Slide 2-1: Module 2 Setting Up Your Workspace to Contain Lead Dust

-   This is the module title slide.

-   Announce the module and move quickly to the next slide.

    **Overview of this module**: The table below summarizes the content
    and teaching methods for this module. This is for your reference. Do
    not cover this with the participants.

+-----------------------------------+-----------------------------------+
| **Module 2: Set Up Your Workspace |                                   |
| to Contain Lead Dust 1 hour**     |                                   |
+-----------------------------------+-----------------------------------+
| -   What is containment?          | [Key message]{.underline}: Keep   |
|                                   | the dust in the work area and     |
| -   Interior containment          | make it easier to clean up.       |
|                                   |                                   |
| -   Exterior containment          | [Notes]{.underline}: Slides are   |
|                                   | followed by an exercise.          |
| -   Special considerations for    |                                   |
|     high dust jobs                | -   Slides: 30 minutes            |
|                                   |                                   |
| -   [Activity]{.underline}:       | -   Hands-On Exercise: Students   |
|     Hands-on set-up exercise      |     set up containment in a small |
|                                   |     area. They lay plastic and    |
|                                   |     secure it. Trainer            |
|                                   |     demonstrates how to do a door |
|                                   |     flap. (30 minutes)            |
|                                   |                                   |
|                                   | [Preparing for this               |
|                                   | module]{.underline}: Prepare      |
|                                   | materials for hands-on exercise   |
|                                   | and identify appropriate          |
|                                   | locations for groups to work in.  |
|                                   |                                   |
|                                   | [Materials needed:]{.underline}   |
|                                   | See Set-Up Toolkit for list of    |
|                                   | materials needed.                 |
|                                   |                                   |
|                                   | [Options]{.underline}: The        |
|                                   | trainer can replace the hands-on  |
|                                   | exercise on set-up with a         |
|                                   | paper-based exercise in which     |
|                                   | students look at pictures of      |
|                                   | worksites and identify good and   |
|                                   | bad practices. See Appendix 7 for |
|                                   | Optional Exercise #2. (The        |
|                                   | trainer must use one of these two |
|                                   | exercises.) The trainer may also  |
|                                   | choose to use the hands-on        |
|                                   | exercise later, as part of a      |
|                                   | comprehensive hands-on exercise   |
|                                   | (as shown in Lesson Plan #2).     |
+-----------------------------------+-----------------------------------+

Slide 2-2: Module 2 Overview

-   This module covers the bulleted list of topics on the slide. Review
    this list with the class participants. Do not spend a lot of time on
    this slide as the slides in the rest of the module will answer many
    questions that arise.

-   [Module objective]{.underline}. The purpose of this module is to
    learn how to follow a few simple set-up techniques that will stop
    the spread of lead-contaminated dust to non-work areas.

-   It is critical on this slide that participants understand the
    distinction between high dust and low dust jobs. The concept of high
    dust jobs is discussed throughout the course. The working definition
    in the participant notes is an informal definition that the
    participants may use as a guideline to differentiate between high
    and low dust jobs.

-   Ask the participants for examples of high and low dust jobs. Ask
    them about the reasoning behind their examples -- why one particular
    job is high dust and another low dust?

-   Emphasize to the participants that the work practices and equipment
    used on a job and the size of the job are factors that will affect
    the amount of dust generated. For example, vigorous hand sanding a
    large work area could create enough dust that it might extend beyond
    five feet from the work area.

Slide 2-3: What is Containment?

-   This slide may best be covered using a question and answer format.
    The following slides in the module identify equipment needed and how
    to do containment set-up, so don=t try to cover everything in the
    module on this slide.

-   Questions for class discussion:

-   How does containment protect co-workers and residents?
    \[[Answer]{.underline}: keeps lead-contaminated dust in a specific
    area with workers who are trained and working with or wearing proper
    equipment. It also keeps residents out of the work area until the
    job and clean-up is complete.\]

-   How does containment make clean-up easier at the end of a job?
    \[[Answer]{.underline}: by limiting the clean-up area to
    approximately the work area or two feet beyond the work area.\]

-   Highlight the HUD requirement for containment in pre-1978 properties
    that receive Federal housing assistance, as explained in the
    participant notes.

