by properly trained and accred-
ited contractors. OPPT's Asbestos Model Accreditation Plan (MAP) sets forth
standards for the training and accreditation. OPPT is currently working on
amendments to the MAP rule to bring it in line with OSHA's construction
standard for asbestos. At a conference in 1997, EPA discussed the amendments
with 40 state representatives. For more information, contact Cindy Fournier at
202-260-1537.
Community-Based
Environmental Protection
Community based environmental protection (JpBBP) is a new way of doing
business at EPA which considers long-term ecosystem and public health
issues, and highlights the positive correlation between economic prosperity
and environmental well-being. CBfiP is a philosophy rather than a separate
program, in which EPA's role is primarily one of facilitating states and com-
munities in bringing local environmental activities to fruition.
Video for Asbestos
School Coordinators
What 5 the best way to protect chil-
dren from asbestos exposure during
asbestos removal from schools? EPA
has found that good work practices
depend on the knowledge and dedica-
tion of the asbestos management
coordinator. EPA Region 10 has devel-
oped a 19-minute video to help school
asbestos coordinators understand
their responsibilities, comply with
federal requirements, and protect the
health of school occupants. Designed
to be used in conjunction with the
manual, How to Manage Asbestos in
School Buildings: AHERA Designated
Person $ Self Study Guide (1996), the
video is available through the TSCA
Hotline, the National Technical
Information Service, and EPA 5 Public
Information Center. For more informa-
tion, contact Jayne Carlin at 206-553-
4762.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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CBEP Case Study:
Ecosystem Management
Plan for the Coeur
D Alene River
The Coeur dAlene River Watershed
(Idaho) project is an example of the
CBEP philosophy. Over the years, min
ing and ore processing companies dis-
charged approximately 65 million
metric tons of trace element-enriched
tailings into the South Fork of Coeur
dAlene River. These toxic discharges
represent significant risks to human
health, as well as to land and water
resources in the area.
Using a community-based approach,
EPA is working with stakeholders and
partners to develop a comprehensive
Ecosystem Management Plan that will
help guide environmental manage-
ment activities in the basin. Progress
will be measured by looking at such
indicators as trends in blood levels,
number of waterbodies assessed as
supporting healthy aquatic ecosys-
tems, and compliance by operating
mine sites with an approved
Operation and Maintenance Plan. In
addition, there will be periodic sur-
veys measuring users 'satisfaction lev-
els with the quality and quantity of
environmental monitoring information
for the basin.
In combating environmental pollution, the CBEP approach is to identify the
problem, help set priorities, and discuss plausible solutions through an open,
inclusive process driven by local communities. In this approach, a community
or place is a geographic area defined by an environmental issue, the interested
and affected people, and the natural landscape around which the issue is
developed. Most CBEP projects have the following elements in common:
• A definable geographic area
• Collaborative partnerships with many stakeholders
• Environmental assessments of a place as a whole
• An emphasis on economic and social sustainability
• A creative mix of public and private, regulatory and nonregulatoiy actions
Consumer Labeling Initiative
As a consumer, do you check the product label before using pesticides, cleaners,
and other household products? Most consumers don t, and at least part of the
reason is that the information on the label can be quite difficult to understand.
OPPT's Consumer Labeling Initiative is intended to foster pollution prevention,
empower consumers, and improve consumer understanding of safety, environ-
mental, and health information on household consumer product labels. The ini-
tiative is being conducted in partnership with local, state, and federal agencies,
in addition to manufacturers of consumer products, trade associations, public
interest groups, and market research experts.
The first focus of attention has been on indoor insecticides, outdoor pesticides,
and household hard surface cleaners, including antimicrobials floor, basins, tub,
and tile products. Label improvements for pesticide product have included
using common names of ingredients instead of technical names; putting toll -
free emergency telephone numbers on all pesticide product labels; and replac-
ing current language with commonly-understood terms.
To better understand how consumers use label information, OPPT has under-
taken additional studies. Industry partners have also launched a major con-
sumer research program. For more information, contact Mary Dominiak at
202-260-7768 or Eun-Sook Goidel at 202-260-3296.
Design for the Environment
The Design for the Environment (DIE) Program helps industry make more
informed environmental decisions about the use of alternative chemicals,
processes, and technologies to prevent pollution. The DfE program works
through voluntary partnerships with industry, professional organizations, state
and local governments, other federal agencies, and the public.
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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CBEP Resources
The following EPA publications are available from the National Center for
Environmental Publications & Information, 800-490-9198.
People, Places, and Partnerships, A CBEP Progress Report, EPA-100
R-97-003, May 1997.
Environmental Protection: A Resource Book for Protecting
Ecosystems and Communities, EPA-230 B-96-003, September 1997.
This is a resource book for communities that are initiating their own local
environmental protection efforts. It explains how CBEP works, and offers
examples and references. The resource book may also be downloaded from
the CBEP home page.
Community Cultural Profiling Guide: This document is designed to
help develop a sophisticated understanding of the social dynamics involved
in community-based efforts. The Guide outlines a flexible step-by-step
process for building a Community Cultural Profile by identifying local val-
ues, beliefs, and behaviors as they relate to community life and the sur-
rounding natural environment. The Guide also describes methods for col-
lecting needed information, such as surveys and polls, focus groups, inter-
views, census and economic data investigation, idea mapping, and content
analysis. The document includes easy-to-use worksheets and a case study.
For more information, contact: Theresa Trainor, tel: 202-260-3009, fax:
202-260-9960, email: trainor.theresa@epamail.epa.gov/.
Act Locally: A listing of tools to help communities learn more about toxi-
cs and pesticides issues, resolve problems relating to toxics or pesticides,
and find additional resources. Act Locally can be found on the Web at
http://wwwepa.gov/opptintr/cbep/actlocal/. A printed version will also be
available at a later date. Act Locally is a catalogue of analytical tools, hot-
lines, clearinghouses, databases and software programs, guidelines and
other publications, initiatives, partnerships, training, funding activities and
program information. These resources can assist communities in learning
about potential chemical risks, and can be used to develop strategies to
mitigate those risks and help improve the local environment.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Community College Partnership
The DfE Program has joined forces with the Partnership for Environmental
Technology Education (PETE) to form the DfE-PETE Alliance. PETE is a non-
profit organization established to promote environmental technology education
through curriculum development and professional development training for
environmental educators. The DfE-PETE alliance incorporates DfE and P2
information into the curricula of 650 community and technical colleges nation-
wide.
In the first year of partnership, PETE developed several important pollution
prevention (P2) curriculum materials including a Guide to P2 Internet
Resources, a P2 credit course, and a P2 Guide for the Auto Repair Industry.
PETE also sponsored dynamic training programs and networks for two P2-in-
Chemistiy courses for chemistry instructors promoting new approaches in the
use and disposal of chemicals in the classroom and laboratory.
PETE Initiative with Tribal Colleges
Tribal colleges across the country are important members of the PETE network.
In conjunction with its Regional Instructors Conferences, PETE has held several
Tribal College Workshops, devoted to fostering communications among partici-
pants. Over 40 faculty and administrators representing 18 tribal colleges
attended the first Tribal Colleges Workshop held in Jackson Hole, Wyoming.
Workshop participants expressed two important needs: (1) faculty exchanges
and mentoring opportunities among non-tribal and tribal colleges, and (2) the
incorporation of tribal/cultural values and traditions in both existing and new
environmental technology education.
A second workshop was held this past spring in Santa Fe, New Mexico. This
workshop further explored the technology and education barriers faced by tribal
colleges and how to overcome obstacles to high-quality environmental educa-
tion.
To continue the dialogue which began at the Jackson Hole and Santa Fe confer-
ences, PETE is working with representatives of the tribal colleges to identify
needs and capabilities of the colleges and to provide both P2 and other techni-
cal training opportunities. PETE is also sponsored a Tribal Forum last summer
with the goal of developing a plan to add "tribal perspectives" to environmental
curricula. The proceedings from these events layed the groundwork for a larger
joint workshop this summer sponsored by PETE and Montana State University.
For more information about PETE, DfE, or tribal college activities, contact
Dave Boon, PETE, at 303-404-5259 (fr_dave@cccs.cccoes.edu) or Maria
Hendrickson, EPA, at 202-260-8301 (hendrickson,marla.carol@epa.gov).
Endocrine Disruptors
The endocrine system is a vital part of the human body that regulates numer-
ous functions through hormones. Scientists have discovered that fish, mammals,
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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birds, reptiles, and invertebrates also depend on complex hormonal actions to
control an even wider range of life functions. These organisms manage their
reproductive, growth, and developmental processes with hormones that specify
biological changes at extraordinarily low threshold levels.
Recently, concerns have emerged that some chemicals in the environment
behave like hormones and can disrupt normal endocrine functions, seriously
altering the reproductive and developmental systems in wildlife and possibly
humans. Studies have shown diminished fertility in fish living near a pulp and
paper treatment plant, for example. Even naturally-occurring substances can
pose a threat to the endocrine system if they are imbalanced in nature. For
example, natural estrogens resulting from sewage effluent can lead to increased
feminization of fish in nearby waters.
A great deal of research and discussion is now underway within the scientific
community regarding the adverse impacts of these chemicals. Children and
fetuses may be at particular risk, but additional research is needed to determine
the extent of the risk and to identify the specific chemicals that pose a problem.
For example, although the association is still only speculative, researchers have
found elevated rates of hyperactivity and learning disorders among children
whose diet largely consists of fish taken from the contaminated Great Lakes.
To address the issue of endocrine disrupters, EPA established an Endocrine
Disruptor Screening and Testing Advisory Committee (EDSTAC) in October
1996. This committee is responsible for providing recommendations for an
endocrine disrupter screening and testing strategy in accordance with the
endocrine testing mandate of the Federal Food Quality Protection Act. In its
deliberations, EDSTAC has been considering human health and ecological
effects; estrogenic, androgenic, anti-estrogenic, anti-androgenic and thyroid
effects; and pesticides, industrial chemicals, and important mixtures in its delib-
erations. For more information, contact Gary Timm at 202 -260-1859 or
Anthony Maciorowski at 202-260-3048.
Green Chemistry
Green chemistry is chemistry designed to reduce or eliminate the use of haz-
ardous substances. The Green Chemistry Program fosters chemical methods
that reduce or eliminate the generation of toxic substances during the design,
manufacture, and use of chemical products and processes. The program also
supports basic research in environmentally benign chemistry and numerous
other educational activities.
To encourage chemists to become more environmentally aware and involved, a
Green Chemistry Challenge was organized in 1995, in partnership with indus-
try and scientific and technical associations including the American Cancer
Society, the Council for Chemical Research, and the National Research Council.
Green Chemistry Challenge awards provide national recognition for the incor-
poration of green chemistry principles into chemical design, manufacture, and
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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* Lab Accreditation: OPPT maintains a National Lead Laboratory
Accreditation Program to assure homeowners that laboratory analyses of lead
samples are conducted properly. In FY 1998, the program recognized two
additional laboratories, increasing the total number of accredited lead labora-
tories to 129.
• New Training Materials. In 1997, EPA and HUD developed a new training
program entitled, Lead-Safe Practices for Building Maintenance Staff. Designed
for apartment building supervisors and workers, the program provides
instruction in work practices and techniques that can be used to prevent lead
hazards when conducting maintenance work in multi-unit rental properties.
Program materials are in an interactive learning format, with video instruc-
tion and tools for training workers onsite.
Little Moccasins
A lead poisoning prevention manual
for tribal day cares and families (also
available in CD-ROM and video), pub-
lished by the Houlton Band of
Maliseet Indians. The manual explains
screening, healthful diet, and basic
preventive steps. Includes songs,
recipes, and day care activities. To
order, contact: Jim Bryson, Lead
Coordinator, U.S. EPA Region 1, JFK
Building, One Congress St., Boston,
MA 02203 (617-565-3836).
Mercury
High levels of mercury in water are another cause for concern. Mercury is a
neuro toxin that enters the body mainly a result of fish consumption. It is espe-
cially dangerous to women of childbearing age.
To help address the problem of mercury, EPA has established a Mercury Task
Force, chaired by OPPTS, Region 5, and the Office of Water, which enables
programs throughout EPA to share information and promote mercury risk
management strategies. The task force has created a forum for information
exchange and raised awareness that a multi-media approach is necessary to
combat this problem. It is also investigating the use of protective mercury sta-
bilization technologies to deal with highly concentrated mercury wastes. For
more information, contact Karen Maher at 202-260-3894.
In addition to its active participation in the Mercury Task Force, OPPT is
involved in international efforts to control mercuiy, including implementation
of a North American Regional Action Plan (NARAP) on mercury. OPPT is
assisting the Mexican government in developing a national monitoring program
for mercury and other heavy metals to help prevent or minimize further releases
of these metals into the environment. A pilot monitoring project at a mine tail-
ings site in Zacatecas, Mexico, will serve as a template for the national monitor-
ing program. For more information, contact Greg Susanke at 202-260-3547.
PBTs
Persistent, bioaccumulative toxics (PBTs) are chemicals that persist in the envi-
ronment over long periods of time, build up in food chains, and are highly toxic
to humans, animals, and plants. Some PBTs, most notably dioxins, can be
harmful even in very small amounts. PBTs are released as a result of certain
industrial and combustion processes and have spread all over the world. They
can be found in the air, soil, and large bodies of water including the Great
Lakes and oceans.
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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In 1997, OPPT assembled an EPA-wide initiative to reduce PBTs in the envi-
ronment. The initiative is making use of a full range of EPA tools- internation-
al efforts, regulations, outreach programs, compliance monitoring and enforce-
ment, and voluntary partnerships. The initiative is designed to prevent new
PBTs from entering, or phased-out uses of PBTs from re-entering, the market.
International activities, actions in the Great Waters (Great Lakes, Chesapeake
Bay, Gulf of Mexico, and National Estuaries), and developing action plans for
priority PBTs are the initial focal points of the initiative.
As part of its fight to reduce the proliferation of PBTs, OPPT has embarked on
several actions to address PBTs within its own programs. These include:
• Developing a PBT category in the New Chemicals program
• Developing a rule to require companies to test PBTs for health effects
• Developing a "new use" rule for dead PBT chemicals (PBTs that are no
longer produced or used in this country but are still present in the environ
ment)
• Identifying PBTs listed on the Toxics Release Inventory (TRI).
TRI includes information on several PBT chemicals such as chlordane, lindane,
mercury compounds, benzopyrene, and PCBs. Since current reporting thresh-
olds for TRI are too high to capture releases of PBT chemicals, EPA is consider-
ing lowering the reporting thresholds for all TRI-listed PBTs. EPA will also be
adding other PBTs to TRI (see section on TRI on the following page). For more
information, contact Dan Bushman at 202-260-3882.
