¢ Between four and six hours later, hold a news briefing to
provide information, introduce the leadership of the
school district, set ground rules for media coverage, and
offer sources for updated information.

* During the next 12 to 24 hours, provide any new
information to dispel rumors, offer experts to address
concerns/questions, share a plan to move ahead, and give
a schedule for additional updates.

* Beyond this 24-hour period, make sure to keep the media
informed, show how town agencies are working together,
and provide school tours for the media.

Session: Financing Tools for Schools—
Fact and Fiction

Sponsored by the National Association of Counties, this ses-
sion provided a forum for discussing the real costs of poor
indoor air quality to a school system. Many LAQ improve-
ments are low-cost or require no additional direct cost to
schools. These include staff time to carry out common-sense
preventive measures, staff time to educate children or other
staff about good indoor air quality, and free resources such as
the IAQ Tf Kit. Some IAQ improvements, however, may be
expensive because they involve large systems such as roofs,
flooring, windows, lighting, or ventilation. This session
focused on different funding sources schools can use when
implementing an IAQ management plan in their school dis-
tricts, and how significant costs can be avoided by preventa-
tive maintenance of school equipment.

Funding for expensive IAQ improvements can come from a
variety of funding sources and may include the capital
budget, the operating budget, and money from grants,
rebates, or fundraisers. The challenges of financing IAQ
improvements using each of these sources were reviewed,
Linking IAQ improvements to energy-efficiency upgrades—
particularly heating, ventilating, and cooling (HVAC) system
upgtades—is an innovative and often profitable way to bun-
dle important systemic improvements. Hundreds of schools
nationwide have reaped significant cost savings in their utility
budgets from energy-efficiency projects. Third-party financing
and tax-exempt lease-purchase agreements were suggested as
practical methods for many school districts to take advantage
of when faced with “big-ticket” investments in equipment
and infrastructure that would improve IAQ.

On returning to their respective school districts, workshop
participants were encouraged to:

* Share the knowledge about financing IAQ improvements
they gained at the Symposium with as many stakeholders
as possible.

*: Make sure that their local schools take advantage of all
free services, materials, and training that can aid in
financing IAQ improvements.

* Support ongoing maintenance of equipment and facilities
to avoid costs of IAQ remediation due to faulty equip-
ment or equipment replacement.

Eia@ Téois for Schodis Bustin TR eS.

InvdooR AIR QUALITY TOOLS FOR SCHOO

Learn about the budget process in the district and how
monies are allocated to various capital projects.

Find out what the energy costs are per year in the operat-
ing budget and discuss with the facilities staff whether
energy-efficiency measures could bundle [AQ measures
and still yield savings that would make the projects
attractive to financing entities.

Be willing to join forces with all stakeholders to persuade
the School Board to act NOW on IAQ issues to avoid
deferred maintenance costs.

Follow up and contact the people and resources on the
lists distributed during the workshop for more informa-
tion, including facts on new environmentally safe prod-
ucts and innovative technologies that can save schools
money.

Session: Making Time for IAQ
Management

The JAQ Tf Kit is a tremendous resource for schools to use
to identify and remedy indoor air quality problems. While
many schools recognize the need and importance of good
IAQ, they may not see how they can fit it into their busy
agendas. This breakout session, sponsored by the American
Lung Association, was designed to help remove barriers to
using the Kit and to equip participants with the knowledge
and tools they need to assist their schools’ IAQ coordinators
in making time for air quality management.

EPA staff presented four strategies:

* Break the IAQ management plan into smaller, more
manageable components—people are more likely to take
action when they are given a step-by-step approach to
tackling an issue.

* Develop a realistic timeline for implementation.

Find the motivation for each stakeholder group to partic-
ipate—people will find the time to do things that they
consider high priorities.

* Cite examples of creative ways to implement the Kit.

In dealing with the first strategy, this session introduced the
IAQ TfS Road Map. This tool breaks down the process of
implementing the Kit into 10 manageable steps.

Using the Road Map, participants then created a timeline for
developing a plan to implement the Kit. They concluded that
community, staff, and student involvement is essential to sus-
taining an IAQ team. In addition, they thought it would be
helpful for schools to create an agenda of items to fix each
year. This agenda would allow schools to keep themselves on
a realistic track for implementing IAQ improvements.
Making this agenda public would keep school and com-
munity members informed of IAQ efforts. ALA affiliates cited
examples of how they helped schools find time.

(continued on page 10)



(continued trom page 5)

Session: Opening the
Lines of Communication—
Building an IAQ Team

Forming an effective indoor air quality
team can be a difficult task. Good .
communication is essential to imple-
menting the JAQ Tf Kit. This session,
sponsored by the National Education
Association, focused on four key issues
in IAQ team formation and manage-
ment.

What are the roles and responsibilities
of each IAQ team member in the
school?