Slide 2-4: Current Interior Set-Up Practices Spread Lead-Contaminated
Dust

-   After defining containment in the previous slide, this slide
    identifies common set-up practices that do not contain
    lead-contaminated dust.

-   Ask the participants: What can you identify in the illustration that
    indicates a lack of containment of lead dust?

-   Drop cloth. When the drop cloth is lifted and moved (even during
    clean-up) it will leave dust in the air and on the floor or
    furniture. Also, if reused at a new worksite, lead-contaminated dust
    from the previous worksite will move to the new site.

-   Furniture in the room that is not covered. Lead-contaminated dust
    will settle on the uncovered furniture and be transferred to anyone
    who comes in contact with it.

-   Personal belongings. Personal belongings, especially toys and
    beverage containers, should not be in the work area.

-   Open door and windows. Allows lead-contaminated dust from exterior
    work to enter the room and from interior work to get outside.
    Breezes entering the room from open windows also spread dust far
    beyond the interior work area.

-   Broom or shop vacuum. Using these two items often causes settled
    dust to move into the air again where it can be transported
    throughout the room being clean and to other rooms in the house.

-   Emphasize that these practices are not wrong for [all]{.underline}
    remodeling, renovation, and painting activities, but for jobs that
    disturb *lead-based* paint, common practices should be modified to
    ensure that lead dust is contained.

Slide 2-5: Overview of Interior Set-Up Steps

-   Use this slide to highlight the upcoming four steps. Do not go into
    detail about the steps here. This slide is merely an introduction so
    that participants will have a structure to organize the information.

Slide 2-6: Set-up Toolkit

-   Some contractors divide their work into set-up, safe work practices,
    personal protective equipment, and clean-up. They then create four
    separate toolkits for each phase of the work. This makes it easy to
    keep all of the necessary supplies and equipment together in one
    place as work is begun, performed, and finished.

-   This slide highlights important items in the **set-up toolkit**.
    Consider bringing in a set-up toolkit to show items or pass around
    in class. Actually having the toolkit in the class for participants
    to see first hand will bring home the message that by being
    organized it is easier to do set-up and containment.

-   Show the class samples of the various tools and supplies that are
    used during set-up.

-   Participants may be interested in knowing where they can go locally
    to obtain some of the supplies or equipment. Therefore, it might
    also be helpful to bring in a contractor=s supply magazine and to
    have a general knowledge of prices and where the participants can
    obtain these supplies and equipment.

-   Ask participants: Are any items that they would want to add to the
    toolkit? If so, what are they used for and how would they benefit
    set-up for containment?

-   Note that Appendix 2 has a list of all the supplies in the toolkit.

Slide 2-7: Interior Set-Up Step 1: Limit Access

-   Ask participants: Have you ever limited access to your work area? If
    so, how? How successful was this? Would you have done this
    differently?

-   Ask participants: Can you think of any other ways to limit access to
    the work area?

-   Be sure to highlight all of the points on the slide if the class
    discussion has not addressed all of them.

**Slide 2-8: Interior Set-Up Step 2: Remove and Cover Belongings**

-   Highlight the importance of covering fixtures and furnishings to
    prevent dust from settling on these hard-to-clean objects.

-   Emphasize that this activity is similar to the current practice to
    cover the furnishings with drop cloths but instead they will use
    plastic protective sheeting. Thicknesses of 4-6 mils are
    appropriate.

-   Tell the participants that the dust that lands on these fixtures and
    furnishings can remain long after the job is complete. Also,
    cleaning these fixtures and furnishings could pose a hazard to the
    resident after the job is complete.

-   Describe the illustration. Point out how *all* fixtures and pieces
    furniture are covered.

-   Distribute pieces of plastic sheeting to the class. Allow all the
    participants to feel it.

-   It may be helpful to know names of local hardware stores and
    suppliers that sell protective sheeting and the typical price per
    foot of common types or sizes.

**Slide 2-9: Interior Set-Up Step 3:Cover Floors**

-   Highlight the importance of covering the floor for easier clean-up
    of dust and debris.

-   Emphasize that this activity is similar to the current practice of
    covering the floor with a drop cloth but instead they will use
    plastic protective sheeting.