PCBs
PCBs (polychlorinated biphenyls) are mixtures of certain types of synthetic
organic chemicals which are no longer allowed to be manufactured in the
United States because of the health risks they pose. Because PCBs are non-
flammable, chemically stable, and highly insulating, they were used in hun-
dreds of industrial and commercial applications including electrical, heat trans-
fer, and hydraulic equipment, and as plasticizers and pigments. More than 1.5
billion pounds of PCBs were manufactured in the United States before produc-
tion was stopped in 1977. PCBs continue to be a problem due to leaks and
spills from light fixtures, transformers, and other equipment.
The problem with PCBs is that they greatly affect human health and don't go
away. Significant ecological and human health effects are associated witii PCBs,
including cancer-causing potential, neurotoxicity, reproductive and develop-
mental toxicity, immune system suppression, liver damage, skin irritation, and
endocrine disruption. Even worse, PCBs do not readily break down in the envi-
ronment. Instead, they are taken up by microorganisms, and then biologically
accumulate in the food chain at high levels.
OPPT works on various facets of the PCB problem. OPPT maintains a list of
commercially permitted PCB disposal companies and storage facilities. OPPT
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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recently issued new disposal regulations after the first comprehensive review of PCB
disposal requirements in 19 years. On the international front, OPPT is involved in a
coordinated PCB Regional Action Plan for North America which brings together the
environmental ministers of Canada, Mexico and the United States to seek the virtual
elimination of PCBs in the environment. For more information, contact Peter Gimlin
at 202-260-3972 or Tony Baney at 202-260-3933.
TRI Information Kit
The TRI Information Kit explains basic
information, such as:
• What is TRI?
• Who uses TRI?
• How does TRI affect me?
• Where do I get TRI infoimation?
• Where do I find TRI resources in my
community?
An updated version of the kit is avail-
able from the National Center for
Environmental Publications and
Information at 1 800 490-9198, ref-
erence document number EPA #749-
K 98 001.
TRI and Community Right-To-Know
The Toxics Release inventory, maintained by OPPT, is possibly the most power-
ful tool available at EPA for giving information to the public about chemicals
being released into the environment. TRI provides information about 640
chemicals released by 22,000 industrial facilities across the nation. TRI is now
the largest, most comprehensive public information program of its kind.
Armed with TRI information, communities know what toxic chemicals are pre-
sent in their neighborhoods, and facility managers can identify opportunities for
source reduction and compare their progress to other facilities around the coun-
try. TRI was established by the Emergency Planning and Community Right-to-
Know Act of 1986 which promotes planning for chemical emergencies and the
public's right to know about toxic and hazardous chemicals in their communi-
ties. Over the years, TRI has evolved into one of the most widely-used and
action-motivating information resources in the environmental arena, even serv-
ing as a model for similar programs in other countries.
In order to provide more information to the public about industrial releases of
toxic chemicals, the Clinton Administration expanded EPA's Toxic Chemical
Right-to-Know Program in 1997. Seven new industry sectors were required to
begin reporting their releases of TRI chemicals by July 1999. These industries
are: metal mining, coal mining, electric utilities which combust coal and/or oil,
solvent recyclers, hazardous waste treatment and disposal facilities, chemical
distributors, and petroleum bulk plants. With the addition of these sectors, the
number of facilities reporting to the TRI program will increase approximately
30 percent.
Facilities report the following TRI information annually to EPA and the state in
which they are located: the amounts of each listed chemical released to the
environment at the facility; amounts of each chemical shipped off-site for recy-
cling, energy recovery, treatment, or disposal; amounts of each chemical recy-
cled, burned for energy recovery, or treated at the facility; maximum amount of
the chemical present on-site at the facility during the year and projections of
toxics releases in future years. For more information on TRI, contact Maria Doa
at 202-260-9592.
OPPT has developed numerous publications and Internet resources for easy
access to TRI data. Starting next year, OPPT plans to make available tribal
TRI reports in a format similar to state TRI reports. The 1997 TRI data and
related information are available on the Internet at http://www.epa.gov/opptin-
tr/tri. To obtain a hard copy of TRI Public Data Release, call 1-800-490-9198.
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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New Community
Right-to-Know Initiatives
In April 1998, Vice President Gore announced a major expansion of EPA's
community right-to-know program, focusing on widely-used chemicals to
which people, especially children, may be exposed. The Chemical Right-
to Know Initiative will expand TRI to address:
• Widely-used chemicals: Of the 3,000 chemicals most widely used in
the United States, only 7 percent have full data on health effects. The
Vice President challenged industry to come forward with complete test
data for all these chemicals. (The Chemical Hazard Data Availability
Study is available on the Internet at http://www.epa.gov/opptintr/chemtest.)
For more information, contact Ken Moss at 202-260-3395.
• Children is health: EPA has just completed a study that shows that
only 25% of chemicals contained in consumer products have been sub-
ject to the most basic testing to determine if they pose health problems.
Just over half of the hazardous chemicals listed on TRI have been tested
for health effects. Furthermore, because children are especially vulnera-
ble to toxic exposures, more exhaustive testing is needed to understand
the risks of these chemicals. OPPT will be pursuing new rules to guar-
antee that the chemicals children are most likely to be exposed to are
tested, and that the results are made available to parents and communi-
ties. For more information, contact Catherine Roman at 202-260-8155.
• Persistent chemicals that accumulate in body tissue: A group of
highly toxic chemicals known as PBTs (persistent bioaccumulative toxi-
cs) are unique in that they are not readily destroyed or converted to
other, less toxic chemicals in the environment, and they tend to build
up in human bodies, as well as in fish, animals, and plants. In addition
to the PBTs that already appear on the TRI list of reportable chemicals
(lead, mercury, PCBs), EPA will be adding other PBTs (such as dioxins
and octochlorostyrene) at lower threshold levels to include more releases
of concern to the public. For more information, contact Steve Newburg-
Rinn at 202-260-3381.
TRI Education Product
OPPT and the National Science
Teachers Association have created an
educational product for science and
social studies teachers using the large
TRI database as an educational tool.
The product includes a teachers guide,
the TRI database on CD-ROM, a manu-
al for students on working with data,
and other information. To obtain a
copy of the materials, contact OPPT at
202-260-3810.
TRI Public Data Release
Beginning in 1989 and every year
thereafter, EPA has published a CD-
ROM containing the Toxics Release
Inventory. The CD-ROM provides TRI
database information in a format that
allows for searching on many fields
(e.g., by chemical, company, kind of
release, or zip code) across multiple
years of data. The CD-ROM also pro-
vides a wealth of other TRI informa-
tion, including a tutorial, TRI State
Fact Sheets, TRI Data Release Book,
TRI Reporting Form, and Chemical
Fact Sheets. Current circulation of the
TRI CD-ROM is over 4,000, including
libraries, universities, and public
interest groups. The CD-ROM can be
ordered from the National Technical
Information Service (NTIS),
Department of Commerce, Springfield,
VA 22161 (800) 553-6847), PB
97502587 ($45), TRI CD-ROM
1987-1995.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
15
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
-------
Introduction
By definition, pollution prevention
(or p| conserves natural resources and
prevents harmful and hazardous wastes
from contaminating our environment.
In an effort to protect and improve public health and the environment, the
Unites States Environmental Protection Agency (U.S. EPA) is teaming with
state and tribal governments, industry, local environmental agencies, and public
interest groups to promote environmental safety, effective pollutants and haz-
ardous wastes management practices, and pollution prevention technologies in our
country.
Specifically, EPA's Office of Pollution Prevention and Toxics (OPPT) is commit-
ted to ensuring environmental and human health welfare by promoting, sup-
porting, and rewarding pollution prevention practices and advancing the
understanding and application of pollution prevention principles in our society.
OPPT places special focus on providing support and resources to tribal lands.
Before 1992, there were practically no
official pollution prevention activities
conducted in tribal lands, and states
mainly controlled the environmental
affairs of tribal communities. In addi-
tion, tribal lands rarely had sufficient
financial and staff support to promote
and develop pollution prevention pro-
grams within their communities. EPA,
state pollution prevention program
coordinates, and tribal leaders are now
working together under the direction of OPPT to accomplish the following:
• Build communication links between EPA, states, and tribes
• Develop networks among the tribes
• Provide financial support through grants and scholarships for projects and
activities advancing pollution prevention.
This document summarizes the following grant and scholarship programs
administered by OPPT, as well as other EPA offices, that provide financial sup-
port for pollution prevention activities in tribal communities:
• Pollution Prevention Incentives for States (PPIS) Grant Program
• Environmental Justice Pollution Prevention (EJP2) Grant Program
• Environmental Justice Small Grants Program
• Tribal Lands Environmental Science Scholarship Program
• Environmental Education Grants Program
• Patrnership for Environmental Technology Education (PETE) and Design for
the Environment (DIE)
• Cooperative Agreement to Develop and Cariy Out Authorized State
Training, Accreditation, and Certification Programs for Lead-Based Paint
Professionals
• Environmental Monitoring for Public Access and Community Tracking
(EMPACT) Grant Program
Pollution Prevention
Principles
• Pollution must be prevented or
reduced at the source whenever
feasible
• Pollution which cannot be prevent-
ed should be recycled in an envi-
ronmentally safe manner
• Pollution which cannot be prevent-
ed or recycled should be treated
chemically or mechanically in an
environmentally safe manner
• Disposal or other releases into the
environment should be employed as
a last resort in an environmentally
safe manner
• Employ procedures or processes
that increase efficiency in the use
of raw materials, energy, water, or
other sources; and protect natural
resources by conservation.
n|
The U.S. Environmental Protection Agency $ Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
17
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• Forum on State and Tribal Toxics Action (FOSTTA).
Within the program descriptions, background information, case study sum
maries, pertinent application criteria, and helpful contacts are provided.
Because program scheduling, proposal deadlines, and funding vaiy each fiscal
year, only general application information is provided in this document. Year-
specific deadlines, available funding, awards granted, and updated program
addresses, phone numbers, and contacts will be included in OPPT's quarterly
tribal newsletter.
Appendices included in this summary document contain an additional listing of
information sources, having knowledge of tribal programs aimed at promoting
pollution prevention; a glossary of acronyms and terms, which are defined with-
in this text; and a U.S. map outlining states included in each EPA Region.
18
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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Pollution Prevention
Incentives for States (PPIS)
Grant Program
The Pollution Prevention Incentives for States (PPIS) Grant Program provides
matching funds to states and tribes to support pollution prevention activities and
the development of state and tribal environmental programs.
Quick Facts
What type of program is it? Matching grant program
What's the purpose? Promote pollution prevention through technical
assistance and training, outreach and education, regulatory integration,
demonstration (or pilot) projects, and awards recognition
Who fc eligible? Federally-recognized Indian tribes, state government
agencies, state universities, the District of Columbia, and U.S. territories
How much funding is available? Funding may vaiy and is subject to
availability each fiscal year; approximately $5 million will be available for
FY 1999
What do I need to submit? Proposal and other application materials;
detailed information can be obtained from listed contacts
Background
The concept of pollution prevention has been a primary focus of environmental-
ists and EPA for nearly twenty years. Because they have specific information on
pertinent environmental issues needing to be addressed within their own com-
munities, EPA encourages states and tribal communities and their leaders to play
a primary role in working with industry, local governments, and the public in
obtaining pollution prevention goals. As a result, in 1989 EPA established the
Pollution Prevention Incentives for States Grant Program with goals of:
• Building pollution prevention capabilities within state, local, and tribal gov-
ernments
• Testing innovative pollution prevention approaches and methodologies
• Fostering coordination and exchange of information between federal agencies,
tribes, state and local governments, and the private sector
Case Study: Swinomish
Indian Community: Small
Community Project
In fiscal year 1997, the Swinomish
Indian Community requested funds to
develop a pollution prevention plan in
hopes of protecting its marina.
Through the development of a water
quality monitoring program, a fish-
eries habitat management program,
and a water quality protection plan,
the Swinomish community provided
environmental protection to its land
and marina. Funds totaling $20,000
were used for a septic system, garbage
management practices, hazardous
waste reduction and spill responsive-
ness, and development of education
materials and an operational manual
for employees and users of the marina.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
19
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Case Study: Three Affiliated
Tribes, Fort Berthold Indian
Reservation
Three affiliated tribes of the Fort
Berthold Indian Reservation received
a grant award of $45,565 in fiscal
year 1996. Through heightened educa-
tion and involvement, this group
stressed the reduction of current and
future amounts of wastes generated in
their community. Their pollution pre-
vention program presented seminars
to reservation schools, providing
hands-on instruction to both students
and teachers. In addition, the project
focused on developing alternative cur-
riculums in science in order to gener-
ate innovative ideas. PPIS funds also
supported the implementation of a
college-level environmental program
and additional waste reduction methods.
• Targeting high-risk environmen-
tal problems in sectors that are
traditionally addressed by EPA,
such as agriculture, energy, and
transportation
• Leveraging EPA resources
through seed money and well-
targeted grants.
Through the PPIS program, matching funds have been provided for:
• Technical assistance aimed at helping industry identify pollution prevention
opportunities. Many programs have offered free, confidential, non-regulatory,
on-site pollution and waste assessments; telephone assistance over a hotline;
or referral to industry-specific publications.
• Outreach and education targeted towards industry, consumers, and schools.
Project activities have included developing industry-specific fact sheets,
videos, or curricula; providing an information/publication clearinghouse on
pollution prevention; and organizing conferences and presentations.
• Technical training in source reduction techniques for businesses, students,
and government officials.
• Regulatory integration of pollution prevention into all environmental regu-
lations to minimize the transfer of pollutants from one environmental medi-
um (i.e., air, land, or water) to another.
• Legislation and infrastructure ensuring long- term state or tribal support
for pollution prevention activities.
• Demonstration projects testing innovative pollution prevention approaches
and methodologies.
• Awards and recognition of companies for voluntary pollution prevention
activities and achievements.
Matching funds (federal matching
funds) are monies requested from a
federal agency that require a
matching (or equal, unless specified
otherwise) contribution from the
prospective awardee.
Funding Received
Approximately $54 million has been awarded to PPIS since 1989. Twenty-two
tribal projects have received a collective total of over $1 million from the PPIS
grant program. In fiscal year 1995, three tribes received a total of $67,844.
During fiscal years 1996 and 1997, a total of $85,000 was awarded to three
tribes. In fiscal year 1998, three tribes received a total of $48,670.
Approximately $5 million will be available for fiscal year 1999 funding.
Application Requirements and
information
Eligibility
Federally-recognized Indian tribes, state agencies, state universities, the District of
Columbia, and U.S. territories are eligible to apply.