Session participants responded that the
roles and responsibilities should be out-
lined and assigned according to a team
member’s strongest skill or area of
expertise, Specifically, the [AQ team
should be composed of an IAQ
Coordinator, principals, teachers,
custodians, facility managers, school
nurses, food service providers, parents,
students, School Board members, and
external stakeholders. Obviously, the
TAQ Coordinator has a lead role to
play and should possess the following
skills and capabilities: communica-
tions; facilitation; time management;
the ability to work well with and moti-
vate different types of people; and
experience developing an action plan,
delegating responsibilities, and recruit-
ing outside support. It also helps if the
TAQ Coordinator is passionate about
improving indoor air quality.

How can IAQ teams minimize the
communication challenges that emerge
between team members?

In identifying solutions to overcome
these challenges, participants stressed
that team member roles should be
clearly defined. The IAQ team should
prioritize its goals in the beginning and
develop an action plan to achieve
them. ‘Team members should be treated.
equally so that they feel respected and
valued. The IAQ Coordinator can help
ensure that this happens through adept
facilitation at meetings and his/her
leadership of the team. Maintaining
written minutes of each meeting and
creating an IAQ Web site to post
events and updates can keep team

ae

members informed of and active in the
IAQ team’s progress.

How can IAQ teams recruit parents
and other external stakeholders to the
TAQ team?

Solutions included identifying stake-
holders who are passionate about AQ.
and health issues, particularly children’s
health, and linking IAQ to other issues
of concern in the community. Once
potential team members have been
identified, interview them to make sure
that their goals align with the schools’
goals and that they can be useful to

the IAQ team. Schedule IAQ team
meetings at convenient times and, if
possible, provide childcare. Also, give
parents and external stakeholders roles
that they feel comfortable doing.
Advertise the meetings through the
local media and at town and local
organization meetings.

How can mentors help you meet the
challenges and where can you find

them?

Mentors can be peers, external stake-
holders, and consultants who have had
the experience of developing an IAQ.
team and management plan and imple-
menting the Kit. They can provide
education, technical assistance, and
referrals to resources. Mentors can
share their success stories and keep oth-
ers from “reinventing the wheel.” They
can also act as a sounding board for
venting frustrations and brainstorming

~ solutions to challenges. Through their

networking contacts, mentors can also
help identify LAQ team members.
EPA is in the process of developing a
mentoring program to put schools in
contact with other knowledgeable
school personnel. Look for more infor-
mation on the Indoor Air Quality Tools
for Schools mentoring program at
‘www.epa.gov/iaq/schools.

“-#laq"Todls tor Schools Bulletin



air. Using the Kit, the district created
management plans and [AQ Tf note-
books catering to the specific [AQ
needs and concerns of each school. (See
Interview with Tom Vasek on pages 8-9
for details.)

School District of Okaloosa
County, Fort Walton Beach, FL,
EPA Region 4

With 30,000 students in 38 schools,
Okaloosa County used to receive hun-
dreds of IAQ complaints each year. In
1996, the school board adopted the IAQ
TAS Kit as mandatory policy for all facili-
ties. It also became the legal basis for
dealing with the district’s remaining IAQ
litigation. Now, thanks to aggressive
implementation of the AQ Tf Kit, the
district receives considerably fewer IAQ
complaints. School officials attribute this
success to the completion of repairs, man-
agement, and effective communications
throughout the process.

New Ulm Public Schools, New
Ulm, MN, EPA Region 5

New Ulm Public Schools, a rural school
district of modest means, embraced the
TAQ Tf Kit after tealizing in 1996 that
carpet upgrades adversely affected air
quality and student health. A preliminary
assessment revealed that many of the
classrooms were not getting enough fresh
air. Also, mold on pipe insulation and
ceiling tiles was discovered; corrective
actions were taken as a result of these
findings. A district-wide indoor air quali-
ty program was established, involving the
staff, students, and each of the unions
represented in the school district. This
program, which made good air quality in
the learning and teaching environment a
priority, is regarded as a national model
for rural school districts with limited
resources.

El Paso Independent School
District, El Paso, TX, EPA Region 6

EI Paso Independent School District
responded. to mounting indoor air quali-
ty concerns by implementing the JAQ
TAS Kit and using the program to estab-
lish an air quality survey, response proto-
col, and problem prevention program for
72 of its 84 school campuses. District
officials report that the JAQ TfS Kit
helped them develop a highly organized,
logical response program for indoor air

Indoor AiR QUALITY, TOOLS FOR Scu

quality issues. This fostered district-wide
teamwork, resulting in a higher quality
learning environment. El Paso plans a
follow-up training session to equip the
remaining schools to use the Kit. The
district also intends to hire a full-time
IAQ manager and purchase basic moni-
toring and testing equipment to assist the
manager in investigating complaints.
Ongoing staff training will establish a
level of expertise and promote favorable
TAQ environments in school buildings.