-   Highlight the importance of using a tack pad, removing shoe
    coverings (sometimes called Abooties@), wiping shoes, and/or laying
    plastic on common traffic areas to prevent lead-contaminated dust
    from being carried to other areas of the building. It is quite
    common to find high lead-contaminated dust levels along the path
    from the work area to the bathroom.

-   A tack pad acts like flypaper. It is a sticky paper or cloth that
    removes dust or debris from a workers= shoes when they walk on it.
    Tack pads are available from specialty construction catalogs.

-   It may be helpful to know names of local hardware stores and
    suppliers that sell tack pads, wipes, or shoe coverings and the
    typical cost of each item. If possible bring in samples of these
    items to show to the class.

-   Advise participants of the importance of cleaning shoes each time
    they step off the sheeting. Tack pads may be used if available.

-   Ensure that participants understand the vacuum in the picture should
    be a HEPA filtered vacuum.

**Slide 2-10: Interior Set-Up Step 4: Close Windows, Doors, HVAC**

-   Closing windows, doors, and HVAC vents prevents dust from leaving
    the work area.

-   Close and seal windows, doors, and vents in the containment zone
    (e.g., within five feet of the work area). If doors and windows are
    left open, air flows freely through the work area and into non-work
    areas. Because lead dust is so small, it can easily spread to other
    areas of the house. Less air flowing through the work area means
    that there is less chance that lead-contaminated dust will be blown
    out of the work area.

**Slide 2-11: Special Considerations For Interior High Dust Jobs**

-   Ask participants for some examples of high dust jobs \[these were
    listed earlier on page 2-2 such as sawing, use of power tools to
    prep painted surfaces, planing, and demolition of walls, door and
    window frames\].

-   Highlight the importance of moving fixtures and furnishings out of
    the high dust work area to prevent dust from settling on these
    hard-to-clean objects.

-   Tell the participants that the dust that can land on these fixtures
    and furnishings can remain long after the job is complete. Also
    cleaning these fixtures and furnishing could pose a hazard to the
    resident after the job is complete.

-   Removing residents= personal belongings will also reduce the chance
    that residents need to enter the work area.

-   Tell the class that for high dust jobs they should seal the windows,
    doors, and HVAC vents with protective sheeting and tape.

-   If feasible, consider setting up a demonstration of the 2-layer Aair
    lock@ system covering the entrance to the room.

-   Remind the class about the importance of closing the HVAC vents and
    sealing them with protective sheeting and cardboard for high dust
    jobs. The cardboard protects the protective sheeting from the force
    of the air coming through the vents and helps maintain the seal.

**Slide 2-12: Special Considerations For Interior High Dust Jobs**

-   Ask participants what kind of work they would do in a high dust
    room. \[[Answer]{.underline}: Working on components that can be
    removed from other roomsBsuch as doors, windows, or cabinetsBand
    that require extensive surface preparation. Any work that requires
    significant hand or power scraping and sanding, such as wall or
    floor surface preparation or demolition.\]

-   Ask the participants for examples of areas of the house that would
    be an appropriate choice to set-up a dust room.
    \[[Answer]{.underline}: A room that residents do not need to use
    (e.g., not the bathroom or kitchen); a room in which a lot of work
    would be done regardless of whether there were other components that
    could be moved into the room; a room that has adequate space in
    which to move around; a room that can be easily sealed off from the
    rest of the house; a room that is close to the work area.\]

-   When referring to the slide, point out that the recommended four
    interior set-up steps for high dust areas are:

-   Step 1: Limit access

-   Step 2: Remove furnishings (for low dust jobs, just need to cover
    furnishings)

-   Step 3: Cover the floor

-   Step 4: Seal windows, doors, and HVAC vents in the room

**Slide 2-13: Current Exterior Set-Up Practices Spread Lead-Contaminated
Dust**

-   Ask participants to describe the illustration. Highlight the drop
    cloth, open door and windows, paint chips, and the children playing
    near the work area.

-   Emphasize that these practices are not wrong for all remodeling,
    renovation, and repainting activity, but for jobs that disturb
    *lead* paint, these practices should be modified slightly.