20
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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Local governments, private universities, private non-profit organizations, and indi-
viduals may not receive grant funds. By teaming or partnering with other eligible
state or tribal programs, local governments and private groups can receive funding.
Evaluation Criteria
Eligible proposals must meet the national criteria by discussing each of the following:
• How does the proposal meet the requirements set forth in each criteria?
• What tasks are to be accomplished to meet the criterion?
• What are the resulting deliverables from completing the above tasks?
The Application Packet
Applications and proposals should include proposed objectives or plans address-
ing state or tribal pollution prevention capabilities; cross-media transfer of pol-
lutants; state or tribal community pollution prevention goals and/or needs;
integration with other state, tribal, or federal programs; measures of success;
and long-term funding mechanisms.
Application Submission
Requests for proposals and applications are typically published in the Federal
Register in October of each year. Refer to Appendix A for instructions on
obtaining copies of Federal Register Notices. Because application procedures
and schedules are determined by each EPA Region, Regional PPIS Coordinators
listed on the following page should be contacted for questions or requests
regarding applications, deadlines, and other program information. Also, consult
the regional PPIS coordinator about forms and certificates that need to be
included in the application packet.
Contact Information
To obtain more information regarding PPIS, application requirements, and
related programs, please refer to the PPIS home page at
http://www.epa.gov/p2/ppis.htm or contact Regional EPA offices. Addresses
and phone numbers are listed below:
Mark Mahoney
Pollution Prevention Coordinator
U.S. EPA Region 1
JFK Federal Building/SPN
Room 203
Boston, Massachusetts 02203
(617) 918 1842
Evans Stamataky
Pollution Prevention Coordinator
U.S. EPA Region 2 (2-OPM PPI)
290 Broadway, 25th Floor
New York, New York 10007 1866
(212) 637 3742
Jeff Burke
Pollution Prevention Coordinator
U.S. EPA Region 3
1650 Arch Street
Philadelphia, Pennsylvania 19103
(215) 814-2761
Bernie Flayes
Pollution Prevention Coordinator
U.S. EPA Region 4
Atlanta Federal Center
61 Forsyth Steet, SW
Atlanta, Georgia 30303
(404) 562 9430
1998 PPIS National Criteria
• Promote partnering among environ-
mental and business assistance
providers. PPIS applicants must pro-
vide documentation showing they
have entered into partnership agree-
ment with one or more environmen-
tal or business assistance providers
in their state.
¦ Advance state and tribal environ-
mental goals. PPIS applicants must
demonstrate how pollution preven-
tion activities will advance state and
tribal environmental goals,
¦ Promote accomplishments within
states' and tribes' environmental
programs. PPIS applicants must
include a list of activities that will
ensure communication and feedback
to regulatory and other environmen-
tal programs of accomplishments in
advancing multi-media environmen
tal protection.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
21
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Phil Kaplan
Linda Walters
Pollution Prevention Coordinator
Pollution Prevention Coordinator
U.S. EPA Region 5 (DRP 8J)
U.S. EPA Region 8 (8P2-P2)
77 West Jackson Boulevard
999 18th Street, Suite 500
Chicago, Illinois 60604-3590
Denver, Colorado 80202 2405
(312) 353-4669
(303) 312-6385
Eli Martinez
Bill Wilson
Pollution Prevention Coordinator
Pollution Prevention Coordinator
U. S. EPA Region 6 (6EN-XP)
U.S. EPA Region 9 (WST-1-1)
Case Study: Houlton Band
1445 Ross Avenue
75 Hawthorne Street
12th Floor, Suite 1200
San Francisco, California 94105
of Maliseet (HBMI)
Dallas, Texas 75202
(415) 744-2192
(214) 655-2119
In fiscal year 1995, the Houlton Band
of Maliseet Indians (HBMI) received
Marc Matthews
Carolyn Gangmark
$20,000 to (1) develop non-point
Pollution Prevention Coordinator
Pollution Prevention Coordinator
source pollution prevention activities;
U.S. EPA Region 7 (ARTD/TSPP)
U.S. EPA Region 10
(2) increase the awareness and under-
726 Minnesota Avenue
1200 Sixth Avenue
Kansas City, Kansas 66101
Seattle, Washington 98101
standing of pollution prevention prac-
(913) 551-7517
(206) 553-4072
tices for environmental management;
and (3) identify ways to mitigate
indoor air pollutants. HBMI sponsored
training sessions regarding best man-
agement practices to prevent erosion
and stormwatei runoff from road
maintenance activities, and investi-
gated the feasibility of using organic
soil amendments to reduce erosion
and decrease nutrient leaching. HBMI
also supported the attendance of per-
sonnel to the first National Tribal
Pollution Prevention Conference and
provided indoor air quality training
to housing improvement directors.
22
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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Environmental Justice
Pollution Prevention (EJP2)
Grant Program
The Environmental Justice Pollution Prevention (EJP2) Grant Program pro-
vides financial assistance to state and local governments, federally-recognized
Indian tribes, non-profit environmental organizations, and academic institutions
for projects that address environmental justice and use pollution prevention as the
solution to environmental issues, rather than traditional pollution control tech-
niques.
Quick Facts
What type of program is it? Grant program
Wliat s the purpose? Fund projects addressing environmental justice
using pollution prevention
Who S eligible? Federally-recognized Indian tribes, state and local govern-
ments, non-profit environmental organizations, and academic institutions
How much funding is available? Up to $100,000 for regional projects
or national projects
What do I need to submit? Proposal, budget information, certification
forms, resumes, and standard forms for federal grant assistance
Background
The Environmental Justice Pollution Prevention (EJP2) grant program has been
in existence since 1995. This grant program was designed to fund projects
which have a direct impact on affected communities and encourage innovative use
of pollution prevention to address
environmental justice issues.
Projects funded by this grant pro-
gram include public education,
training, seminars, research and
investigations, surveys, public-pri-
vate partnerships, and approaches
to develop, evaluate, and demon-
strate non-regulatory strategies
and technologies. Through the
Affected communities are individ-
uals or groups of individuals who
are subject to an actual or potential
health, economic, or environmental
threat arising from pollution
sources.
Environmental justice may be
defined as the fair treatment of peo-
ple of all races, cultures, and incomes
with respect to the development,
implementation, and enforcement of
environmental laws, regulations, pro-
grams, and policies. Fair treatment
means that no racial, ethnic, or
socioeconomic group should bear a
disproportionate share of the negative
environmental consequences resulting
from industrial, commercial, and
municipal operations and from the
execution of federal, state, local, or
tribal programs and policies.
Tf
%
%
«
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
23
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program, EPA strongly encourages cooperative efforts among communities,
businesses, industry, and government agencies to address common pollution
prevention goals.
Case Study: Apache Tribe of
Oklahoma P2 Program
The Apache Tribe of Oklahoma
received a grant award of $14,106 in
fiscai year 1998 for their pollution
prevention program. The award will
be used to develop a Comprehensive
Environmental Education Program
within the local Indian and non-
Indian communities located in the
Caddo, Kiowa, and Comanche counties.
The Apache tribe plans to use staff
and volunteers to provide the rural
Indian communities with training and
education opportunities on imple-
menting cost-effective pollution pre-
vention principles. This program will
use grant money to develop (1) a
library of pollution prevention educa-
tional resources that volunteers and
staff can use for community instruc-
tion, (2) provide training to volun-
teers and staff on the use of existing
resources, (3) hold workshops for
communities to promote pollution
prevention, and (4) develop pollution
prevention resources for volunteer use
in community meetings.
Awards Received
In fiscal year 1995, $4.2 million was made available to this grant program; six
tribes received a total of $351,700. Eight tribes received a total of $598,712 of
awarded funds in fiscal year 1997. For fiscal year 1998, EPA awarded as much
as $4 million in grant funds to eligible organizations. Over the past four years,
EPA has awarded over $14 million to 176 grant projects through the EJP2 pro-
gram. Approximately $750,000 will be available in fiscal year 1999.
Grant funds supported the following types of environmental projects during
the 1995-1998 funding cycles.
• Demonstration Projects were conducted in support of EPA voluntary pro-
grams that promote pollution prevention through resource efficiency pro-
grams, such as the WasteWi$e Program, the Green Lights Program, and the
Water Alliance for Voluntary Efficiency. To obtain a free copy of voluntary
program summaries, call or email the Pollution Prevention Information
Clearinghouse (PPIC) at (202) 260-1023 or ppic@epamail.epa.gov and
request EPA Publication # 100-B-96-001, Spring 1996 (Partnerships in
Preventing Pollution. A Catalogue of the Agency's Partnership Programs).
• Agriculture Projects utilized grant funds for research, demonstrations, or
public education that addressed issues faced by the agricultural community,
including the promotion of sustainable agricultural practices, integrated pest
management, and pesticides use reduction.
• Small Business Assistance projects demonstrated the use of revolving loan
funds and other financial tools available to help small businesses obtain loans
to buy and install pollution prevention technologies and equipment.
• Brownfield sites used funding to help communities in the area engage in
the public participation and decision-making processes and to promote pollu-
tion prevention as a priority in Brownfield development. Brownfield sites are
abandoned and inactive industrial or commercial properties where expansion
or redevelopment is complicated by real or perceived contamination, such as
asbestos, outdated or tainted foundations, or prior industrial waste usage.
Other projects involved improvements in information access and pollution pre-
vention approaches.
24
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
-------
Application Requirements and
Information
Eligibility
The EJP2 grant program accepts applications from any affected, non-profit com-
munity organization, or state and federally-recognized tribal organizations. While
state and local governments and academic institutions are eligible to receive
grants, preference will be given to private, non-profit, community-based/grassroots
organizations and state and federally-recognized tribes. Also, non-profit communi-
ty organizations must be incorporated in order to receive awards.
Private businesses, federal agencies, and individuals cannot received grants
under this program.
Evaluation Criteria
Proposals will be evaluated based upon the following criteria:
• Will the proposed approach successfully address the community's environ-
mental concerns? Are the local community representatives fully involved in
the project from planning through implementation?
• Does the use of resources in this project seem cost-effective? Has the appli-
cant shown other resources of support or cooperation/partnering with another
organization? Does the applicant show effective use of existing sources of
information?
• Does the project identify a method for quantifying reduction in the amount
of pollution generated or natural resources consumed?
• Is the proposed project targeted toward specific audiences, facilities, industry
sectors, and/or environmental problems within the affected community?
The Application Packet
Application packets must include:
• One Page Summary Sheet
• Narrative of Proposal (not to exceed 5 double-sided pages)
• Key Contacts
• Detailed, Itemized Budget
• Certification of Non-Construction
• Certification Regarding Debarment, Suspension, and Other Responsibility
Matters form
• Certification Regarding Lobbying form
• Disclosure of Lobbying Activities form
• Letters of commitment, memorandum of understanding, or other documents that
highlight significant involvement of other partners in your grant application
• Resumes or biographical information regarding the lead and other key per-
sonnel in the grant application
• Standard Form 424 for applications of federal grants
• Federal Standard Form SF 424A providing budget and match information.
Applications may also included any additional information providing the histo-
ry of the organization^) and success stories.
Case Study: Mississippi
Band of Chochtaw Indians:
Environmental Justice
through Pollution
Prevention
In fiscal year 1997, the Mississippi
Band of Chochtaw Indians received a
grant award of $91,632. As part of
their project, the Chochtaw Indians
conducted a comprehensive investiga-
tion into pollution prevention oppor-
tunities and barriers facing the
community. The goal of this research
was to produce recommendations for
the development of a community wide
pollution prevention plan. Three com-
ponents of this project included (1) a
sociological assessment of Chochtaw
community members; (2) a natural
resources assessment, focusing on the
watershed and tribal interactions with
fisheries; and (3) an assessment of
waste reduction and energy conserva-
tion opportunities on the reservation.
Tribal members were involved in data
collection and interpretation, recom-
mendation development, and over-
sight efforts.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
25
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Case Study: Tulalip Tribes of
Washington: Model Tribal
Environmental Policy Act
(TEPA) Project
The Tulalip Tribes of Washington
received a grant award of $196,614 in
fiscal year 1996 for their efforts to
balance the competing demands of
economic development and environ-
mental protection. This project also
involved the community in encourag-
ing sustainable development through
a focus on pollution prevention. The
goals of this project were to develop
(1) a model Tribal Environmental
Policy Act (TEPA) that tribes can use
to review development proposals; (2)
a pollution prevention reference chart
for tribes to use in conjunction with
their TEPA and National
Environmental Policy Act (NEPA)
activities; and (3) a training curricu-
lum to enhance tribal understanding
of, and effectiveness in, the Federal
NEPA process.
Application Submission
Requests for proposals and applications are typically published in the Federal
Register in January of each year. Refer to Appendix A for instructions on
obtaining copies of Federal Register Notices. Details of proposal requirements
and application packets can be found in the EJP2 grant program guidance. The
program guidance may be obtained by calling (703) 841-0483 or sending an
email message to ejp2@erg.com. The program guidance and a mock applica-
tion form are also provided on the EJP2 home page at
http://www.epa.gov/opptintr/ejp2.
The application period typically closes during the Spring or Summer. Letters of
acknowledgment to confirm the receipt of grant applications are sent out no
later than the end of April. Awardees are selected through a competitive
process co-administered by EPA's Regional Offices and OPPT. Applicants are
contacted by EPA staff in mid-August if their application is being considered
for funding. Awards are publicly announced at the end of September, and offi-
cial letters informing all applicants of their application status is sent out no
later than mid-October.
Applicants may request up to $100,000 for projects located within an EPA
region. For projects having a national impact or influence that involves multiple
communities located in more than one EPA region, awards up to $100,000
may also be requested.
No applicant may receive two grants for the same project at one time.
Applicants may, however, submit more than one application as requests for sep-
arate and distinct projects.
Applications may be mailed to;
Environmental Justice Pollution Prevention Programs
c/o Eastern Research Group (ERG)
2200 Wilson Boulevard, Suite 400
Arlington, VA 22201
Contact Information
To obtain copies of the EJP2 grant program guidance and application package
or to obtain more information regarding the EJP2 grant program, call (703)
841-0483 or email ejp2@erg.com. Grant guidance package materials are also
provided at the EJP2 Home Page http://mvw.epa.gov/opptintr/ejp2.
26
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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Environmental Justice
Small Grants Program
The Environmental Justice Small Grants Program provides financial assistance to
federally-recognized Indian tribes, non-profit environmental organizations, churches,
and community-based/grassroots groups for projects that address environmental
justice issues by working towards local solutions to local problems.