A igomee =
Bob Perciasepe with Adina Neale, Saugus USD

Indianola Community School
District, Indianola, IA, EPA
Region 7

Indianola Community School District
became aware of Indoor Air Quality Tools
Jor Schools through an Iowa Department
of Education workshop. The district
chose Irving Elementary School as a
demonstration school, formed an IAQ
team at the school, and named a district
IAQ Coordinator, During walkthroughs,
staff found numerous, significant air
quality problems ranging from a lack of
air conditioning to water damaged, sup-
plies. The JAQ 7fS Kit helped the district
develop a management plan and build
support for the IAQ program among
teachers and other staff. Teachers at the
school are very enthusiastic about the
program and have noticed significant
environmental improvements since it
began. The success of Indoor Air Quality
Tools for Schools at Irving Elementary has
led to implementation of all or parts of
the program district wide.

Clear Creek School District,
Evergreen, CO, EPA Region &

After attending a workshop on indoor air
quality in schools, a King-Murphy
Elementary teacher brought the Kit to
the attention of the district's Facility and

Maintenance Supervisor. District officials

agreed to pilot the Indoor Air Quality
Tools for Schools program at King-
Murphy and received. assistance from the
EPA Region 8 office. The school formed.
a steering committee, identified issues to
be addressed, and developed a 5-month
implementation plan. As a result of the
implementation activities, the committee
developed a set of IAQ policies and com-
municated them to school staff. These
policies led to rapid improvements in the
indoor air. Committee members and

other school staff noticed a dramatic

increase in indoor comfort levels and a
decrease in IAQ-related complaints.
Successful use of the Kit has helped pave
the way for other environmental issues to
be addressed, and the district plans to
expand the IAQ program to other
schools.

Saugus Union School District,
Saugus, CA, EPA Region 9

Indoor Air Quality Tools for Schools served
as the key to ending an indoor air quality
ctisis for Saugus Union, which started
when blood tests for one student revealed
exposure to arsenic, formaldehyde, phe-
nol, and mold toxins suspected of origi-
nating in a portable classroom. The dis-
trict immediately took action using the
TAQ TfS Kit as a guide, checking all of
the schools’ ventilation systems.
Furthermore, the District established.
paid IAQ coordinator positions for the
district and for each school. The Kit
enabled Saugus to implement a compre-
hensive program that remediated indoor
air quality problems, included com-
munity members in the process, and
rebuilt public trust in the school system.

Sedro-Woolley School District,
Sedro-Woolley, WA, EPA Region 10

High levels of carbon dioxide (CO)
became the focus of Sedro-Woolley
School District’s indoor air improvement
initiatives after an IAQ TfS walkthrough
revealed problems in an elementary
school, particularly in the portable class-
rooms, The district approved special
funds to address its [AQ issues and.
implemented upgrades and behavioral
changes. Significant improvements in air
quality have already been achieved. A
close relationship with the Northwest Air
Pollution Authority (NWAPA) helps the
district continue to strive for good IAQ
and healthy classrooms.


Fale hei ik ii ative

Inst

Indoor Air Quality
Tools for Schools

Excellence Award

National Leaders in Improving.
Indoor Air Quality in Schools.

2000

Having each been
nominated by one of
EPA’ 10 regional
offices, these winning —

.. districts received the

E first annual Indoor Air
Quality Tools for :
ichools Excellence
wards at a reception
held the first evening of
he Symposium. Bob

a

William Blackstone
Elementary School,
Boston, MA, EPA Region1 -

A culturally diverse school in
Boston's South End, Blackstone
Elementary had been beset for
years with serious [AQ problems
caused by water infiltration and
inadequate ventilation. Students
showed high asthma rates, and
the school experienced high rates
of teacher and student absen-
teeism. As a result, Blackstone
was one of three Boston schools
selected as pilots for EPA’s Indoor Air
Quality Tools for Schools program. Based on

¢ information garnered from completed
JAQ Tf checklists and walkthroughs, the
TAQ team convinced the community and
administration to

ee

Bob Perciasepe (left), congratulates Baldwin Union Free School District

classrooms, food policies, pest management,
and the use of personal cleaning supplies.
As a result of these findings, the district
developed a comprehensive [AQ manage-
ment program, including an IAQ Manual
for staff, parents, students, and residents of

BRR

Mary Smith, Director, EPA Indoor Environments Division (far right), with the IAQ TfS Award Winners

commit to solving the environmental
problems in the school. Since that time,
roof repairs have been completed and plans
made to replace old carpet with tile, install
new energy-efficient lighting, and replace
old ceiling tiles. The school nurse also
intends to document student health and
asthma cases. Blackstone Elementary now
assists other Boston schools in.implementing
the Indoor Air Quality Tools for Schools pro-
gram. .