-   Review how current practices are not appropriate for jobs that
    disturb lead paint by walking participants through the key points in
    the participant notes below the slide.

**Slide 2-14: Overview of Exterior Set-up Steps**

-   Use this slide to highlight the upcoming two steps. Do not go into
    detail about the steps here.

**Slide 2-15: Exterior Set-Up Step 1: Establish Work Area**

-   Review the importance of protecting the ground and gardens from
    lead-contaminated dust. This lead can remain in the dirt where
    children play and pose a significant risk. Covering the plants with
    a mesh material like landscape fabric, burlap, or cheesecloth will
    help reduce the amount of lead-contaminated dust that falls on the
    play areas and plants.

-   The extra length of the protective sheeting is necessary because the
    wind can blow the dust further away.

-   The sheeting can be taped to the house or a 2x4 can be wrapped in
    protective sheeting and placed next to the house if tape will not
    stick. At the loose edges the sheeting can be weighted down with
    stones, rocks, or any heavy object to prevent the sheeting from
    flapping or lifting off the ground.

-   Saw horses, tape or orange cones remind residents and alert
    passers-by to stay away from the work area.

-   All toys and belongs should be removed from exterior work areas as
    part of set-up.

-   Note that putting the ladder on the plastic sheeting may cause a
    slip hazard. By putting a piece of plywood between the ladder and
    the sheeting, that hazard can be avoided. In some cases, you may
    also consider having someone hold the ladder from below.

**Slide 2-16: Exterior Set-Up Step 2: Close Windows and Doors**

-   Describe the illustration. State the importance of closing windows
    and doors to prevent dust from blowing into the building.

Slide 2-17: Special Considerations for Exterior High Dust Jobs

-   State the importance of closing and sealing windows and doors with
    protective sheeting to prevent dust from blowing into the building.

-   Doors in the work area that must be used should be sealed with the
    two-layer protective sheeting system describe previously. For jobs
    that require scaffolding, the door can be protected on the top and
    both sides with protective sheeting attached to the scaffolding.

**Slide 2-18: Setting Up**

Prepare this exercise in advance. Things to prepare are:

-   Have appropriate tools. This will include items such as plastic,
    tape, knives, and barrier tape listed in the "**Set-up Tool Kit**"
    in the Notes to the Instructor.

-   Have work areas ready. Ideally, each work area will require the
    participants to move some furniture, lay plastic on the floors, and
    put up barrier tape or plastic in the doorway. Covering furniture is
    not a requirement for this exercise, but it can be done at the
    trainer's discretion.

-   Consult the **Skills Checklist** provided in Appendix 9 for a list
    of the skills needed for proper set-up.

    When conducting the exercise:

1.  Instruct participants to break into groups.

2.  Assign each group a work area.

3.  Circulate while they work to ensure they are doing the work
    properly. Consult the Skills Checklist provided in Appendix 9 for a
    list of skills they should demonstrate.

4.  Coach them to stay on task and achieve their goal.

5.  Give them a five minute warning.

6.  At 15 minutes, tell them to stop.

7.  Debrief using the next slide.

**Options for trainer.**

-   If your training does not allow for this hands-on activity, consider
    replacing it with Exercise 2, found in Appendix 7.

-   You may also consider performing this set-up exercise later in the
    course as part of a larger comprehensive hands-on module as
    described in Lesson Plan 2 in the Notes to the Instructor at the
    front of this manual. The comprehensive hands-on module combines the
    hands-on components from Modules 2, 3, and 4.

**Slide 2-19: Debrief: Setting Up**

Use this slide to debrief the exercise.

-   Ask participants what was difficult about setting up.

-   Point out what the participants did well and where there were
    difficulties.

-   Demonstrate how to do some of the more difficult parts, e.g., join
    two pieces of plastic.

-   Ask what they would have done for a larger or high-dust job. (Good
    answers include: Z-flap in door, seal HVAC, move or cover furniture,
    extend plastic farther, etc.)

-   If there is time and interest, demonstrate how to set up a Z-flap in
    the door.

Slide 2-20: Now You Know

-   Use this slide to close out the module and make the transition to
    the next one.

-   Emphasize that proper set-up will make the rest of their job easier,
    as they will see in Modules 3 and 4.