Quick Facts
What type of program is it? Grant program
Wliat "s the purpose? Fund projects addressing environmental justice
issues in local communities
Who "S eligible? Federally-recognized Indian tribes, state and local gov-
ernments, academic institutions, non-profit environmental organizations,
churches, and community-based groups
How much funding is available? Up to $20,000 in federal funds;
approximately $1.6 million in FY 1999
What do I need to submit? Proposal, budget information, certification
forms, resumes, letters of commitment from any partners, and standard
forms for federal grant assistance
Background
The Office of Environmental Justice (OEJ) initiated the Environmental Justice
Small Grants Program in fiscal year 1993 to assist low-income and minority
communities exposed to higher than average exposure levels of toxic pollutants.
The grant's purpose is to help these communities:
• Identify and assess pollution sources
• Implement environmental awareness and training programs for affected resi-
dents
• Work with community stakeholders to devise strategies for environmental
improvements.
Specific goals of the Environmental Justice Small Grants Program are as follows:
• Identify necessary improvements in communication and coordination among
all stakeholders; create partnerships among stakeholders to address dispro-
Case Study: Coquille Indian
Tribe, North Bend, Oregon
The Coquille Indian Tribe proposes to
design and construct a stormwater
treatment facility using their $17,850
grant award received in 1998. The
treatment facility will treat runoff,
protect water quality in the cranberry
farm irrigation pond, and restore wet-
land functions and erosion control.
Residents of low-income housing
developments on the reservation,
along with areas of Barview and
Charleston, will become stewards
through training and will help to
monitor the area.
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
27
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portionate environmental exposure in affected communities; and facilitate com-
munication and information exchange in the form of workshops, awareness
conferences, and stakeholder committee meetings.
• Build capacity within communities to identify local environmental justice
problems; involve the community in the design and implementation of activi-
ties; and enhance critical thinking, problem-solving, and active participation
of affected communities.
• Enhance community understanding of environmental and public health infor-
mation systems by generating information on pollution in the community, and
demonstrating how to access and interpret public environmental data.
The term community-based
environmental protection
(CBEP) describes a collaborative
approach to environmental protection
that brings together public and pri-
vate stakeholders within a place or
community to identify environmental
concerns, set priorities, and develop
comprehensive solutions.
"Community" includes components or
attributes of social interaction, com-
mon ties, mutual satisfaction of
needs, and shared territory.
Funds help develop new activities and improve existing programs addressing
these goals of environmental justice issues using a community-based environmental
protection (CBEP) approach. Projects and activities may include public educa-
tion, training, seminars, research and investigations, surveys, monitoring activi-
ties, and public-private partnerships.
Awards Received
In fiscal year 1994, $507,000 was made available to 71 recipients. Over $3
million was awarded in each fiscal years 1995 and 1996 to a total of 225 appli-
cants. During fiscal year 1997, 139 awardees received funds totaling $2.7 mil-
lion. In fiscal year 1998, EPA awarded $2.5 million in grant funds to 123 eligi-
ble organizations.
Application Requirements and
Information
Eligibility
The Environmental Justice Small Grants Program accepts applications from
any affected, non-profit community organization, state, local, and federally-rec-
ognized tribal governments, churches, and academic institutions. While state
and local governments and academic institutions are eligible to receive grants,
preference will be given to federally-recognized tribes and non-profit communi-
ty-based/grassroots organizations. Applicants must be non-profit to receive
these federal funds.
Individuals cannot receive grants under this program.
EPA will only consider one application per project. More than one application
may be submitted for separate activities or projects.
Evaluation Criteria
Awards grants are given for projects that meet at least two of the
Environmental Justice Small Grants Program goals, listed on page 13. Awards
are also received if the project includes activities that address at least two envi-
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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ronmental statutes (federal laws
enforced by EPA and other environ-
mental agencies that protect the envi-
ronment and human health), demon-
strating the community's commit-
ment to implement multi-media solu-
tions. Environmental statutes usually
supported by this grant program
activity include:
• Clean Water Act (CWA)
• Safe Drinking Water Act (SDWA)
• Solid Waste Disposal Act
• Clean Air Act (CAA)
• Toxics Substances Control Act (TSCA)
• Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA)
• Comprehensive Environmental Response, Compensation, and Liability Act
(CERCLA)
• Marine Protection, Research, and Sanctuaries Act.
Most activities include research, investigations, experiments, training, demon-
strations, surveys, and studies related to specific areas protected by environmen-
tal statutes.
The Application Packet
Application packets must include:
• One Page Summary Sheet
• Narrative of Proposal (not to exceed 5 double-sided pages)
• Organization or Group History
• Detailed, Itemized Budget
• Letters of commitment, memorandum of understanding, or other documents
that highlight significant involvement of other partners in your grant appli-
cation
• Resumes or biographical information regarding the lead and other key per-
sonnel in the grant application
• Standard Form 424 for applications of federal grants
• Federal Standard Form SF 424A providing budget information.
More application information is provided in program guidance manuals.
Manuals are published in the Federal Register in December of each year and
may also be requested from Regional representatives listed under "Contact
Information" in this section. Refer to Appendix A for instructions on obtaining
copies of Federal Register Notices.
Because EPA wants to eliminate any preferential treatment to any single poten-
tial applicant, specific program questions may not be directly referred to
the Regional representatives. Instead, EPA and EPA Regions offer training
and conference calls on grant application guidelines. You can call your Regional
representative to inquire about these scheduled public forum dates.
Multi-media solutions consider
the long-term effects of pollu-
tion prevention or toxics control
in more than one environmental
medium (i.e., air, land, or
water).
Case Study: Catawba Indian
Nation of Rock Hill, South
Carolina
The Catawba Indian Nation developed
a database for air quality by conduct-
ing a source evaluation of reservation
lands and the surrounding community.
They also used $20,000 of awarded
funds in 1997 to develop public edu-
cation strategies to inform and edu-
cate tribal members of air quality
problems and provided technical
training for key tribal individuals on
Geographical Information Systems
(GIS) and Hack Water Quality
Laboratory equipment.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
29
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Case Study: The Mississippi
Band of Choctaw Indians of
Philadelphia, Mississippi
In 1996, The Choctaw Indians promot-
ed community empowerment through
a reuse, reduce, and recycling project.
They set out to achieve 30% recycling
of all solid wastes generated by homes
and tribal industries by establishing a
drop-off point. The organization also
used the $20,000 fund to conduct
community education activities and
publish articles in the community
newspaper on the recycling project,
solid waste management, and proper
disposal of toxic materials and sub-
stances.
Application Submission
Requests for proposals and applications are typically published in the Federal
Register in December of each year. Refer to Appendix A for instructions on
obtaining copies of Federal Register Notices. Details of proposal requirements
and application packets can also be found on the Environmental Justice Small
Grants Program Home Page at http://www.epa.gov/grtlakes/seahome/
plant/src/justice/ej.htm. The Application Guidance Manual for fiscal year 1999
may be found at WebSite http://es.epa.gov/oeca/oej/grlinkl.html. Regional rep-
resentatives (listed under "Contact Information" in this section) may also supply
guidance manuals containing all program-specific procedures and guidelines.
Applications must be received by EPA Regional offices in March. Applicants
being considered for funding will be contacted by the Regional office during
April and August. Awards are received in late August and publicly announced
in September.
Applicants may usually request up to $20,000 for projects. In fiscal year 1999,
EPA's ten Regional offices each received approximately $160,000 of the $1.6
million made available to issue awards.
No applicant may receive two grants for the same project at one time.
Applicants may, however, submit more than one application as requests for sep-
arate and distinct projects.
Applications must be mailed to the appropriate EPA Regional office.
Contact Information
To obtain more information regarding the Environmental Justice Small Grants
Program, contact the Office of Environmental Justice Small Grants Program at
U.S. Environmental Protection Agency, Office of Environmental Justice Small
Grants Program (2201A), 401 M Street, SW Washington, DC 20460, (800)
962-6215.
Pat O Leary
U.S. EPA, Region 1
JFK Federal Building (RAA)
One Congress Street
Boston, Massachusetts 02203 0002
(617) 918-1978
Reginald Harris
U.S. EPA, Region 3
650 Arch Street
Philadelphia, Pennsylvania 19103
(215) 814-2988
Natalie Loney
U.S. EPA, Region 2
290 Broadway, 26th Floor
New York, New York 10007-1866
(212) 637-3639
Gloria Love
U.S. EPA, Region 4
Atlanta Federal Center
61 Forsyth Street, SW
Atlanta, Georgia 30303
(404) 562-9672
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Margaret Millard
U.S. EPA, Region 5 (MC-T-17S)
77 West Jackson Boulevard
Chicago, Illinois 60604-3507
(312) 353 1440
Nancy Reish
U.S. EPA, Region 8 (8P2-P2)
999 18th Street, Suite 500
Denver, Colorado 80202-2466
(303) 312 6040
Shirley Augurson
U.S. EPA, Region 6
1445 Ross Avenue, 12th Floor (6M-P)
Dallas, Texas 75202 2733
(214) 665 7 101
Katy Wilcoxen
U.S. EPA, Region 9
75 Hawthorne Street (A 2 2)
San Francisco, California 94105
(415) 744-1565
Althea Moses
U.S. EPA, Region 7
726 Minnesota Avenue
Kansas City, Kansas 66101
(913) 551 7649 or (800) 223-0425
Susan Morales
U.S. EPA, Region 10
1200 Sixth Avenue (MD-142)
Seattle, Washington 98101
(206) 553-8580
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Tribal Lands Environmental
Science Scholarship Program
In order to maintain and improve the environment and human health, the
Tribal Lands Environmental Science Scholarship Program promotes education in
the environmental sciences in tribal communities. This program is sponsored
and administered by EPA and the American Indian Science Engineering Society
(AISES).
Quick Facts
What type of program is it? Scholarship program
What is the purpose? Provide financial assistance for college juniors and
seniors pursuing undergraduate degrees in environmental disciplines (sub
ject areas listed on page 23), promoting education and expertise in envi-
ronmental protection and human health issues in tribal lands
Who's eligible? College juniors and seniors with a grade point average of
at least 2.5; applicants must have knowledge of Indian culture and be
willing to work summers at EPA, a tribal location, or an environmental
facility
How much funding is available? $4000 per year per student
What do I need to submit? Application form, official transcript, two let-
ters of reference, two essays
Background
The Tribal Lands Environmental Science Scholarship Program was created to
promote education of the environmental sciences in tribal communities, by
increasing the number of American Indian students having expertise in envi-
ronmental science. These students would then be prepared and skilled to work
at EPA, and in tribal communities, to improve environmental protection of
tribal lands and address human health concerns.
The program was created by EPA's Office of Pesticides Programs in fiscal year
1991. Since 1993, however, EPA's Office of Environmental Education (OEE)
and the American Indian Science Engineering Society have managed this pro-
gram with the intent to substantially increase the number of American Indian
students pursuing a college education in the environmental field.
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Each annual scholarship is set for $4,000 per student and is retained if students
maintain their grade point averages.
Awards Received
Funds supporting this scholarship program are collected annually from EPA
offices. In fiscal year 1991, $120,000 was awarded to 27 American Indian
applicants. Scholarships totaling $158,000 were provided for 33 students in fis-
cal year 1992. In fiscal year 1993, $182,000 was given to 41 college students.
During fiscal years 1994 - 1996, a total of approximately $892,000 was award-
ed to 203 American Indian students. In fiscal year 1997, $340,000 was award-
ed to 85 American Indian students. Scholorships totaling $396,000 were
awarded to 99 students in FY 98.
Application Requirements and
Information
Eligibility
The Tribal Lands Environmental Science Scholarship Program accepts applica-
tions from U.S. college juniors and seniors enrolled in undergraduate programs
and students of college graduate programs pursuing an education in any of the
following: Biochemistry, Biology, Chemical Engineering, Chemistry,
Entomology, Environmental Economics, Environmental Sciences, Hydrology,
and other environmental-related disciplines.
Students do not need to supply a certificate of Indian Blood in order apply.
In order to enhance their environmental education, students must also be afeie
to work summers at EPA, tribal locations, or environmental facilities if a posi-
tion is offered.
Evaluation Criteria
Eligible awardees are chosen based on the following;
• Grade point average (minimum of 2.5 on a 4.0 scale)
• Knowledge of Indian culture
• Commitment to environmental protection
• Character
• Leadership abilities
• Level of study
• Relevant work experience.
The Application Packet
Students must provide the following in their application packet:
• A completed application form
• An official transcript of college courses
34
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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• Two letters of reference from professors, employers, tribal leaders, tribal
elders, etc.
• A brief statement explaining when and how knowledge of tribal culture was
acquired
• An essay (250 words) stating personal commitment to environmental protec-
tion of tribal lands.
Application Submission
Specific information regarding the application procedure and an application
form are provided at AISES's WebSite at http://www.aises.org. AISES can also
be contacted at P.O. Box 9828, Albuquerque, New Mexico 87119-9828, (505)
765-1052 for information regarding scholarships, application requirements, and
applicable forms.
Students may submit their application to their local chapter of AISES or the
AISES headquarters office at the following address, postmarked no later than
June 15. Direct mailings or correspondence may also be sent to the headquar-
ters office at:
American Indian Science Engineering Society (AISES)
Scholarship Coordinator
5661 Airport Boulevard
Boulder, Colorado 80301-2339.
Applications are judged by a five-member evaluation panel comprised of AISES
professionals. Award notifications are made in September and formally present-
ed at the AISES National Conference in November.
Contact Information
Program information and/or applications may be requested from :
Office of Environmental Education
U.S. Environmental Protection Agency
401 M Street, SW (1707)
Washington, DC
(202) 260-8747
or
American Indian Science Engineering Society
P.O. Box 9828
Albuquerque, New Mexico 87119-9828
(505) 765-1052
http://www.aises.org
email: info@aises.org
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Environmental Education
Grants Program
The Environmental Education Grants Program provides financial support for
projects which design, demonstrate, or disseminate environmental education
practices, methods, or techniques. This grant program supports environmental
education projects that enhance the public's awareness, knowledge, and skills to
make informed and responsible decisions that affect environmental quality.
Quick Facts
What type of program is it? Matching grant program
What Is the purpose? Provide funding for projects promoting enviom-
mental awareness and demonstrating environmental education practices
and technologies
Who Is eligible? Tribal, local, and state government education agencies,
state environmental agencies, colleges and universities, nonprofit organiza-
tions, and noncommercial educational broadcasting entities
IIow much funding is available? Up to $25,000 for EPA regional
awards, more than $25,000 (maximum $250,000) for EPA headquarters
awards
What do I need to submit? Proposal, budget information, resumes, and
standard forms for federal grant assistance
Background
The Environmental Education Grants Program supports environmental educa-
tion projects which enhance the public's awareness, knowledge, and skills to
make informed and responsible decisions that affect environmental quality.
These projects may include activities that design, teach, and promote environ-
mental education practices and technologies in state, tribal, and local communi-
ties and education centers.