Baldwin Union Free School District,
Baldwin, NY, EPA Region 2

Baldwin School District officials were
among the first to implement the AQ TS
Kit. During the early stages of implemen-
tation, many staff members showed their
concern for school IAQ by completing
checklists. The checklists and walk-
throughs indicated a need to further
educate the staff about ventilators in their

the community. Additionally, the school
district began to aggressively use low-odor,
low-Volatile Organic Compound (VOC)
paints, safer cleaners, and HEPA vacuum
cleaners. IAQ team members from Baldwin
regularly speak at public forums to encour-
age other schools to adopt 'the JAQ TfS Kit.

Bensalem Township School
District, Bensalem, PA, EPA
Region 3

Bensalem Township School District imple-
mented the AQ Tf Kit in response to cit-
izen concern about poor IAQ in schools.
Teachers also reported problems on their
classroom checklists, indicating frustration
over heating, cooling, moisture, and odor
issues. Six Bensalem schools were pilot
TAQ TS partners; all have identified and
mitigated a long list of IAQ problems,
ranging from bird nests in HVAC systems
to the presence of chlorine in classroom



issues. It also raised staff awareness, which
made it easier to pinpoint problem areas in
our schools, and garnered their support for
changes.

Question: What kind of feedback, positive or
negative, have you received from your faculty,

staff, and School Board?

Answer: I really didn’t receive too much neg-
ative feedback. Sure, school staff were skepti-
cal and frustrated with LAQ issues. It was
hard to get them to support changes at first,
but once everyone became more educated.
about indoor air quality and its effects,
improving IAQ became a common goal for
everyone. J actually received some great com-
ments from the principals of the first schools
that implemented the Kit. They thought the
program helped teachers express their frustra-
tions and concerns in a productive manner.
One principal told me how helpful it was to
have contractors involved in our group IAQ
meetings because, to him, it added credibility
to claims of IAQ problems. This particular
principal also noticed how much the morale
of his teachers had increased because their
concerns were actually being addressed.

Question: Was the process worth it?

Answer: Since you're asking me this question
3 years after we began IAQ TfS Kit imple-
mentation, I have to say yes. It sure didn’t
seem that way in the beginning. It was over-
whelming at first with all the complaints and.
no IAQ program in place to stand behind.
Plus there was a learning curve involved. I'd
always heard about IAQ, but I never thought
it could be this big of an issue. The surveys
and walkthroughs outlined in the Kit helped
to make the task less daunting. Teachers were
diligent about filling out their checklists, and.
the walkthroughs identified many IAQ
issues. Once we had concrete IAQ problems
to solve, the process became more manage-
able. And we were encouraged by the sup-
port and enthusiasm of the school principals.

Question: Would you do anything differently?

Answer: Looking back on the whole process,
I wish we had caught problems before they
escalated to involving legal action. We lost
the trust of teachers and staff because of this.
Education was key to regaining their sup-
port. I wish it could have happened sooner,
though, because we could have avoided some
hostility in the beginning. I also would have
liked to have gotten buy-in earlier from the
top school district officials. They are the key
players when dealing with finance issues and
implementing new management programs.

But overall, I’m pleased with our accomplish-
ments. There is an old saying, “You can’t
argue with success.” And I definitely think
that, with the Kit as a guide, we have made
our IAQ management plan successful.

Question: From your experience, do you have
any advice for other school systems?

Answer: Don't feel intimidated because this is
an EPA program. In a lot of cases people see
EPA as the “governmental hand,” but EPA.
staff have proven to be a great resource for
us. They have the knowledge and experience
of helping schools get started with imple-
menting effective and efficient [AQ pro-
grams. The training sessions that they con-
ducted and the expertise they provided made
addressing IAQ problems manageable and a
more enjoyable experience. Plus, all their
time and effort is at no cost to the school—
that is a great benefit, especially considering

" School Board buy-in and tight school budg-

ets. The Indoor Air Quality Tools for Schools
program is a voluntary program, and EPA is
dedicated to helping you reach your goals to
obtain good IAQ in your schools. I know
that this extends beyond Region 3 because I
have met EPA people from other regions.
When I recently went to the Ist Annual
Symposium and Awards Ceremony, it was so
wonderful to meet all these key players in
EPA and supporting associations that were all
just as committed and dedicated to the cause
of IAQ as the regional representatives I had
met.

Question: How has winning one of the first
annual IAQ TfS Excellence Awards helped
you in your cause to alleviate poor IAQ in
your school?

Answer: Winning the award was a wonderful
experience! Mike Moore, the Facilities
Manager, and I accepted the award together.
Tt was such an honor to be recognized for
our efforts, especially in front of our peers
and schools that had been through the same
experiences. The award made all the frustrat-
ing moments of the process worth the effort,
and dedication. When I am asked to speak
about the Kit and my experience with the
program, I sometimes bring my award with
me, so the schools can see fase hand that the
Indoor Air Quality Tools for Schools program
will recognize their accomplishments.