Environmental education enhances critical-thinking, problem-solving, and
effective decision-making skills. Individuals, including environmental experts
and specialists, students, and general members of the community, can also learn
Case Study: Inter-Tribal
Council of Michigan
The Inter-Tribal Council of Michigan
received $5,000 in 1998 to provide 40
American Indian high school students
with intensive, hands-on environmen-
tal education at a youth leadership
conference offered during the summer
of 1998. Students studied the effects
activities of humans on watershed
quality and local watersheds. Natural
resource personnel and environmental
health educators helped students
[identify local environmental prob-
lems and to design action plans
addressing those problems. Trained
students then chose three sites in
their communities where they applied
their environmental knowledge and
problem-solving skills to improve the
quality of these watersheds.
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Tribal education agencies include any
school or community college con-
trolled by an Indian tribe, band,
nation, or Alaska Native Village eligi-
ble for special programs and services
provide by the U.S. to Indians because
of their status as Indians. Theses pro-
grams and services would excludes
those administered by the Bureau of
Indian Affairs.
to weigh various sides of an environmental issues to make informed and respon-
sible decisions.
Funding also requires a non-federal matching contribution of at least 25%. EPA
actually encourages non-federal contributions of greater than 25%. These con-
tributions, which must be provided by the applicant or any other organization
or institution, can include cash and non-cash support and/or services. Matching
contributions cannot include federal funds.
Grant funds may be used for any of the following activities:
• Design, demonstration, or dissemination of environmental curricula, includ-
ing the development of educational tools and materials
• Design and demonstration of field methods, practices, and techniques,
including assessment of environmental and ecological conditions and analysis
of environmental and pollution problems
• Discussion and evaluation of a specific environmental issue or specific envi-
ronmental problem
• Provide training or related education to teachers, faculty, or related personnel
in a specific geographic area or region
• Design demonstration projects to foster international cooperation in addressing
environmental issues and problems involving U.S. and Canada or Mexico.
Funds from this program may not be used for construction projects, technical
training of environmental management professionals, non-educational research
and development, and/or environmental information projects that have no edu-
cational component.
Awards Received
EPA's Environmental Education Division supports funding for this program.
This division provides approximately $2 million to $3 million to support over
200 environmental education projects every year. Funding, authorized by the
National Environmental Education Act, allows a maximum of $250,000 to be
awarded to any one project. However, because of limited funds, EPA prefers to
issue smaller grant awards to more projects with the available monies. Funding
is, therefore, administered by EPA Headquarters and the ten EPA Regions.
Grants of $25,000 or less are awarded by EPA's ten regional offices. Grants for
more than $25,000 (maximum $250,000) are awarded by EPA headquarters in
Washington, DC.
Application Requirements and
information
Eligibility
The Environmental Education Division accepts applications from any tribal or
local governmental education agency, state government education or environ-
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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mental agency, college or university, non-profit (or not-for-profit) organization,
or non-commercial educational broadcasting entity.
Only agencies, organizations, and institutions may submit applications.
Individuals, including teachers, educators, and institution faculty members,
cannot apply for this grant fund. However, a teacher's school district, an
educator's non-profit organization, or a faculty member's college or university
may apply.
Also, an organization may only submit one proposal per activity or project.
Evaluation Criteria
Priority will be given to those projects which develop environmental education
practices, methods or techniques that:
• Are new or significantly improved
• Have a wide application
• Address a skill or scientific field identified as a priority
• Address an environmental issue which, in the judgement of the
Administrator, is of high priority.
Final decisions are also made so that awarded projects are diverse in:
• Demographics of targeted audience
• Educational strategy used
• Environmental topics addressed
• Organizations receiving awards.
Evaluations are also based on:
• Effectiveness of the delivery system in reaching the targeted audience
• Whether the project goals are realistic
• Strength of partnerships with community organizations
• Strength of program follow-up evaluations.
Evaluation criteria, along with priority issues and activities, are specified in the
annual Solicitation Notice, found in the Federal Register in the Fall. Refer to
Appendix A for instructions on obtaining copies of Federal Register Notices.
The Application Packet
Applicants must provide the following in their proposal/application packet:
• Project Summary
• Description of the goals and objectives
• Action items and methods for delivering the project to the targeted audience,
as well as how the project addresses EPA's priorities
• Plan for evaluating the progress and outcomes of the project
• Project Budget
• Resumes of key project personnel
• Standard Form 424 for applications of federal grants
• Federal Standard Form SF-424A providing budget information
Case Study: Upper Copper
Valley Community
Development Corporation
In order to improve the quality of
salmon runs and environmental health
in the local community, the Upper
Copper Valley Community Development
Corporation received $24,306 in 1998
for their environmental education
program. Through this program,
instructors teach low-income and
Alaskan Native children and elders
about environmental issues that affect
their community, particularly about
hazardous materials. A special month-
long summer classroom and field ses-
sion educated school children about
hazardous materials and the effects of
those materials on community health,
water quality, and the salmon runs. To
compliment these activities, environ-
mental and biological sciences cur-
riculum focus on hazardous material,
and students participate in communi-
ty service projects related to their
studies.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
Programs, Resources, and Grant Opportunities
39
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More specific application information and requirements are published annually
in the Federal Register in the Fall. Refer to Appendix A for instructions on
obtaining copies of Federal Register Notices.
Case Study: Environmental
Awareness Education
Project of Lake Superior
Chippewa
In 1997 the Lac Courte Oreilles Band
of Lake Superior Chippewa received
$4,970 to assist in their
Environmental Awareness Education
Project, an environmental education
and awareness program within the
local community. The program
addresses environmental issues relat-
ed specifically to reservation policies
and conditions and provides materials
related to pertinent environmental
issues. The program also offers mem -
bers of the community training in
composting and recycling during
workshops on groundwater contami-
nation. In addition, the tribe produces
an environmental newsletter, conducts
public forums, and prepares radio
announcements to educate members of
the community about important
issues.
Application Submission
Requests for proposals are published in the Federal Register in the Fall
Applicants may also receive the Request for proposals for any given year by
contacting the environmental education coordinator that serves your region and
asking to be placed on the environmental education mailing list. Listings of
regional coordinators can be found in "Contact Information" below.
Applications are accepted in the Winter, and awards are made in the Spring.
Also, applications are judged by EPA education and environmental specialists
and professionals in the environmental education community.
Grant proposals and applications requesting more than $25,000 (maximum
$250,000) must be sent to:
U.S. EPA, Environmental Education Grants
Environmental Education Division (1707)
Office of Communications, Education, and Public Affairs
401 M Street, SW
Washington, DC 20460.
For further information, contact the Environmental Education Grants Hotline
at (202) 260-8619. Detailed information may also be found at the
Environmental Education WebSite http://www.epa.gov/enviroed.
Grant proposals and applications requesting $25,000 or less must be
mailed directly to regional coordinators listed under "Contact Information" in
this section. Contact phone numbers are also listed.
Important: The Environmental Education grant program is highly competi-
tive and the demand for dollars far exceeds the amount of money. This should
not deter you from submitting an application. However, to increase your
chances of project selection, submit proposals requiring smaller grant
funds. EPA has a legislative requirement to award at least 25% of the total
amount of grant funds for projects which request $5,000 or less. Therefore, for
Regional applications, requests for $5,000 or less are more likely to be
funded. At the national level, proposals which request $75,000 or less are
more likely to be funded.
Contact Information
More program information, complete listings of environmental education
grants previously funded by EPA, and/or applications may be requested from
EPA's Environmental Education Division at U.S. EPA, Environmental
Education Grants, Environmental Education Division (1707), 401 M Street,
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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SW, Washington, DC, (202) 260-8619, http://www.epa.gov/enviroed. Contact
the following regional coordinators for specific program information in your
region.
U.S. EPA, Region 1
Environmental Education Grants (1707)
Grants Management Office
JFK Federal Building (MGM)
One Congress Street
Boston, Massachusetts 02203
(617) 9181111
U.S. EPA, Region 2
Environmental Education Grants
Grants and Contracts Management
Branch
290 Broadway, 27 th Floor
New York, New York 10007 1866
(212) 637 3671
U.S. EPA, Region 3
Environmental Education Grants
Grants Management Section (3PM70)
1650 Arch Street
Philadelphia, Pennsylvania 19103
(215) 814-5543
U.S. EPA, Region 4
Environmental Education Grants
Office of Public Affairs (E2)
Atlanta Federal Center
61 Forsyth Street, SW
Atlanta, Georgia 30303
(404) 562 8317
U.S. EPA, Region 5
Environmental Education Grants
Grants Management Section (MC-10J)
77 West Jackson Boulevard
Chicago, Illinois 60604
(312) 353 3209
U.S. EPA, Region 6
Environmental Education Grants
Environmental Education Coordinator
1445 Ross Avenue
Dallas, Texas 75202
(214) 665-2204
U.S. EPA, Region 7
Environmental Education Grants
Grants Administration Division
726 Minnesota Avenue
Kansas City, Kansas 66101
(913) 551 7003
U.S. EPA, Region 8
Environmental Education Grants
999 18th Street (80EA), Suite 500
Denver, Colorado 80202-2466
(303) 312-6605
U.S. EPA, Region 9
Environmental Education Grants
Office of Communications and
Government Relations (CGR 3)
7 5 Hawthorne Street
San Francisco, California 94105
(415) 744-1582
U.S. EPA, Region 10
Environmental Education Grants
Public Information Center
1200 Sixth Avenue (EXA-142A)
Seattle, Washington 98101
(206) 553-1207
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Small-scale chemistry, includ-
ing small-scale inorganic chemistry
and microscale organic chemistry,
applies creative, problem-solving, and
authentic assessments to hands-on,
time-efficient, inexpensive experi-
ments and research activities. This
concept promotes pollution preven-
tion, waste minimization, and student
safety at the design stage of class-
room experiments, rather than
controlling toxics and wastes at the
disposal stage
Design for the Environment (DfE) is a voluntary, non-regulatory approach to
environmental management and pollution prevention through partnering.
OPPT's DfE program is designed to promote the incorporation of environmen-
tal considerations into the design and redesign of products, processes, and tech-
nical and management systems.
The PETE-DfE partnership, formed in fiscal year 1997, was developed to rec-
ognize community and technical colleges as an important national resource for
workforce development, small business outreach, and public information dis-
semination. The partnership, or alliance, targets tribal and other minority areas
to "build capacity" within these communities by hosting training sessions and
conferences for community and tribal college instructors. At these sessions,
instructors learn about pollution prevention concepts and technologies and
other environmental practices that can be used within their own communities
and institutions to develop new environmental programs and environmental
curricula. If instructors of tribal academic institutions are knowledgeable about
environmental issues, tribal communities will benefit in areas of pollution pre-
vention and the protection of the environment and human health.
Training sessions and conferences cover such topics as small-scale chemistry, solid
waste disposal, and fisheries and forests. Participants also discuss cost-effective
pollution prevention strategies to promote environmentally safe working condi-
tions in industries such as screen printing, diy cleaning, metal finishings, auto-
motive service, and printed circuit boards.
As part of the its 1997-2000 strategic plan, PETE-DfE specifically created a
Tribal Colleges DfE Curriculum Working Group to develop a training program
for tribal instructors promoting DIE and pollution prevention in tribal college
curriculum modules. The following actions have been initiated in order to
accomplish this program task:
• Surveying tribal colleges and developing a database of regional and tribal
needs and curriculum materials
• Providing guidance on specific projects, time lines, and accountability mea-
sures
• Evaluating materials and the curriculum training modules
• Supporting the successful completion of the target curriculum modules.
PETE-DfE also supports a training program that promotes the use of geo-
graphic information systems (GIS)on Indian reservations. Geographic
Information Systems (GIS) is an integrated system of computer hardware and
software linking topographic, demographic, utility, facility, image and other
resource data that is geographically referenced. GIS can be used for the transfer
of environmental and pollution prevention curricula and information .
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Funding and Participation
Many government agencies and private businesses provide funding for PETE-
DfE activities. Contributions support PETE-DfE conference and training activ-
ities, training tools, equipment, and college faculty stipends and/or participa-
tion costs.
If funding is available, PETE-DfE may also help tribal and community colleges
implement environmental and pollution prevention training, programs, and
curricula introduced at training sessions and conferences within their own com-
munities and institutions. Similar project funds, however, may be obtained as
grants from other agencies and institutions, some of which are mentioned with-
in this summary document.
Faculty administrators and environmental instructors from tribal and communi-
ty colleges attend PETE-DfE conferences and training institutions. Some activi-
ties may involve week long sessions, while others may only include one-day
meetings. At some training clinics, instructors may also obtain course credit
upon completion of required activities. To obtain more information on future
conferences and training sessions, contact the appropriate PETE regional repre-
sentative on the following page.
Contact Information
To obtain more information regarding PETE, PETE-DfE, funding, activities
and workshops, or strategic planning, please refer to PETE regional representa-
tives and additional contacts listed on the following page.
PETE Regional Representatives
Paul R. Dickinson, National
Executive Director
6601 Owens Drive, Suite 235
Pleasanton, California 94588
(510) 225 0669, (510) 225 0679 (fax)
email: natlpete@worldnet.att.net
David Dzurec, Jr., Ph.D., Northwest
Regional Executive Director
Oregon Institute of Technology
3201 Campus Drive
Klamath Falls, Oregon 97601
(541) 885 1616
email: dzurecd@oit.edu
Ann Boyce, Western Regional
Executive Director
1801 Panorama Drive
Bakersfield College
Bakersfield, California 93305
(805) 395 4502
email: annboyce@ix.netcom.com
Lea Campbell, South Central Regional
Executive Director
18909 Beaujolaes, Sute 2
Baton Rouge, Louisiana 70817
(504) 751 6790
email: leacampbeIl@yahoo.com
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Pat Berntsen, North Central Regional
Executive Director
Kirkwood Community College/HMTRI
P.O. Box 2068
Cedar Rapids, Iowa 52406
(319) 398-5677, (319) 398-1250 (fax)
email: pberntse# kirkwood.cc.ia .us
Kirk Laflin, Northeast Regional Executive
Director
2 Fort Road, New England Interstate
Environmental Training Center
South Portland, Maine 04106
(207) 767-2539, (207) 767-7174 (fax)
email: kirk@smtc.net
William Engeljr., Ph.D., Southeast
Regional Executive Director
University of Florida, TREEO Center
3900 SW 63rd Boulevard
Gainesville, Florida 32608 3848
(352) 392-9570, ext 110, (352) 392 6910
email: wtengle@nervm.nerde.ufl.edu
Additional Contacts
PETE
6601 Owens Drive, Suite 235
Pleasanton, California 94588
(925) 225-0669
DfE WebSite: http://www.epa.gov/dfe
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Cooperative Agreement to
Develop and Carry Out
Authorized State Training,
Accreditation, and Certification
Programs for Lead-Based
Paint Professionals
In 1992, EPA made regulations to safeguard the environment and public health
from lead exposures and eliminate lead-based paint hazards in all housing. As a
result, grant programs were formed in 1994 to assist eligible states and tribes
with financial support for ensuring communication and training regarding lead
hazard issues. Lead grants were also initiated to assist states, territories, and
tribes in developing and managing their own EPA-authorized lead programs
that must consist of accredited training for persons engaged in lead-based paint
activities and certification for contractors employed to work with lead-based
paint.
Quick Facts
What type of program is it? Cooperative agreement grant funding
What ^ the purpose? Funds for the development of state- and tribal-
managed lead programs consisting of accredited training and certification
of lead-based paint professionals
Who % eligible? Federally-recognized Indian tribes, state governments,
U.S. territories, and the District of Columbia; applicants must at least be
in the developmental stages of an accredited training and certification pro-
gram
How much funding is available? Funding may vaiy and is subject to
availability each fiscal year; approximately $12.5 million will be available
for FY 1999
What do I need to submit? Proposal, budget information, certification
forms, lists of work products and deliverables, and standard forms for fed-
eral grant assistance
To find out more information on lead
poisoning and prevention, contact the
National Lead Information Center
(NUC) and/or the Indian Health
Service (IHS). Fact sheets, as well as
free lead screenings for children,
expectant mothers, and "at-risk"
workers are provided from these
resources. Information on grant funds
provided to establish a lead screening
program in your tribal community is
also provided. Refer to Contacts &
Resources for more information.
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Background
Cooperative Agreement may
be defined as an assistance agreement
whereby EPA transfers money, proper-
ty, services, or anything of value to a
state, university, or non-profit organi
zation fortiie accomplishment of
authorized activities or tasks.
Lead poisoning is a major problem amongst adults and especially children
exposed to excessive levels of lead found in dust and paints in older housing
(constructed before 1978). Excessive exposure to lead and lead contaminated
dust affects approximately 3 million children under the age of 6. Expectant
mothers may also transmit lead to their fetus, causing developmental defects in
their children.
In order to support efforts in eliminating environmental and human health
problems, EPA formed the State Lead (Pb) Grants Program to support goals of
the Toxics Substances Control Act (TSCA). TSCA allows EPA to ensure that:
• Individuals conducting lead-based paint inspections, risk assessments, and
abatements in target housing and child-occupied facilities are properly
trained and certified.
• Training programs providing instruction in such activities are accredited.
• Contractors performing these activities must be certified effective August 29,
1999 prior to conducting lead-based paint activities in EPA-governed states.
TSCA also allows EPA to approve lead-based paint programs developed and
managed by an individual state, territory, or tribal government or the District
of Columbia. These independently-managed programs are approved by EPA if
they meet or exceed the requirements of standard EPA regulations protective of
human health and the environment.
Currently, EPA has cooperative agreements with states, territories, federally-recog-
nized Indian tribes, and the District of Columbia to provide financial assistance
for developing and managing EPA-authorized training, accreditation, and certi-
fication programs for professionals employed to conduct lead-based paint activi-
ties. EPA Headquarters provides grant funds to EPA Regions, and Regions
administer funds to states, territories, and tribes. EPA Regions also provide
assistance to potential recipients in the development of proposals and project
plans submitted for grant awards and state or tribal authorization.
Tribes that are at least in the initial developmental stages of a lead-based paint
activities program, and making sufficient progress towards implementation of a
training, accreditation, and certification program have been authorized to
receive funds from this grant program.
Proposed Funding "Set-Aside"
TSCA Section 404 of Title IV authorizes the issuance of cooperative agreements
to states, Washington, DC and U.S. territories. EPA regulations treat Indian
tribes with the same manner as states under the grant program. The additional
funds assist tribes that have an interest in developing an authorized lead pro-
gram within their own communities. Approximately, $1.2 million has been
"set-aside" to aid these tribes in screening projects and program planning activ-
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ities in preparation for an authorized lead program and research for determin-
ing childhood lead poisoning in the tribal community. A separate Notice of
Funds Availability will be issued in the Federal Register regarding agreement
scheduling, application and proposal criteria, and actual funding that may be
requested. Refer to Appendix A for instructions on obtaining copies of Federal
Register Notices.
Funding Received
In fiscal year 1994, $11.2 million was granted to state Pb certification grant
programs. Approximately, 18 tribes received a total of $896,852 during that
year. An estimated $12.5 million was provided in each of the three fiscal years
1995, 1996, and 1997. In fiscal years 1995 and 1996, a total of 36 tribes
received a total of $2.4 million, and approximately $1.5 million was awarded to
28 tribes in fiscal year 1997.
A total of $13.7 million was available for certification, training, and accredita-
tion grant funds during fiscal year 1998 for eligible governments and territo-
ries. From this funding, $2.7 million was given to 28 Indian tribes through
cooperative agreements.
Funded Projects
Grant assistance supports construction of state and tribal environmental pro-
grams, as well as data collection activities, to determine the problems within
states and tribes that need to be addressed.
Examples of project activities funded through the certification, training, and
accreditation program are below:
• Core lead-based paint activities and enforcement capacity development
• Development of appropriate infrastructure to administer and enforce a lead-
based paint activities program
• Management of contractors engaged in lead-based paint activities
• Management of lead-based paint activities
• Ensuring compliance with requirements for post-abatement clearance sam
pling
• Monitoring of compliance with the work practice standards of regulations for
the conduct of abatement
• Implementing the training of enforcement inspectors
• Implementing lead-based paint activities tracking tips and complaint efforts
• Adopting or developing specific lead-based paint hazard values or standards
• Developing procedures to cariy out the enforcement program
• Developing procedures to cariy out the tracking tip and complaints efforts
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Application Requirements and
Information
Eligibility
Federally-recognized Indian tribes, states, territories, and the District of
Columbia are eligible to apply for financial assistance under this cooperative agree-
ment.
Tribes that are at least in the initial developmental stages of a lead-based paint
activities program, and making sufficient progress towards implementation of a
training, accreditation, and certification program are eligible to receive funds
from this grant program.
The Application Packet
Applications requesting grant funds should include, at a minimum, the follow-
ing forms and certifications:
• Drug-Free Workplace Certification
• Debarment and Suspension Certification
• Disclosure of Lobbying Activities
• Return Mailing Address
• Work Plan
• Detailed Line-item Budget with sufficient information clearly justifying costs
• List of Work Products and Deliverables
• Schedule of Completion of Work Plan
• Standard Form 424 for applications of federal grants
• EPA Form 5700-48 (Procurement Certification)
Specific information on applications and proposal submission requirements can
be found by contacting Regional or primary Pb contact persons listed on the
following page. Contact persons can also provide this information by sending a
requested copy of the state grant program guidance regarding this program.
Application Submission
Applications are typically requested by the end of September. Notifications of
grant approval are received about 90 days after the application deadline.
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Contact Information
For more information regarding state Pb grant programs and training, accredi-
tation, and certification, please contact individuals on the following page.
Katie Mazer
U.S. EPA Region 1
JFK Federal Building
One Congress Street
Boston, Massachusetts 02203
(617) 9181523
Mazzie Talley
U.S. EPA Region 7 (ARTD/RENV)
901 N 5th Street
Kansas City, Kansas 66101
(913) 551 7518
Lou Bevilacqua
U.S. EPA Region 2
Building 5, SDPTSB
2890 Woodbridge Avenue
Edison, New Jersey 08837-3679
(732) 321 6671
David Combs
U.S. EPA Region 8
999 18th Street, Suite 500
Denver, Colorado 80202
(303) 312 6021
Gerallyn Vails
U.S. EPA Region 3
1650 Arch Street
Philadelphia, Pennsylvania 19103
(215) 814-2084
Rose Anne Rudd
U.S. EPA Region 4
Atlanta Federal Center
61 Forsyth Street, SW
Atlanta, Georgia 30303
(404) 562 8998
Harold Rush
U.S. EPA Region 9
7 5 Flawthorne Street
San Francisco, California 94105
(415) 744-1087
Barbara Ross
U.S. EPA Region 10
Solid Waste and Toxics Unit (WCM-128)
1200 Sixth Avenue
Seattle, Washington 98101
(206) 553 1985
David Turpin
U.S. EPA Region 5 (DRT 8J)
77 West Jackson Boulevard
Chicago, Illinois 60604
(312) 886 7836
Jeff Robinson
U.S. EPA Region 6
1445 Ross Avenue
12th Floor, Suite 1200
Dallas, Texas 75202
(214) 665 7577
Clarence Lewis
National Program- Chemicals Division
(7404)
Office of Pollution Prevention and Toxics
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC 20460
(202) 260 2850
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Environmental Monitoring for
Public Access and
Community Tracking
(EMPACT) Grant Program
The Environmental Monitoring for Public Access and Community Tracking
(EMPACT) grant program provides funding for pilot projects that work with
communities to collect, manage, and present environmental information for
major metropolitan area occupants. The goal is to allow communities and indi-
viduals to make informed, day-to-day decisions about their health and actions
affecting the environment.
Quick Facts
What type of program is it? Grant program
What's the purpose? Funds for pilot projects in EMPACT metropolitan
areas that provide public access to clearly-communicated, time-relevant,
useful, and accurate environmental data
Who is eligible? Federally-recognized Indian tribes and local govern-
ments; partnering with non-profit environmental organizations, business-
es, and academic institutions is encouraged; tribal and local governments
must be located within EMPACT metropolitan areas (area listings on page
21)
How much funding is available? $250,000 to $500,000; approximately
$3.4 million will be available for FY 1999; funds are subject to availability
What do I need to submit? Proposal, abstract, budget information,
resumes, and standard forms for federal grant assistance
Background
EPA has sponsored EMPACT since 1996 as a new approach to working with
communities to provide public access to clearly-communicated, time-relevant,
useful, and accurate environmental monitoring data, in an on-going and sus-
tainable manner in 85 of the larger U.S. metropolitan areas. With the help of
EPA's funding of pilot projects, EMPACT communities will:
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• Put the latest technology to work in keeping track of environmental con-
ditions
• Present in plain language information needed and requested by communities
• Ensure that information is not only accurate, but useful
• Establish partnerships with other state and tribal communities to ensure that
the information is useful and timely for families and communities
• Develop a framework within which communities can provide the ability to
aggregate information on a local, regional, and national scale.
A variety of communication mediums, including the Internet, compact disks,
television, radio, newspaper, fliers, flags, town-hall meetings, and environmen-
tal "teller machines" are used by the EMPACT pilot projects to accomplish
these goals.
EPA has started numerous pilot projects under this program to accomplish the
major goals of improving and enhancing clean air, clean water, lead assessment,
ocean pollution, and overall ecosystem quality in areas heavily populated by
Americans. EPA coordinates EMPACT activities with federal, state, tribal, and
local governments. Community health officials, businesses, industries, academic
institutions, and environmental interest groups also assist with pilot projects
and activities sponsored through the EMPACT grant program.
Available Funding
A total of approximately $3.5 million has been made available to the
EMPACT grant fund for fiscal year 1998. Awards will range from $250,000
to $600,000 and made available over the total life of the project with a
duration of 12 to 24 months. Future awards, however, are subject to avail-
ability of funds.
Pilot Projects
EPA has initiated numerous projects in EMPACT communities. Some examples
are given below:
• Development of improved air quality tracking systems in Cleveland, Ohio
• Provisions for immediate clean-water information at Los Angeles, California
beaches
• Provisions for daily ultraviolet index information to help children avoid harm-
ful exposure
• Better tracking of water quality in selected urban areas
• Better tracking of water quality in Long Island Sound
• Risk reduction of lead exposure to children while playing in their Boston,
Massachusetts communities
• Better tracking of toxic air pollutants in San Francisco, California.
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Application Requirements and
Information
Eligibility
EPA accepts grant funding applications for EMPACT pilot projects from local
governments, including federally-recognized Indian tribes, representing any of the
EMPACT U.S. metropolitan areas. Tribal communities must be located
within any one of the 85 EMPACT metropolitan areas listed on page 57
in order to apply for grant funding.
Since partnering is encouraged, multiple organizations submitting a proposal
must submit only one request for funding.
Evaluation Criteria
Proposed projects must demonstrate innovative and effective ways to moni-
tor, deliver, and communicate time-relevant, scientifically-sound, environmen-
tal information to citizens in order to be considered for grant funding.
Providing time-relevant information consists of three activities:
• Environmental Parameter Monitoring/Measurement: insuring valid mea-
surements of environmental parameters while applying new, innovative mea-
surement technology to provide time-relevant environmental data and quali-
ty assurance procedures.
• Information Management, Processing, and Delivery: involves the trans-
mission, storage, and processing of measurements of environmental parame-
ters; dissemination using new technologies that are capable of capturing envi-
ronmental data; and making the data available to the general public in a
timely fashion.
• Communication: interpreting and presenting information in a time-relevant
manner to citizens in a format that is easily understood and will be useful to
their day-to-day decisions about their environment.
All EMPACT projects must include discussions of the following:
• Community-based Approach
• Partnership and Consortium Building
• Stakeholder Involvement
• Project Management Plan
• Information Management.
Refer to the National Center for Environmental Research and Quality
Assurance's (NCERQA) WebSite, http://es.epa.gov.ncerqa for more specific
details regarding application and pilot project criteria. Proposal criteria, as well
as application components, are thoroughly explained in this Web document.
Questions may also be referred to the NCERQA Hotline at (800) 490-9194.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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The Application Packet
Components of the application should include:
Key Contacts
Memorandum of
Understanding
Resumes
Quality Assurance
narrative statement
Abstract
Project Management
Plan
Budget
Standard Form 424
for applications of
federal grants
Project Description
Information Management
Plan
Budget Justification
Application Submission
Letters of Intent are requested prior to the actual application to facilitate
EPA's planning for application reviews. These one page summaries should
identify the I 'All' \C1 metropolitan area where the project will be conducted,
the lead local government or tribal organization and contact, the proposed
project title, and a brief statement of the main project objective{s). These let-
ters are not binding on the applicants.
Requests for applications are published on the Federal Register and posted on
the National Center for Environmental Research and Quality Assurance
pSfCERQA) Internet Home Pagp, http://www.epa.gov/ncerqa by late January.
Refer to Appendix A for instructions on obtaining copies of Federal Register
Notices. You can also request program information from NfiERQA at Office
of Research and Development, U.S. EPA, National Center for Environmental
Research and Quality Assurance, Office of the Director (8701R), 401 M
Street, BW, Washington, DC 20460, (800) 490-9194. Letters of Intent for pro-
posals are requested by early March. All applications are usually requested by
mid-May.