EIAQ Tools for Schools Bullet

‘In a lot of cases”
"people see EPA as

the governmental
hand,’ but EPA
staff have proven;



Office of Radiation and Indoor Air EPA 402-F-01-002

a United States
SEPA Environmental Protection {ndoor Environments Division
Agency. — _ =

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Present awards | to school eystenis,y with outstanding | IAQ
achievemen (continued on page 3)

8-9 Award Winner Q&A . o

symposi jun Breakout Sessions cs
11 IAQ Hot Topics and Resources

67 IAQ Award Winners



EPA

United States

Environmental Protection Agency
(6609-J)

Washington, DC 20460
www.epa.gov/iaq

Official Business
Penalty for Private Use $300.

BULK RATE
Postage and Fees Paid
EPA
G-35



Breaking the Mold

EPA’s Indoor Environments Division hopes to make the job easier for building
managers faced with mold contamination when it releases new mold-remediation
guidelines in 2001. These guidelines list steps for identifying mold contamination,
finding the sources of excess moisture, and determining the extent of both prob-
lems. The guidelines also detail what is needed to clean up the contamination and
how to isolate it so that exposure is minimized. While awaiting EPA’s new guide-
lines, you can find information about mold contamination in schools at
www.epa.gov/iaq/schools.

Teach Students To Go with the Flow

Here's a simple project on airflow that teachers can use to incorporate IAQ aware-
ness into their lesson plans. You will need to borrow a smoke source or other tool
for identifying airflow and direction from your facilities department or EPA
Regional office. First, have students create a scale drawing of the classroom (this
could be incorporated into a mathematics lesson). With the borrowed tools,
students then investigate air flow at various points around the réom—near the
doors and windows, the floor and ceiling, and the air conditionérs or ventilation
intakes/outlets—taking particular note of instances of no air movement. The time
of day and any other factors that might affect airflow such as “ventilator off” or
“door open,” should be recorded on their scale drawings. Then as a group, brain-
storm about what could be done to make the indoor air quality ‘healthier in terms
of ventilation. This would also be a good time to invite the schdol facilities

manager in to give a short presentation to the class about indoot air quality.

Carver Elementary Is Breathing Easy’

In 1998, an IAQ inquiry by the principal of Carver Elementary|in San Francisco,
California became the impetus for the school’s participation in EPA’s Indoor Air
Quality Tools for Schools program. Carver, which has approximately 390 students in
grades K-5, had a higher than normal incidence of asthma and other respiratory ill-
nesses, The frequency of student visits to the front office to use their asthma
inhalers prompted the school principal to seek outside assistance. With EPA's help,
Carver implemented many of the low-cost improvements outlined in the IAQ 7/5
Kit, resulting in an almost immediate decrease in the number of office visits for
asthma inhalers and asthma episodes. The long-term dedication lof the [AQ Team
and teachers and staff at Carver led to the development of an Asthma Task Force,
an IAQ Implementation Committee, an Integrated Pest Management Program, a
Children’s Environmental Health Department, and a Health and Environmental
Resources Center in San Francisco.-Many schools.in San Francisco are now

using the Kit. Your school system can do the same! Learn how by visiting
www.epa.gov/iaq/schools/ to read the entire case study for D.W.|Carver and
Charles Drew Elementary Schools or find out more about EPA's Indoor Air Quality
Tools for Schools program. ‘ poe

A Breath of Fresh Air

Did you know that asthma is the leading cause of school absenteeism, with .
10 million missed school days each year due to asthma? For the!5 million US chil-
dren with asthma, indoor air quality in schools is a major day-to-day concern.
EPA's JAQ Tf Kit contains information, suggestions, and resources for managing
asthma in the classroom and improving school IAQ. Look for the upcoming JAQ
7fS Bulletin for more information on how the Kit can help your school and child
better manage asthma in the classroom. |

Order the Indoor Air Quality Tools:

Schools Kitz’. .

rder the Indoor Air Quality Tools

§ for Schools Kit free of charge, call the

PA IAQ Hotline'at (800) 438-4318. |
e Kit’s printed materials are now

filable on-CD-ROM, or you can

lownload a text-only version from our /

ite at www.epa.gov/iaq/schools.

d Like to. Hear From You! .

uture sof the IAQ Tools for

ols Bulletin, we would like to share ;

f your experiences with indoor |

ality issues, successes, and chal-

‘Whether you use the guidance
other means of,

air quality-in schools,

fr uu,

EIAQ Jools for Schodis Bulletin TM



Wara Witt

Bensalem Township School District
—4Interview with Tom Vasek, [AQ Coordinator

©

ip District, a small _
rural school system in southeastern
Pennsylvania, had a record of academic
wachievement, excellent educators, involved
arents, and, unfortunately, indoor air quality
sptoblems, But like a growing number of
school systems, it has managed these indoor
Jair quality problems using EPA’s IAQ TS Kit.