Applications shall be submitted to the following addresses:
US. Environmental Protection Agency
Peer Review Division (8703R)
Sorting Code: 98-NCERQA-SI
401 M Street, SW
Washington, DC 20460
or
US. Environmental Protection Agency*
Peer Review Division (8703R)
Sorting Code: 98-NCERQA-SI
1300 Pennsylvania Avenue, NW
Room B 10105
Washington, DC 20004
*The above address should be used for express or courier delivered mail only. Applicants must also include phone
number (202) 564-6939 on the express mail label.
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Contact Information
To request more information on the EMPACT grant program, call the
EMPACT Hotline at (301) 670-4990. Correspondence may also be sent to
EMPACT Program, U.S. EPA (8722 R), 401 M Street. SW Washington, D.C.
20460. Please refer to the EMPACT Internet home address,
http://www.epa.gov/empact or http://es.epa.gov/oeca/oeg/empact.html for spe-
cific information regarding the application process and program specifics.
EMPACT Metropolitan Areas include:
Albany-Schenectady-Troy, New York
Denver Bouler-Greenley, Colorado
Milwaukee Racine, Wisconsin
San Juan, Puerto Rico
Albuquerque, New Mexico
Detroit-Ann Arbor-Flint, Michigan
Minneapolis-St. Paul, Minnesota
Scranton Wilkes-Barre Hazleton,
Pennsylvania
Allentown Bethlehem-Easton,
Pennsylvania
El Paso, Texas
Nashville, Tennessee
Seattle-Tacoma Bremerton, Washington
Anchorage, Alaska
Fargo Moorhead, North Dakota
Minnesota
New Orleans, Louisana
Sioux Falls, South Dakota
Atlanta, Georgia
Fresno, California
New York-Northern New Jersey-Long
Island, New York-New Jersey-
Connecticut-Pennsylvania
Springfield, Massachusetts
Austin-San Marcos, Texas
Grand Rapids Muskegon-Holland,
Michigan
Norfolk-Virginia Beach Newport News,
Virginia North Carolina
St. Louis-E. St. Louis, Missouri Illinois
Bakersfield, California
Greensboro Winston Salem-LIigh Point,
North Carolina
Oklahoma City, Oklahoma
Stockton Lodi, California
Billings, Montana
Greenville-Spartanburg-Anderson,
South Carolina
Omaha, Nebraska Iowa
Syracuse, New York
Birmingham, Alabama
Harrisburg Lebanon-Carlisle,
Pennsylvania
Orlando, Florida
Tampa-St. Petersburg-Clearwater, Florida
Boise, Idaho
Hartford, Connecticut
Philadelphia Wilmington Atlantic City,
Pennsylvania New Jersey-Deleware
Maryland
Toledo, Ohio
Boston, Massachusetts
Honolulu, Hawaii
Phoenix-Mesa-Tucson, Arizona
Bridgeport, Connecticut
Houston-Galveston Brazoria, Texas
Pittsburgh, Pennsylvania
Tulsa, Oklahoma
Buffalo Niagara Falls, New York
Indianapolis, Indiana
Portland, Maine
Washington Baltimore, DC Maryland-
Virginia West Virginia
Burlington, Vermont
Jackson, Massachusetts
Portland-Salem, Oregon-Washington
West Palm Beach Boca Raton, Florida
Charleston-North Charleston,
South Carolina
Jacksonville, Florida
Providence-Fall River-Warwick,
Rhode Island Massachusetts
Wichita, Kansas
Charleston, West Virginia
Kansas City, Missouri Kansas
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Raleigh Durham Chapel Hill,
North Carolina
Youngstown-Warren, Ohio
Charlotte-Gastonia Rock Hill,
North Carolina South Carolina
Knoxville, Tennessee
Richmond Petersburg, Virginia
Cheyenne, Wyoming
Las Vegas, Nevada Arizona
Rochester, New York
Chicago Gary-Kenosha,
Illinois-Indiana Wisconsin
Little Rock-North Little Rock, Arkansas
Sacramento-Yolo, California
Cincinnati Hamilton, Ohio-Kentucky-
Indiana
Los Angeles-Riverside-Orange County,
California
Salt Lake City-Ogden, Utah
Columbus, Ohio
Louisville, Kentucky Indiana
San Antonio, Texas
Dallas-Fort Worth, Texas
Memphis, Tennessee-Arkansas Missippi
San Diego, California
Dayton-Springfield, Ohio
Miami Fort Lauderdale, Florida
San Francisco-Oakland-San Jose,
California
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Forum on State and Tribal
Toxics Action (FOSTTA)
The Forum on State and Tribal Toxics Action (FOSTTA) provides a platform for
state and tribal environmental and health officials to communicate and cooper-
ate in addressing toxics-related issues and to improve networking among states,
tribes, and EPA. FOSTTA is comprised of members from state and tribal com-
munities with an interest in pollution prevention issues and programs and knowl-
edge of pollution prevention technologies and practices.
Quick Facts
What type of program is it? Discussion panel/Forum
What is the purpose? Provide funds to allow environmental experts of
state and tribal communities voice and address concerns or knowledge of
pertinent environmental and pollution prevention issues at FOSTTA
meetings
Who Is eligible? Tribal and state environmental and health officials hav-
ing an in- depth knowledge of environmental issues, programs, and tech-
nologies
What does funding support? Funding covers all travel expenses and
administrative duties in preparation for, and participation in, meetings
What do I need to submit? Information on membership requirements
and election procedures can be obtained from the listed contacts
Background
In support of its commitment to collaborate with the states and tribes on toxi-
cs-related issues, OPPT created FOSTTA in 1991. FOSTTA, with the help of
the National Conference of State Legislatures (NCSL), provides a communica-
tion link between states, tribes, OPPT, and EPA's Office of Enforcement and
Compliance Assurance. FOSTTA is an organized group of pollution prevention
experts, comprised of state and tribal environmental and health officials, that
discusses pertinent pollution prevention issues affecting programs within EPA.
Members serve as individual experts on pollution prevention issues, as well as
representatives from their communities.
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In order to maintain support in developing more innovative and widely sup-
ported EPA rules and regulations affecting our society, OPPT recruits a variety
of environmental and health officials from states, local governments, and tribes.
Because tribal representation is relatively minimal, OPPT wants to
recruit more environmental officials with knowledge of pollution preven-
tion issues in tribal communities.
FOSTTA, is comprised of a coordinating committee, two major workgroups,
and four issue-specific project teams. As members of FOSTTA, tribal experts
participate in these workgroups and projects specified below, giving expert
opinions on pollution prevention in their communities and regulations that may
affect their environment.
The FOSTTA Coordinating Committee (FCC) is responsible for recruiting and
the overall management of projects and workgroups and discusses broad toxics
issues not assigned to any one particular project.
Each of the following workgroups, consisting of a chair plus one representative
from each of the four projects, meets to focus on tribal affairs and community-
based environmental issues:
8 Tribal Affairs Workgroup
• Community-Based Environment Workgroup
The following projects are supported by teams that are chaired by a FCC mem-
ber and include approximately eight members with expertise in the subject
matter of the project:
• Chemical Management Project
• Lead Project
• Pollution Prevention Project
• Toxics Release Inventory (TRI) Project.
During meetings held approximately three times a year, topics of discussion
usually include environmental issues and regulations regarding biotechnology,
lead-based paint, pollution prevention, sustainable development, confidential
business information, tribal environmental agreements, environmental justice,
other EPA programs, and children's right-to-know legislation.
Currently, FOSTTA focuses on helping states to pass legislation on lead hazard
reduction and implement training, certification, and accreditation regulations
for lead contactors in preparation for EPA I approval to administer their own
lead-specific programs.
Benefits of Membership
FOSTTA participants discuss relevant toxics-related issues and communicate
expert opinions in the areas of chemical management, lead hazards awareness,
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pollution prevention, and TRI. These experts also voice their concerns and support
regarding environmental regulations proposed by OECA that may affect their
communities.
Approximately $425,000 per year is given to NCSL from EPA to support logis-
tical, organizational, research, and communications activities conducted for
FOSTTA and its members. NCSL also utilizes these monies to make travel
arrangements and conduct sponsorship activities in preparation for the meet-
ings. NCSL pays for all travel and hotel accommodations and expenses for
FOSTTA members. Also, OPPT has specifically made $25,000 available for
tribal officials, covering all of their travel expenses and other administrative
duties.
Membership Application and
Requirements Information
FCC elects members from a wide range of state and tribal environmental and
health officials having in-depth knowledge of environmental issues, programs,
and technologies. Priority is placed on aiming for a diverse forum with expertise
and broad geographical representation. Candidates for membership can also be
nominated by agency officials, state or tribal officials, professional societies, or
the general public. All candidates for FOSTTA are placed in the FOSTTA data-
base of 1,600 potential FOSTTA participants who are kept up to date on FOS-
TTA activities.
Candidates must be environmental or health officials or specialists with a
special focus on and commitment to the improvement and communica-
tion of environmental concerns.
Members may serve on the forum for a maximum of two years and are may
reapply thereafter.
To obtain more specific information regarding FOSTTA, membership require-
ments, meeting dates, and current projects, visit the National Conference of
State Legislatures' FOSTTA WebSite at http://www.ncsl.org or
http://www.ncsl.org/programs/esnr/fostta/fostta.htm or contact:
Darlene Harrod
Office of Pollution Prevention and Toxics
Environmental Assistance Division
U.S. Environmental Protection Agency
401 M Street, SW
Washington, DC 20460
(202) 260-6904
harrod.darlene@epa.gov.
The U.S. Environmental Protection Agency S Office of Pollution Prevention and Toxics
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Contact Information
FOSTTA information is also available oil EPA s WebSite at
http://www.epa.gov/p2/fostta.htm and the National Conference of State
Legislature WebSite at http://www.ncsl.org or http:///www.ncsl.org/programs/
esnr/fostta/fostta.htm. To contact by phone, call Darlene Harrod at (202) 260-
6904.
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Glossary of Terms and Acronyms
Affected Communities
Individuals or groups of individu-
als who are subject to an actual or
potential health, economic, or
environmental threat arising from
pollution sources or proposed pol-
luting sources. Affected parties,
for example, include individuals
who live near pollution sources
and whose health is or might be
endangered or whose economic
interest is directly threatened or
harmed.
AIHEC
American Indian Higher
Education Consortium
AISES
American Indian Science
Engineering Society
Brownfield sites
Abandoned and inactive industrial
or commercial properties where
expansion or redevelopment is
complicated by real or perceived
contamination, such as asbestos,
out-dated or tainted foundations,
or prior industrial waste usage.
CBEP
Community-Based Environmental
Protection; a collaborative approach
to environmental protection that
brings together public and private
stakeholders within a place or com-
munity to identify environmental
concerns, set priorities, and develop
comprehensive solutions.
"Community" includes components
or attributes of social interaction,
common ties, mutual satisfaction of
needs, and shared territory.
Cooperative Agreement
An assistance agreement whereby
EPA transfers money, property,
services, or anything of value to a
state, university, non-profit, or
not-for-profit organization for the
accomplishment of authorized
activities or tasks.
DfE
Design for the Environment
DOD
U.S. Department of Defense
DOE
U.S. Department of Energy
EJP2
Environmental Justice Pollution
Prevention
EMPACT
Environmental Monitoring for
Public Access and Community
Tracking
Environmental Justice
The fair treatment of people of all
races, cultures, and incomes with
respect to the development,
implementation, and enforcement
of environmental laws, regula-
tions, programs, and policies
Environmental Statutes
Federal laws enforced by EPA and
other environmental agencies that
protect the environment and
human health
EPA
Environmental Protection Agency
FCC
FOSTTA Coordinating
Committee
Federally-recognized
Indian Tribe
Tribal government which is the
governing body or governmental
agency of any Indian tribe, band,
nation, or other organized group
or community (including any
Native village as defined in sec-
tion 3 of the Alaska Native
Claims Settlement Act, 85 Stat
688) certified by the Secretary of
the Interior as eligible for the spe-
cial programs and services provid-
ed by him through the Bureau of
Indian Affairs.
Fiscal Year (FY)
Federal government fiscal year
which runs from October 1-
September 30
FOSTTA
Forum on State and Tribal Toxics
Action
Matching Funds (federal)
Monies requested from a federal
agency (in this document, the
agency refers to EPA) that require
a matching (or equal, unless speci-
fied otherwise) contribution from
the prospective awardee. For
example, a grant fund request of
$100,000 would require the
prospective awardee to provide
$100,000, supporting a total
allowable project cost of
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$200,000. Prospective awardee
contributions may consist of dol-
lars, goods and services, and/or
third party contributions.
Multi-media Solutions
Multi-media solutions consider
the long-term effects of pollution
prevention or toxics control in
more than one environmental
medium (i.e., air, land, or water)
NCERQA
National Center for
Environmental Research and
Quality Assurance
NCSL
National Conference of State
Legislature
NSF
National Science Foundation
Non-point Source
Pollution sources which are diffuse
and do not have a single point of
origin or are not introduced into a
receiving stream from a specific
outlet. The pollutants are mostly
carried off the land by stormwater
runoff. The commonly used cate-
gories for non-point sources are:
agriculture, forestry, urban, min-
ing, construction, dams and chan-
nels, land disposal, and saltwater
intrusion.
OEE
Office of Environmental
Education
OEJ
Office of Environmental Justice
OPPT
Office of Pollution Prevention and
Toxics
Pb
Lead
PETE
Partnership for Environmental
Technology Education
Pollution Prevention (P^)
The use of procedures, practices,
or processes that (1) reduce or
eliminate the generation of pollu-
tants and wastes at the source; (2)
increase efficiency in the use of
raw materials, energy, water, or
other sources; and (3) protect nat-
ural resources by conservation
Small-scale Chemistry
(including small-scale
inorganic chemistry and
microscale organic
chemistry)
Small-scale chemistry applies cre-
ative, problem-solving, and
authentic assessments to hands-
on, time-efficient, inexpensive
experiments and research activi-
ties. This concept promotes pollu-
tion prevention, waste minimiza-
tion, and student safety at the
design stage, rather than control-
ling toxics and wastes at the dis-
posal stage. By using small-scale
chemistry techniques of analyzing
and creatively assessing chemistry
and/or environmental problems
and issues before working on
actual experiments, teaching labo-
ratories can reduce contact with
toxics, eliminate fires and explo-
sions, reduce chemical costs and
solvent usage, and shorten reac-
tion times.