{Tom Vasek, Bensalem’s IAQ Coordinator,
attended EPA’ JAQ Tf Kit training in 1998
Be order to implement an IAQ program in

fBensalem schools. The school district elected

sto start a pilot Indoor Air Quality Tools for

Schools program in three schools of varying

tage. The IAQ Team, headed by Mr. Vasek,

*created a management plan, and JAQ TS

tnotebooks catered to the specific problems
d concerns of each facility.

tae the first National Indoor Air Quality Tools

ifor Schools Symposium, Bensalem Township
School District was honored as a winner of an
5IAQ TS Excellence Award for its achieve-
ements. As a keynote speaker and expert pan-
Felist, Mr. Vasek shared his district’s [AQ expe- .
triences with participants at the Symposium.
gLater, in an interview, he shared Bensalem’s
fepetience in greater detail.

Question: What was the catalyst for yt ‘you to

become involved with the Indoor Air Quality

Tools for Schools program?

Answer: We first joined the program in 1998,
but prior to that we had some serious [AQ
problems. The most threatening IAQ issues
in our district stemmed from Shafer Middle
School. Faculty and staff were linking their
complaints about odors and poor ventilation
at the school to their health problems. The
teachers contacted the National Institute of
Occupational Safety and Health (NIOSH) to
investigate the school. NIOSH found some
areas that needed to be corrected to improve
the IAQ in the building, and Bensalem

took immediate action on these items.
Unfortunately, the IAQ problems resulted in
legal action. This was a harsh wake-up call for
the District, and it led us to reevaluate our
IAQ management plan.

Question: How did you learn about EPA’s
Indoor Air Quality Tools for Schools
program?

Answer: After the problems at Shafer Middle
School, I called EPA looking for training

opportunities on IAQ issues. I was fortunate
enough to have made contact with Jennifer
Keller (at EPA) who sent me an application
for the next JAQ TfS Kit training session.
Ms. Keller also put us in touch with Fran
Doherty and Cristina Schulingkamp from
EPA‘s Region 3 office in Philadelphia. They
provided group training sessions for other
district staff and me to help us learn more
about IAQ issues. They also served on the
TAQ Team that we formed to implement the
program in our schools.

Question: In addition to training, what type
of assistance did EPA provide?

Answer: In the beginning, all the help that I
received was from the EPA, especially from
the Regional office. The Region 3 staff have
always been available to provide support and
encouragement. They not only trained me
and my staff on IAQ issues, but also trained
us to use the Kit. They knew how beneficial
it was to keep teachers, the principal, and.
staff involved, and they actively worked with
us to accomplish this. Their participation on
the IAQ Team made it less intimidating for
us to tackle our school’s IAQ problems. EPA
has helped us every step of the way!

Question: How did you convince your School
Board to adopt and implement the Indoor
Air Quality Tools for Schools program?

Answer: It was tough. The meetings, in the
beginning, were filled with teacher frustration
and sentiments of “Nobody will listen,
nobody will care.” I left many meetings won-
dering, “Why am I even trying?”. But eventu-
ally the Board saw the benefits of implement-
ing an IAQ management plan, and they
elected in September 1998 to join the JAQ
TS program.

Question: How did you motivate the faculty
and staff to get involved with implementing
the IAQ TiS Kit?

Answer: I tried to keep everyone well-
informed of IAQ issues, changes, and events.
If we were doing walkthroughs in the schools,
changing equipment, or having meetings,
that would be mentioned in the daily inter-
com announcements. We also provided group
training sessions for teachers and school staff
to help them learn more about the program
and discuss their IAQ concerns. All this
communication really helped everyone

build a foundation of knowledge about IAQ

IAQ Tools for Schools Biuletin. ~-



The Heart of the Symposium: Breakout Session Summaries

Session: Making IAQ a Priority—Linking
Health and Learning

Poor indoor air quality can result in negative health conse-
quences, which in turn have a negative impact on learning.
Many indoor air quality problems in schools affect the health
of students and staff, especially those with asthma and aller-
gies. Recurring health problems—such as headaches, fatigue,
coughing, sneezing, dizziness, nausea, and eye, nose, and
throat irritation (common signs of the flu)—may be a sign of
poor indoor air quality, especially if symptoms improve after
leaving the building. . °

Many sources of IAQ problems in schools, such as molds and
pet dander, contribute to increased asthma episodes and
absenteeism. If students and staff are frequently absent from
school due to health problems associated with poor IAQ, the
are not able to learn and teach effectively. This session, spon-
sored by the National Association of School Nurses, focused.
on ways to make indoor air quality a priority.

Assessing health complaints and linking them to indoor air
quality problems can be difficult. Session participants were all
familiar with the reaction, “IAQ is just not a priority for us
tight now.” Conference participants stressed that research is
needed to evaluate the effect off poor IAQ on student and
teacher performance. This information can help persuade
school decision makers to actively support IAQ programs.

In the meantime, participants suggested that EPA continue to
develop strong case studies that illustrate the health benefits
of implementing an IAQ program. EPA would like to hear
from schools or school districts that have seen the practical
health benefits of implementing the AQ 7S Kit or an IAQ
program. In addition, EPA urges IAQ coordinators to use the
problem solving wheel, found in the IAQ Tf Kit, to identify
potential sources of pollutants contributing to poor IAQ.
These sources may

be directly related
to health com-
plaints.

Sessio'
Addressing

Liability and
Media
Concerns

Should negative
media coverage
regarding IAQ
problems in
schools occur, the
result is a loss of
trust in the school
system by its
constituents and,
potentially, a loss

<A

rear ae IR RARE

PET

of money by the school system. Liability costs can be substan-
tial—mold and mildew infestation in a court house in Polk
County, Florida, caused $40 million in litigation and restora-
tion costs. Presenters at this session shared numerous exam-
ples illustrating the monetary and liability impacts of ignoring
TAQ problems. They explained that ignoring IAQ issues does
not free school officials of liability, and schools may end up in
litigation because nothing has been done to correct IAQ.
problems. Instead, officials should engage in a strong course
of action to prevent litigation. The goals are to be able to (1)
say that the situation has been investigated, (2) show that
there is or is not a causal relationship between symptoms and
the building’s air quality, and (3) present data to support this
assertion.

‘The session, sponsored by the International City/County
Management Association, also addressed the tough decision
of whether to deal with IAQ problems openly or quietly
behind the scenes. According to Barbara Hunter of
Alexandria Public Schools in Virginia, avoiding surprises and
preventing rumors related to IAQ issues requires schools to be
up-front with staff, students, parents, and the public by
adopting pro-active outreach and media strategies. Building
strong relationships with the press by being honest with them
about IAQ issues when they Ese appear; allowing the media
to chronicle the IAQ walkthroughs, test results, and plans for
improvement; and pitching positive stories on IAQ efforts
can help your school system avoid negative press coverage.

While this proactive strategy is preferable, schools sometimes

find themselves in the awkward position of reacting to public
concern generated from negative media coverage. Ms. Hunter
shared some action tips to help deal with this situation.

* Within the first two hours following the IAQ crisis, gen-
erate a press release that confirms the facts, notes the
school’s concern, outlines an action plan for assistance,
and sets a schedule for providing updated information.



: ) INDOOR IR. QUALITY TooLs FOR SCHOOLS

(continued from page 1)

Batb Sat IMD Schoo! of Medicine

The Symposium began with brief pre-
sentations on key indoor air quality
issues and the use of EPA’s AQ TfS Kit.
Keynote speakers included Bob
Perciasepe, EPA's Assistant Administrator
for the Office of Air and Radiation, and
Mary Smith, Director of EPA’s Indoor
Environments Division. Roundtable dis-
cussions and problem-solving activities
based on common IAQ scenarios in
schools rounded out the first day. At ah
awards ceremony that evening, partici-
pants continued their spirited discus-
sions of indoor air quality and. were
treated to the.premiere of EPA’s latest
video, which spotlights IAQ challenges
faced by schools nationwide.

On the second day, IAQ stakeholders
from Bensalem School District, .
Minneapolis Federation of Teachers, and.
the American Lung Association of Ohio
shared their success stories and offered.
tips on forming an IAQ team and
implementing good IAQ practices.
Then, in five breakout sessions, partici-
pants explored select topics related to
Indoor Air Quality Tools for Schools
implementation. These sessions benefit-
ted newcomers as well as veteran Kit
users still facing IAQ challenges. In most
cases, what started out as an information
gathering and sharing session evolved
into an exercise im brainstorming and
problem solving, as participants actively
sought solutions to barriers en route to
an effective [AQ program for their
schools. Executive summaries from’ the
five breakout sessions are included on
pages 4-5 and 10 in this supplemental
edition of EPA’s IAQ 7f Bulletin.

On the final day of the Symposium,
participants broke into small groups to
develop action plans for their school
systems using strategies and practices
IAQ Taals for Schagis Bulletic:

discussed in earlier sessions. Participants
created sample IAQ action plans, incor-
porating the specific needs and skills of
each member of a potential IAQ team—
a school nurse, principal, School Board
member, teacher, facilities manager, or
parent.

In addition to these valuable hands-on
sessions, the Symposium honored 10
schools for their environmental leader-
ship through outstanding efforts to
create healthier indoor environments
for students and staff. These schools
received EPA IAQ Tf Excellence
Awards for their achievements and the
opportunity to share advice and IAQ
materials with Symposium attendees.
You can read about their achievements
on pages 6-7. Discover how your school
can apply for EPA's IAQ TS Awards for
the 2001 Symposium on page 2.