PPIS
Pollution Prevention Incentives
for States
TRI
Toxics Release Inventory
TSCA
Toxics Substances Control Act
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EPA Region 1
Connecticut
Maine
Massachusetts
New Hampshire
Rhode Island
Vermont
EPA Region 2
New Jersey
New York
Puerto Rico
Virgin Islands
EPA Region 3
Delaware
Maryland
Pennsylvania
Virginia
Washington D.C.
West Virginia
EPA Region 4
Alabama
Florida
Georgia
Kentucky
Mississippi
North Carolina
South Carolina
Tennessee
EPA Region 5
Illinois
Indiana
Michigan
Minnesota
Ohio
Wisconsin
EPA Region 6
Arkansas
Louisiana
New Mexico
Oklahoma
Texas
EPA Region 7
Iowa
Kansas
Missouri
Nebraska
EPA Region 8
Colorado
Montana
North Dakota
South Dakota
Utah
Wyoming
EPA Region 9
Arizona
California
Hawaii
Nevada
American Samoa
Guam
Northern Marianas
EPA Region 10
Alaska
Idaho
Oregon
Washington
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OPPT Regional Tribal
Toxic and P2 Contacts
OPPT has established a network of tribal toxics and pollution prevention con-
tacts. These contacts are located in EPA's Regional Offices and are knowledge
in working with tribes and their toxic and pollution prevention issues and con-
cerns. The contacts are:
Region 1
JFK Federal Building
One Congress Street
Boston, Massachusetts 02203
Toxics, Jim Bryson
617-565-3836
Pollution Prevention, Joe DeCola
617-565-3276
Region 2
290 Broadway
New York, New York 10007
Toxics and Pollution Prevention
Charlene Yost, 212-637-3564
Region 3
There are no federally-recognized tribes within this region.
Region 4
61 Forsyth Street, S.W
Atlanta, Georgia 30303
Toxics, Bernie Hayes
404-562-9430
Pollution Prevention, Dan Ahern
404-562-9028
Region 5
77 West Jackson Street
Chicago, Illinois 60604
Toxics, Emma Avant
312-886-7899
Pollution Prevention, Dolly Tong
312-886-1019
Region 6
1445 Ross Avenue
Dallas, Texas 75202
Toxics and Pollution Prevention
Lewis Robertson, 214-665-7582
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Region 7
726 Minnesota Avenue
Kansas City, Kansas 66101
7ioxics and Pollution Prevention
Kim Olson, 913-551-7539
Region 8
999 lBtli Street, Suite 500
Denver, Colorado 80202
Toxics and Pollution Prevention
Dave Combs, 303 312 6021
Region 9
7 5 Hawthorne Street
San Francisco, California 94105
Toxics, Pat Maravilla
415 744 1122
Pollution Prevention, Eileen Sheehan
415-744-2190
Region 10
Solid llhste and Toxics Unit
1200 Sixth Avenue
Seattle, Washington 98101
Toxics and Pollution Prevention
Fran Stefan, 206-553-6639
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Contacts & Resources
OPPT Contacts
William H. Sanders, III, Director, OPPT
Joe Carra, Acting Director, Environmental Assistance Division
Philip Robinson, Chief, Liaison Branch
OPPT Tribal Workgroup
Maty Lauterbach, Chairperson, 202-260-9563
Robert Wight, National Programs Chemicals Division
Louise Little, Pollution Prevention Division
Annette Nold, Economics, Exposure and Technology Division
Linda Goodman, Information Management Division
Robin Wisnosky, Environmental Assistance Division
Randy Brinkhuis, Risk Assessment Division
Joe Boyd, Chemical Control Division
Dave Combs, EPA Region 8
Maria Hendrikson, Economics, Exposure, and Technology Division
Fran Stefan, EPA Region 10
OPPT Program Contacts
Asbestos
Cindy Fournier, 202-260-1537
Community-Based Environmental Protection
Hank Topper, 202-260-6750
Consumer Labeling Initiative
Mary Dominiak, 202-260-7768
Eun-Sook Goidel, 202-260-3296
Design for the Environment
Maria Hendrickson, 202-260-8301
Endocrine Disruptors
Gary Timm, 202-260-1859
Green Chemistry
Tracy Williamson, 202-260-3960
Lead Programs
Clarence Lewis, 202-260-2850
Mercury
Karen Maher, 202-260-3894
SPl" -¦ - %.. -j.
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PBTs
Dan Bushman. 202 260 3882
PCBs
Tony Baney, 202 -260-3933
Pollution Prevention
Louise Little, 202-260-4341
Right-to-Know
HPB Challenge Program
Ken Moss, 202-260-3395
Children's Health Testing
Catherine Roman, 202-260-8155
Toxics Release Inventory (TRI)
Maria Doa, 202-260-9592
Other Programs
Mary Lauterbach, 202 260-9563
General EPA Contacts
U. S. Environmental Protection Agency (EPA)
401 M Street, SW
Washington, DC 20460
(202) 260-2090
http://www.epa.gov
Office of Environmental Education (OEE)
U.S. Environmental Protection Agency
401 M Street, SW (1707)
Washington, DC 20460
(202) 260-4965
http://www.epa.gov/enviroed
Office of Pollution Prevention and Toxics (OPPT)
U.S. Environmental Protection Agency
401 M Street, SW (7404)
Washington, DC 20460
http://www.epa.gov/opptintr
(202) 260-3810
American Indian Environmental Office (AIEO)
U.S. Environmental Protection Agency
401 M Street, SW (4104)
Washington, DC 20460
(202) 260-7939
http://www.epa.gov/indian/program
email: ppic@epamail.epa.gov
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Hotlines & Clearinghouses
TSCA Assistance Information Service 202-554-1404
The TSCA Assistance Information Service provides information and technical
assistance about programs implemented under TSCA and asbestos laws. The hot
line typically handles questions involving the handling and disposal of PCBs,
asbestos in schools and public buildings, registration of new chemicals (e.g., pre-
manufacture notification), import certification, and reporting requirements under
TSCA. Documents available through the hotline include Federal Register notices,
asbestos guidebooks, Chemical Hazard Information Profiles, and the Chemicals in
Progress Bulletin. Open to all callers, including the general public, the hotline
operates Monday through Friday, from 8:30 a.m. to 5:00 p.m. E.S.T. Requests for
documents can be faxed 24 hours a day to 202-554-5603.
Lead Hotline 800 LEAD FYI (800-532-3394)
The Lead Hotline provides general information on lead poisoning and preven-
tion. The hotline distributes a basic information packet on lead that includes
the EPA brochure, Lead Poisoning and Your Children, several fact sheets, and a list
of state and local contacts for addition information. The hotline is available 24
hours a day, 7 days a week in English and Spanish. Requests for documents
may be faxed (202-659-1192) or emailed (ehc@cais.com). Callers with more
specific questions are referred to the National Lead Information Center (NLIC),
which provides the general public and professionals with information about lead
hazards and their prevention (http://www.epa.gov/lead/nlic.htm). NLIC's infor-
mational materials include federal publications, selected journal articles,
updates of lead-related federal laws and regulation, such as the Residential
Lead-Based Paint Hazard Reduction Act of 1992 (Title X) and the OSHA
interim final rule on lead in construction, and lead-related federal grant pro-
grams. Contact NLIC at (800) 424 LEAD or (800) 424-5323.
EPCRA Hotline 800-535-0202
The EPCRA Hotline provides information on the TRI program, including the
availability of TRI data, TRI information products, and sources of support for
TRI data users. The hotline operates Monday through Friday, from 9:00 a.m. to
6:00 p.m. (Eastern Standard Time) in English and Spanish.
Asbestos Ombudsman Clearinghouse/Hotline 800-368-5888
The Asbestos Ombudsman Clearinghouse/Hotline provides general asbestos
information to the public. Operated by EPA's Small Business Ombudsman's
Office, it also assists small businesses in complying with EPA regulations. Call
703-305-5938 in the Washington metropolitan area.
Pollution Prevention Information Clearinghouse (PPIC) 202-260-1023
PPIC is EPA's distribution center for documents and information on pollution
prevention. A reference and referral telephone service is available to answer
questions, take orders for documents, or refer callers to appropriate contacts.
Hours of operation are Monday through Friday, 8:30 a.m. to 4:30 p.m.
(Eastern Standard Time). Documents may be ordered by phone, fax (202-260-
0178), email (ppic@epamail.epa.gov), or from the P2 WebSite
(www.epa.gov/oppintr/p2home).
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TRI User Support 202-260-1531
TRI User Support provides general TRI information and publications to EPA
staff, other federal agencies, industry, environmental and public interest groups,
libraries, the international community and citizens. Information is provided in a
variety of formats including printed reports, online databases, CD-ROMs, mag -
netic tapes, and computer diskettes. TRI User Support also provides services
such as literature searches, training and demonstrations of the TRI online sys
tem, and referrals to EPA regional or state TRI contacts and other TRI resource
centers.
WebSites
EPA www.epa.gov
EPA's WebSite contains a vast array of information. The home page provides a
list of categories that link users to more specific menus. Through the home
page users can: get in-depth information about EPA's projects and programs;
find out about laws and regulations; locate EPA offices, labs, and regions;
browse through EPA publications; get the latest news and upcoming events;
discover new databases and software tools; or see what grants and fellowships
are available. In addition, the Home Page provides links to a range of other
resources both inside and outside the agency.
OPPT www.epa.gov/opptintr
OPPT "s home page has seven broad categories that users can click on to link to
sites that provide more in-depth information on topical areas in each category.
OPPT's programs and projects, publications, databases and software can all be
accessed through the home page. In addition, a section for "Kids" provides
information tailored for children, students, and teachers; and a section for
"Concerned Citizens" provides information designed to help consumers and
communities. Users can also link to other information resources - dockets,
clearinghouses, libraries, and hotlines - for specific concerns.
Pollution Prevention www.epa.gov/opptintr/p2home/index
OPPT's Pollution Prevention home page links users to information about pollu-
tion prevention programs and activities both inside and outside of EPA.
Specifically, users can choose from the following categories: EPA's pollution pre-
vention programs and projects; publications, such as OPPT's PPN newsletter;
the latest announcements on conferences, training, and Federal Register notices;
grant programs for pollution prevention activities at the state, local, and tribal
level; The Pollution Prevention Act of 1990 and subsequent policy statements
that have influenced the implementation of pollution prevention by EPA; and
other informational resources and links.
Envirofacts www.epa.gov/enviro
A national information system that provides an integrated single point of access
to environmental data (on Superfund, water, drinking water, air releases, TRI,
and hazardous waste) extracted from seven major EPA databases.
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IRIS www.epa.gov/ngispgm3/iris
The Integrated Risk Information System - IRIS - is an electronic database con-
taining information on human health effects that may result from exposure to
various chemicals in the environment. IRIS is intended for those without exten-
sive training in toxicology, but with some knowledge of health sciences. It is a
tool that provides hazard identification and dose-response assessment informa-
tion. Combined with specific exposure information, the data in IRIS can be
used for characterization of the public health risks of a chemical in a particular
situation that can lead to a risk management decision designed to protect pub-
lic health. To aid users in accessing and understanding the data in the IRIS
chemical files, the system provides extensive supporting documentation.
EnviroSenSe http://es.epa.gov
This WebSite provides a single repository for pollution prevention, compliance
assurance, and enforcement information and databases.
CEIS www.epa.gov/ceis
The Center for Environmental Information and Statistics'WebSite offers envi-
ronmental profiles for each state, county, or territory With information on air,
surface water, drinking water, hazardous wastes, and toxic releases. A digital
library lets users search more than 100 EPA reports on environmental quality
and other environmental reports at the community, state, regional and national
levels. The Environmental Atlas offers custom maps at the touch of a button or
full-color, national and state maps showing environmental conditions.
Grants Tutorial www.epa.gov/seahoine/grants.html
This WebSite, created by EPA Region 5, allows users to take a tutorial online or
download it. The tutorial explains how to complete a grant application pack-
age; contains program-specific sections 011 three EP A grant programs
(Environmental Justice, Environmental Justice Through Pollution Prevention,
and Environmental Education), offers examples of good, complete grant pack-
ages; and includes references, a glossary, lists of resources, and contacts, and a
mock grant-writing activity where users can compare their results to a success-
ful grant application. For more information, contact Karen Reshkin , 312-353-
6353 or reshkin.karen@epa.gov.
EPA Federal Register http://www.epa.gov/fedrgstr
For complete copies of Federal Register notices, regulations, etc., check EPA's
Federal Register page or contact EPA I National Center for Environmental
Publications, 1-800-490-9198. Publication numbers or specific dates must be
known if requesting copies from NCEPI. At the WebSite, Federal Register doc-
uments may be found by word or date searches. Contact program representa-
tives to obtain publication numbers and dates.
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Resources Outside EPA
American Indian Science Engineering Society (AISES)
5661 Airport Boulevard
Boulder, Colorado 80301-2339
(303) 492-8658
http://www.aises.org
U.S. Department of Interior
Bureau of Indian Affairs (BIA)
1849 C Street, NW
Washington, DC 20240-0001
(202) 219-4152
http://www.doi.gov/bureau-indian-affairs.html
Centers for Disease Control
Lead Poisoning Prevention Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health, CDC
4770 Buford Highway NE, Mailstop F-42
Atlanta, Georgia 30341-3724
(770) 488-7330
(888) 232-6789 National Center for Environmental Health Hotline
http://www.cdc.gov
http://www.cdc.gov/nceh/ncehhome.htm
Indian Health Service (IHS)
Indian Health Service East Headquarters
Twinbrook Metro Plaza ( I MP)
12300 Twinbrook Parkway
Rockville, Maiyland 20852
Attention: Tom Crow, Room 610 (DCEH)
(301) 443-1054
http://www.ihs.gov
The Indian Health Service provides information about lead hazards and preven-
tion practices, IHS assessments for your tribal area, Pb fact sheets, and other
education materials. Information on free lead screenings available for children,
expectant mothers, and "at-risk" workers in your area is provided from IHS.
IHS, along with CDC, may also provide grant funds and information to estab-
lish a lead screening program in your tribal community.
Contact IHS headquarters using the information above or your local IHS
department to obtain applicable information.
Housing and Urban Development (HUD)
Office of Lead Hazard Control
451 7th Street, S.W, Room B 133
Washington, DC 20410
(202) 755-1785
(202) 755-1000 (fax)
http://www.hud.gov
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HUD "s Office of Lead Hazard Control provides publications and pamphlets on
lead prevention and other lead-related issues through its clearinghouse
Community Connection (1-800-998-9999).
Other publications may be downloaded from the above HomePage address or
ordered (CD-Rom copy) by calling (800) 245-2691 or contacting
HUDlISER@aspensys.com.
Information on grant funding for lead-based paint abatement activities and
prevention programs may also be obtained from the Office of Lead-Based Paint
Abatement and Poisoning Prevention, (202) 755-1785, extension 120.
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