Participants said they found the
Symposium to be an extremely valuable
networking opportunity to share experi-
ences and lessons learned with EPA staff
and school personnel from around the
nation. The interaction enabled IAQ.
stakeholders to discuss school environ-
mental and health issues and share their
challenges and successes in implement-
ing the Kit. According to Shanwne
Albright, Director of Lung Health
Programs at the American Lung
Association of Alaska, “The most helpful
thing is being able to speak one-on-one
with people from other parts of the
country and to share and exchange
indoor air quality experiences.” Copies
of the Indoor Air Quality Tools for Schools
Symposium Proceedings can be obtained
on our Web site at ,
www.epa.gov/iaq/schools.

Partner Network’s
Contributions Spell
Success

The first Indoor Air Quality Tools for
Schools National Symposium was spon-
sored by a partnership established by
EPA and a number of national associa-
tions committed to working with EPA
to improve the indoor air quality in our
nation’s schools. These associations are
part of the Indoor Environments
Division's Partner Network, a group that
plays an essential role in supporting the
Indoor Air Quality Tools for Schools
program. At the Indoor Air Quality Tools
Jor Schools National Symposium, the
efforts of the American Association of
School Administrators (AASA), the
American Lung Association (ALA), the
International City/County Management
Association (ICMA), the National
Association of Counties (NACo), the
National Association of School Nurses
(NASN), and the National Education
Association (NEA) Health Information
Network helped ensure that the presen-
tations and discussion sessions ran
smoothly and were positive, insightful
experiences for all conference attendees.

AASA hosted the Symposium, and the
other members of the Partner Network
sponsored one of the five breakout ses-
sions. “Making IAQ a Priority: Linking
Health and Learning” was sponsored by
NASN, “Addressing Liability and Media
Concerns” by ICMA, “Making Time for
IAQ Management” by ALA, “Opening
the Lines of Communication: Building
an IAQ Team” by NEA, and “Financing
‘Tools for Schools: Fact and Fiction” by
NACo.

Associations in the Partner Network
serve as valuable resources for schools
looking to implement IAQ programs.
Some of these associations contributed
to the development of the IAQ Tf Kit
while others provide Indoor Air Quality
Tools for Schools training, host work-

_shops, and support pilot programs.

Some of their representatives even serve
on IAQ teams. For more information on
how the Partner Network can help your
school in its IAQ efforts, visit our Web
site at www.epa.gov/iaq/schools.



Bob. Porciasope, EPA Assistant
Administrator for'Alr and Radiation

EPA launches the [AQ
Tools for Schools Awards
Program

EPA launched its Indoor Air Quality Tools for
Schools (IAQ TfS) Awards Program at the
August 2000 Symposium, honoring 10 school
districts for their commitment to ensuring a
healthy environment in their schools. Having
each been nominated by one of EPA’s 10
regional offices, the winning districts received
the first annual Indoor Air Quality Tools for
Schools (IAQ TfS) Excellence Awards at a recep-
tion held the first evening of the Symposium.
Bob Perciasepe, EPA Assistant Administrator
for Air and Radiation, was on hand to present
the awards and congratulate the winners in a
room packed with their peers.

Mr. Perciasepe explained that EPA’s Indoor
Environments Division established the JAQ
Tf Awards Program to recognize schools and
school districts, such as these, that take a lead-
ership role in implementing indoor air quality
programs and raising public awareness of
health-related IAQ issues in schools. Following
the reception, the school districts received
national press coverage in an EPA press release.
Some districts also received local press coverage
of their achievements.

In 2001, the ZAQ TfS Awards Program will be
competitive; any school or district can apply or
be nominated. The Award criteria and applica-
tion form will be available soon on EPA's
Indoor Air Quality Tools for Schools Web site at
www.epa.gov/iaq/schools. The Awards will rec-
ognize schools or districts for achieving certain
levels of IAQ implementation progress. We
anticipate these award levels will include:

* Progress Award
* Full Implementation Award
* National AQ TfS Excellence Award.

All schools and districts that meet the imple- |
mentation requirements, as outlined on the
Awards application, will receive recognition for
their efforts including certificates, plaques,
and/or mention on EPA's IAQ TfS Web site.
The schools or districts chosen as the IAQ TfS
Excellence Award winners will each receive an
TAQ TfS Award, a press kit, and a success story
posted on the IAQ Web site. These national
winners will also be included in EPA press
releases and honored at the 2001 National
Symposium. Excellence Awards will be given to
schools that not only implement good IAQ
practices, but also take extra steps to promote
JAQ education for staff, students, and the

community.

Evaluation criteria will be outlined in the
online award application. Check EPA’s IAQ.
Web site regularly and future IAQ Tools for
Schools (IAQ TfS) Bulletins for updates.

Temperature and humidity coniplaints, while

not a direct risk to occupant health, may
indicate more serious ventilation problems in
the school building. Furthermore, tempera-
ture and humidity are among the many fac-
tors that affect indoor contaminant levels.

Nearly 90 percent of US' schools were built
before 1980, and 50 percent prior to 1960.
Although indoor air quality problems can
occur'in any old or new building, increased
« tisks in older buildings may be due to
outdated ventilation systems, deferred
d older roofs that leale.